Georgia Standards

 

South Carolina Standards

 

Key Vocabulary

 

Materials

• Pencils
• Scissors
• Tape or glue sticks
• Colored pencils and/or markers
• Blank color wheel
• Cube template
• Color and Feelings/characteristics graphic organizer

 

 

Instructional Design

Opening/Activating Strategy

• Organize students in small groups of 2-3. Give each group a copy of one of the following artworks. Multiple groups can have the same image. 

○ The Scream by Edvard Munch 

○ Weeping Woman by Pablo Picasso 

○ Rembrandt Laughing by Rembrandt van Rijn 

○ Self Portrait in a Cap by Rembrandt van Rijn 

○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh 

• Ask students to identify and write down what they think the person in the artwork might be thinking and feeling. Direct students’ attention to the style, color, and subject of the artwork. 
• Then, ask students to write down how they came to that conclusion using evidence from the image. Encourage students to talk about how the artist uses color. 
• Project each of the images on the board. Students will share their conclusions with the class. 
• Explain to students that they will be creating artwork that shows how a character in a literary work changes over the course of the text.

 

Work Session

• Review perspective and point of view with students. 
• Each student should select a character from the text being studied. 
• Students should determine what the catalyst for change is that the character experiences in the text, such as an internal or external conflict, a specific event, etc. 
• Show students an image of a color wheel. Tell students that color can communicate different things to different people, and that artists use color as a means of 

communication. Show students Woman with Folded Arms by Pablo Picasso. Ask students how Picasso uses color as a tool of communication. 

• Provide each student with a blank color wheel. In the same small groups at the activating strategy, have students label their color wheels with the colors and the 

feelings/characteristics they associate with that color. Students can use multiple words for each color. Use blue as an example–it can represent sadness, melancholy, calm, peacefulness, etc. 

• Next, pass out cube templates. Tell students that they will write a summary of the event, conflict, etc. that propelled change in the character on the bottom inside of what will become the cube/box. 
• On each of what will be the sides of the cube, students should briefly explain how the character changed due to the event, conflict, etc. See here. 
• Next, students will create four artworks on the reverse side of each character change explanation that illustrate the character of choice at four different points in the text. Each artwork should represent the character at different points in the text as he/she has changed. These will be on the outside of the cube/box when the box is constructed. See here.

○ Students should think about how artists from the activator portrayed different characteristics and emotions. 

○ Students should also use their color wheels to help them determine what colors they will use in each illustration. 

● Finally, students should use tape or glue to put the cube together. Artwork should be on the outside of the cube and explanations on the inside. See here.

Closing Reflection

Group students in groups of 4-5. Students should see if they can determine which character from the text each of their classmates selected for their artwork. 

Then, students should present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced.

Assessments

Formative

Teachers will assess understanding through the following questions: 

• Are students able to explain how artists communicate characteristics and emotions visually? 
• Are students able to identify an event or conflict that leads to change in a character and explain how that character changes over the course of the text? 
• Are students able to connect color to emotions/characteristics?

 

Summative

CHECKLIST 

• Does students’ artwork: 

○ Identify the event or conflict that leads to change in a character? 

○ Demonstrate visually and verbally how the character changes throughout the text? ○ Use color to communicate feelings and characteristics of the character? ● Are students able to present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced?

Differentiation

Acceleration: Students should select one of the artworks discussed in class. Students should conduct an independent study on the artwork and artist. Students should create their artwork in the style of this artist.  Remediation:  ● Allow students to orally explain how the event or conflict changed the character. ● Allow students to use bullet points or a numbered list to explain how the event or conflict changed the character.  ● Allow students to work in small groups on the same artwork and character. Each student can create one small artwork that they will cut out and glue onto the box to make the collaborative artwork.

 

ADDITIONAL RESOURCES 

● Artworks:  ○ Woman with Folded Arms by Pablo Picasso  ○ The Scream by Edvard Munch  ○ Weeping Woman by Pablo Picasso  ○ Rembrandt Laughing by Rembrandt van Rijn  ○ Self Portrait in a Cap by Rembrandt van Rijn  ○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh  ● Cube template  ● Color wheel  ● Color and Feelings/characteristics graphic organizer

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards. 

Ideas contributed by: Katy Betts 

Revised and copyright: 2024 @ ArtsNOW