SELF PORTRAITS TELL A STORY 6-8

SELF PORTRAITS TELL A STORY

SELF PORTRAITS TELL A STORY

Learning Description

In this lesson, students will explore the use of color in conveying mood and emotion. Students will create a self-portrait inspired by the work of Vincent Van Gogh, using color to express their own emotions and experiences. Additionally, students will write a personal narrative based on the experience that inspired their self-portrait, further connecting the visual representation with their own stories.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: VISUAL ARTS, ELA,
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a self-portrait that communicates mood through color.
  • I can use my self-portrait as inspiration for a personal narrative.
  • I can create a mood in writing.

Essential Questions

  • How do visual artists use color to create mood?
  • How can visual art inspire writing?

 

Georgia Standards

Curriculum Standards

Grade 6

ELAGSE6W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences.

  1. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

Grade 7

ELAGSE7W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences.

  1. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

Grade 8

ELAGSE8W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences.

  1. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

 

Arts Standards

Grade 6

VA6.CR.1 Visualize and generate ideas for creating works of art. 

VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA6.CR.4 Incorporate formal and informal components to create works of art.

VA6.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy. 

 

Grade 7

VA7.CR.1 Visualize and generate ideas for creating works of art. 

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA7.CR.4 Incorporate formal and informal components to create works of art.

VA7.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy. 

 

Grade 8

VA8.CR.1 Visualize and generate ideas for creating works of art. 

VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA8.CR.4 Incorporate formal and informal components to create works of art.

VA8.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.

 

 

 

South Carolina Standards

Curriculum Standards

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences. 

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: 

  1. develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well- structured event sequences; 
  2. use imagery, precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events and develop characters

 

 

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Personal narrative - A story about one’s own individual experiences
  • Mood - The feeling that an author wants to convey through his/her writing
  • Descriptive details - Details that create vivid and sensory-rich images in the reader's mind
  • Imagery - The use of descriptive language that appeals to the senses and creates vivid pictures in the reader's mind
  • Sensory language - Descriptive language that engages the five senses: sight, sound, smell, taste, and touch

Arts Vocabulary

  • Self-portrait - An artist’s rendering of themselves in a visual form
  • Color - One of the seven elements of art; it is how light is seen as reflected or absorbed off of a surface. Visual artists use color to create a mood in their artwork.

 

Materials

    • Mixed media white paper
    • Pencils
    • Crayons or oil pastels

     

     

    Instructional Design

    Opening/Activating Strategy

    • Engage students in the “Step Inside” artful thinking routine using Vincent Van Gogh’s Self-portrait as a painter, 1887.
      • In this routine, students will engage with three questions: 
    1. What can the person or thing perceive?
      2. What might the person or thing know about or believe?
      3. What might the person or thing care about?
    • Have students discuss these questions in small groups or with a partner.
    • Facilitate a class discussion around students’ responses. 
    • Share with students that the artist, Vincent Van Gogh, painted many self-portraits. Explain that a self-portrait is an artist’s rendering of themselves in visual form.

     

    Work Session

      ANALYZING ART

      • In small groups, have students read Tate Museum: Who Is Vincent Van Gogh? to learn about Van Gogh’s life.
      • Explain that Van Gogh used color to create mood in his artwork.
        • Project a Color Wheel on the board. In groups, ask students to identify several mood/feeling words that they associate with each color.
      • Display one of Van Gogh’s self portraits on the board. 
        • Ask students what colors Van Gogh used and how the colors create a mood. 
      • Give each group a different self-portrait by Van Gogh. Ask students to analyze the colors and mood of the painting as well as how they think Van Gogh viewed himself based on the colors he used.
      • Display each of the paintings. Facilitate a class-wide discussion about the similarities and differences in the paintings. 
        • Ask students how the colors change from painting to painting and how that change impacts the mood of the artwork. 
        • Ask students why they think most of Van Gogh’s self-portraits portray his face from an angle instead of straight. 
        • Next, look at the style–ask students to explain how they think Van Gogh made the brush strokes. Ask students whether they think the painting looks finished or unfinished.

       

      CREATING SELF-PORTRAITS

      • Explain to students that they will be creating their own self-portrait depicting themselves at the time of a specific personal experience (for example, the first time they scored a touchdown, when they moved to a new home).
        • Students should use color to create a mood that represents how they felt at the time of the experience.
      • Have students brainstorm a list of personal experiences that they can clearly recall. Students should select experiences from which they can generate enough content for a personal narrative.
        • Students should select one experience from their list as the inspiration for their self-portraits.
        • Next, students should identify the feeling or mood of their experience. Students will use colors in their self-portraits that communicate the mood. 
      • Instruct students to draw a large oval on their white paper using pencil. Project a facial proportions diagram to help students as they draw in their facial features on their self-portraits.
      • Next, remind students of Van Gogh’s style of painting with short, dashed brushstrokes. Demonstrate how to create short dashed lines with an oil pastel to create a similar effect. 
      • Allow students time to create their self-portraits using color to create mood. 

       

      PERSONAL NARRATIVE WRITING

      • Explain to students that they will be using their self-portraits as a basis for personal narrative writing.
      • Students will write a personal narrative about the experience they used to inspire their self-portrait.
        • In addition to grade-level specific expectations for narrative writing, students should focus on using descriptive details, imagery and sensory language to create mood in their writing that is consistent with the mood in their self-portraits.
        • Students should engage in peer-editing before producing their final narrative.
      • Students should give both their narratives and self-portraits a relevant title.

       

      Closing Reflection

      • Students should conduct a gallery walk of self-portraits.
      • After students have had the opportunity to observe each other’s work, facilitate a discussion around how each student as an artist used color to create mood in their self-portrait and how that mood connected to the personal experience in their narratives.

      Assessments

      Formative

      Teachers will assess student learning by observing students’ responses in whole-class and small group discussion and students’ responses to brainstorming sessions.

       

       

      Summative

      CHECKLIST

      • Students can create a self-portrait that communicates mood through color.
      • Students can write a personal narrative based on the experience that inspired their self-portrait. 
      • Students can create a mood in writing using descriptive details, imagery, and sensory language.

       

       

       

      DIFFERENTIATION 

      Acceleration: Students should conduct independent or collaborative research on Van Gogh’s life and how his personal experiences influenced his art. Students should pay special attention to the years his self portraits were painted and what occurred in his life at the time.

       

      Remediation: 

      • Allow students to use a graphic organizer to brainstorm three ideas that they could include in their self-portrait.
      • Provide a graphic organizer to assist students in organizing their personal narratives.

       ADDITIONAL RESOURCES

      *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:  May 2024 @ ArtsNOW

       

       

       
      Back to Modules

      WE ARE THE PARTS 4-5

      WE ARE THE PARTS

      WE ARE THE PARTS

      Learning Description

      In this lesson, students will use their bodies and space, working together to create visual and corporal models to investigate and represent equivalent fractions.

       

      Learning Targets

      GRADE BAND: 4-5
      CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use my body and work with others to create visual representations of equivalent fractions.
      • I can identify and articulate equivalent fractions.

      Essential Questions

      • How can I demonstrate equivalent fractions using my body?

       

      Georgia Standards

      Curriculum Standards

      Grade 4 

      4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100

      using part-whole strategies and visual models.

       

      Grade 5

      5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

       

      Arts Standards

      Grade 4  

      TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

      1. Use body and movement to communicate a character’s thoughts and emotions.
      2. Collaborate and perform with an ensemble to present theatre to an audience.

       

      Grade 5

      TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

      1. Use body and movement to communicate thoughts, ideas, and emotions of a character.
      2. Collaborate and perform with an ensemble to present theatre to an audience.

       

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 4

      4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), / , is equivalent to a fraction, ×

      × , by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

       

      Grade 5

      5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line.

       

       

      Arts Standards

      Anchor Standard 3: I can act in improvised scenes and written scripts.

       

       

      Key Vocabulary

      Content Vocabulary

      • Denominator – The bottom number in a fraction, indicating how many total equal parts in the whole
      • Equivalent Fractions – Fractions that have the same value, though they have different numerators and denominators
      • Fraction – A numerical value that is part of a whole, indicating a certain number of parts of an equally divided whole
      • Numerator – The top number in a fraction, indicating how many of the total parts are present or included.

      Arts Vocabulary

      • Collaborate/Collaboration – Teamwork, working together in a group
      • Pose – A positioning or shape of the body

       

      Materials

        • Optional: Paper and pencils for drawing the extension activity

         

         

        Instructional Design

        Opening/Activating Strategy

        • Teach and lead the students in playing Countup, a listening game in which the group tries to count as high as possible, one number per person, randomly, without duplication.  
          • Leader (teacher) gives a cue (e.g., “Ready, Set, Go!”), then someone says “1,” then someone else says “2”, and so on.  If two people say a number at the same time, the round ends and the game reverts to the beginning, back to 1.  
          • If a pattern emerges (e.g., three players start alternating numbers), the round is stopped and a new one begins.  
          • After the game is established, give volunteers the opportunity to give the starting cue.
          • Once students understand the game, emphasize the listening aspect, and the fact that the class will not necessarily get farther by going faster.
          • After playing with cardinal numbers, explore variations through other sequences.  Move into odd/even numbers and multiples (of 3, 5, 10, 4, 6, etc.).  
          • Then move into fractions: Unit fractions (1/2, 1/3, 1/4, 1/5, etc.), the complements of unit fractions (1/2, 2/3, 3/4, 4/5, etc.), and equivalent fractions (1/2, 2/4, 3/6, 4/8, etc.; 1/3, 2/6, 3/9, 4/12, etc.).

         

        Work Session

          EQUIVALENT FRACTION POSES

          • Tell students that they will be using their bodies to create poses that represent equivalent fractions.
          • Review equivalent fractions with students.

          Creating Halves

          • Have two students come to the front or the center of the room, ideally where they can sit on the ground and be seen by all.  
          • Have them sit cross-legged facing each other.  Explain that together, their upper legs form a whole square, and their lower legs bisect the square, or cut it in half.  
            • Have each student say, “I am one half.”
          • Have the two students place one arm with the elbow at their navel and the arm extended out to the center.  Point out that each half has been cut in half, and the resulting parts are fourths of the whole.  
            • Have each student say, “I am two fourths.”  
            • Point out that by splitting the space in half, the students are effectively multiplying the number of parts by two – both the number of parts each student represents and the number of parts overall.  
              • This is the same as multiplying both the numerator and the denominator by the same number to get an equivalent fraction.
          • Have the students use both arms, with elbows on thighs and fingertips to the center, to trisect the shape defined by their legs.  Point out that each half has been cut in thirds, resulting in six parts all together.  Have each student say, “I am three sixths.”
          • Have all the students pair up and find a place in the room to repeat the sequence – “I am one half,” “I am two fourths,” “I am three sixths.”
          • Reflect and discuss how and why the fractions described by the parts created are equivalent.

           

          Creating Thirds

            • Have the students form groups of three.  Rather than sitting cross-legged, have them sit so that their bodies form a single triangle. 
            • Repeat the process with the further divisions of the parts, and the accompanying lines, “I am one third,” “I am two sixths”. Challenge students to see how many equivalent fractions they can make.
            • Have students describe fractions made by combining parts.  For example, “Giselle and I are two thirds,” “Giselle and I are four sixths,” “Mariah and I are six ninths.”
          • If the class does not divide evenly into threes, assign the extra student or two to other groups and have them ask prompting questions, e.g., “Terence, what part are you?”  “Abby and Lucas, what part are you?”

           

          Beyond Thirds

          • Continue the process with even larger groupings.  
          • Each time, have students seat themselves on the ground with their legs to the side and their feet together. (As the numbers grow larger, the angle formed by each child’s legs grows smaller, and the distance to stretch the arms toward the center grows greater.)  
          • Have students articulate their fractions; then, add an arm to bisect the part, and then two arms.  As the groups grow, the number of groups will get smaller but the number of extra students who can be assigned to ask questions will increase.

           

           

          Closing Reflection

          • Have the students reflect on how they used their bodies to create the fractions, and how they used their voices to name their values.
          • Ask students to reflect on the activity with the following questions: 
            • What are equivalent fractions?  
            • Who can give an example of equivalent fractions?  
            • When you were sitting on the floor, how did you use your bodies to show equivalent fractions?” (“We stretched out our arms to divide the parts.”)  
            • “With numbers in your minds or on paper, how do you find equivalent fractions?” (“We multiply the numerator and the denominator by the same number.”)

          Assessments

          Formative

          Teachers will assess students’ learning by observing students’ participation in creating equivalent fractions with their bodies and students’ responses to class discussion.

           

           

          Summative

          CHECKLIST

          • Students can accurately define, create, and identify equivalent fractions.
          • Students can form equivalent fractions by creating poses with their bodies.

           

           

           

          Differentiation

          Acceleration: 

          • Have students imagine and articulate fractions with greater numerators and denominators, beyond what is apparent in their positions.  E.g., when in groups of 3, call out a higher denominator, such as 12, or a higher numerator, such as 5, and have students identify the fractions they represent with those values.
          • Have students draw a picture of one of their groups as if looking down from the ceiling.  Label the classmates in the group.  Write sentences naming the fractions they represent (e.g., “Alberto is one fifth,” “Cameron is two tenths,” “Alberto, Cameron and Jade are nine fifteenths,” etc.).

           

          Remediation:

          • Build the Count-up game slowly.  Use a fishbowl process to have a smaller group play the game while others watch, and rotate students through the activity.
          • Limit the process to fractions involving halves and thirds.

           

          •  

           

          ADDITIONAL RESOURCES

           

          *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: Mary Gagliardi and Barry Stewart Mann

          Revised and copyright:  May 2024 @ ArtsNOW

           

           
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          EXPLORING NARRATIVE WRITING THROUGH STILL LIFE DRAWING 2-3

          EXPLORING NARRATIVE WRITING THROUGH STILL LIFE DRAWING

          EXPLORING NARRATIVE WRITING THROUGH STILL LIFE DRAWING

          Learning Description

          Students will build a still life composition, explore the space with their senses, draw what they see, and write a narrative from the point of view of one of the objects in their still life using descriptive details.

           

          Learning Targets

          GRADE BAND: 2-3
          CONTENT FOCUS: Visual Arts & ELA
          LESSON DOWNLOADS:

          Download PDF of this Lesson

          "I Can" Statements

          “I Can…”

          • I can arrange objects to create a still life.
          • I can use a still life as an engaging writing prompt.

          Essential Questions

          • How can I arrange objects to create a still life?
          • How can I use a still life as an engaging writing prompt?

           

          Georgia Standards

          Curriculum Standards

          Grade 2:

          ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

           

          ELAGSE2SL4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

           

          Grade 3: 

          ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

           

          ELAGSE3SL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

           

           

          Arts Standards

          Grade 2:

          VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

           

          VA2.CR.2 Create works of art based on selected themes. 

           

          VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

           

          Grade 3: 

          VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

           

          VA3.CR.2 Create works of art based on selected themes. 

           

          VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

           

           

          South Carolina Standards

          Curriculum Standards

          Grade 2

          WRITING (W) - Meaning, Context, and Craft

          Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

          3.1 Explore multiple texts to write narratives that recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure.

           

          Grade 3

          WRITING (W) - Meaning, Context, and Craft

          Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well structured event sequences.

          3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; c. organize an event sequence that unfolds naturally; d. use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations; g. use imagery, precise words, and sensory details to develop characters and convey experiences and events; and h. provide a sense of closure.

           

           

          Arts Standards

          Anchor Standard 1: I can use the elements and principles of art to create artwork.

          Anchor Standard 2: I can use different materials, techniques, and processes to make art.

          Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

           

           

           

          Key Vocabulary

          Content Vocabulary

          • Narrative - A piece of writing that usually tells a story and has a beginning, middle, and end
          • Descriptive details - Details that enhance a reader’s understanding of the text
          • Point of view - The perspective from which the story is told

          Arts Vocabulary

          • Still Life - A painting or drawing of an arrangement of objects, typically including fruit and flowers and objects contrasting with these in texture, such as bowls and glassware
          • Texture - One of the seven elements of art; it is how something feels or looks like it would feel
          • Composition – The placement or arrangement of the visual elements, such as figures, trees, and so on in a work of art, as distinct from the subject or the style with which it is depicted
          • Balance - How the elements of art (line, shape, color, value, space, form, texture) relate to each other within the composition in terms of their visual weight to create visual equilibrium
          • Shape - In the visual arts, shape is a flat, enclosed area of an artwork created through lines, textures, colors or an area enclosed by other shapes such as triangles, circles, and squares
          • Form - A three-dimensional composition or object
          • Color - One of the elements of art; reflected or absorbed light
          • Emotions – Feelings

           

          Materials

          • Flowers, pots, plants, fabric or any other interesting elements
          • Paper 
          • Pencils 
          • Colored pencils or other coloring materials

             

             

            Instructional Design

            Opening/Activating Strategy

               

              Work Session

              • Explain to students that artists have painted and drawn still lives for centuries. 
                • A still life is a painting or drawing of an arrangement of non-living objects. Still lives typically include fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.
              • Look at several examples of still lives. 
                • Remind students what descriptive details are. Ask students to use descriptive details to describe the still lives. Ask them to focus on color, shape, and texture, which are all elements of art.
              • Explain to students that they will be creating their own still life in small groups. 
                • Students should work together to select several objects with a variety of textures for their still life and arrange them in the center of their table. 
                • Each student will find a place around their table to carefully observe and draw the still life. 
              • Explain that students will be writing a narrative from the point of view of one of the objects in their still life drawing. 
                • Remind students that point of view is the way a character sees the events in a story, so, the point of view of each of the objects in the still life will be different.
                • Project the still life from the opening activity. Model how to select one of the objects and write a narrative from that object’s point of view using descriptive details.
                • Students will then choose an object from their own still life drawing and write a narrative from the object’s point of view using descriptive details. 
                • Remind students that their narrative must have a beginning, middle, and end.

               

               

              Closing Reflection

              Within their small groups, students should share their still life drawings and narrative writing. Encourage students to notice how each person’s drawing is different based on where they were observing the still life arrangement.

               

              Assessments

              Formative

              Teachers will assess students’ understanding by observing students’ answers to class and small group discussion of point of view and still lives, as well as students’ ability to create a still life arrangements.

               

               

               

               

              Summative

              CHECKLIST

              • Students can create a still life arrangement and drawing.
              • Students can write a narrative from the point of view of an object in their still life using descriptive details.
              • Students can write a narrative that has a beginning, middle and end.

               

               

               

               

              Differentiation

              Acceleration: As an extension, students can pair up and write a dialogue between their object and someone else's.

               

              Remediation: 

              • Allow students to write narratives with a partner. 
              • Provide students with a writing guide/graphic organizer for their narrative writing.
              • Allow students to orally relay their narrative. 
              • Assign students one of the objects in the still life to use for their narrative writing.

               ADDITIONAL RESOURCES

              Still life examples to show students: 

               

              Technology Extension: 

               

              Technology Resources: 

               

              *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: Shannon Green; updated by Katy Betts

              Revised and copyright:  May 2024 @ ArtsNOW

               
              Back to Modules

              UNDERSTANDING INFORMATIONAL TEXT THROUGH LANDSCAPE ART 6-8

              UNDERSTANDING INFORMATIONAL TEXT
              THROUGH LANDSCAPE ART

              UNDERSTANDING INFORMATIONAL TEXTTHROUGH LANDSCAPE ART

              Learning Description

              In this lesson, students will demonstrate their understanding of informational texts by using text evidence to create a landscape artwork.

               

              Learning Targets

              GRADE BAND: 6-8
              CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES
              LESSON DOWNLOADS:

              Download PDF of this Lesson

              "I Can" Statements

              “I Can…”

              • I can visualize supporting details in an informational text to create a landscape artwork.
              • I can annotate an informational text to identify the most important details.
              • I can synthesize the information presented in two different texts.

              Essential Questions

              • How can I visualize supporting details in an informational text to create a landscape artwork?
              • How can I identify the most important details using annotation?
              • How can I synthesize the information presented in two different texts?

               

              Georgia Standards

              Curriculum Standards

              Grade 6

              ELA

              ELAGSE6RI1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

              ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

               

              SOCIAL STUDIES

              SS6G1 Locate selected features of Latin America.

              SS6G4 Locate selected features of Canada.

              SS6G7 Locate selected features of Europe.

              SS6G11 Locate selected features of Australia.

               

              Grade 7

              ELA

              ELAGSE7RI1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

              ELAGSE7W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 

               

              SOCIAL STUDIES

              SS7G1 Locate selected features of Africa.

              SS7G5 Locate selected features in Southwest Asia (Middle East).

              SS7G9 Locate selected features in Southern and Eastern Asia.

               

              Grade 8

              ELAGSE8RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

              ELAGSE8RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

               

              SOCIAL STUDIES

              SS8G1 Describe Georgia’s geography and climate.

              Arts Standards

              Grade 6

              VA6.CR.1 Visualize and generate ideas for creating works of art. 

              VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

              VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

               

              Grade 7

              VA7.CR.1 Visualize and generate ideas for creating works of art. 

              VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

              VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

               

              Grade 8

              VA8.CR.1 Visualize and generate ideas for creating works of art. 

              VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

              VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

               

               

              South Carolina Standards

              Curriculum Standards

              Grade 6

              ELA

              Reading - Informational Text (RI) - Meaning and Context 

              Standard 6: Summarize key details and ideas to support analysis of central ideas.

              6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details.

               

              Grade 7

              ELA

              Reading - Informational Text (RI) - Meaning and Context 

              Standard 6: Summarize key details and ideas to support analysis of central ideas.

              6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development. 

               

              SOCIAL STUDIES

              7.1.1.PR Identify select African physical systems and human characteristics of places.

              7.2.1.PR Identify select Asian physical systems and human characteristics of places.

              7.3.1.PR Identify select Australia, Oceania, and Antarctica physical systems and human characteristics of places.

              7.4.1.PR Identify select European physical systems and human characteristics of places.

              7.5.1.PR Identify select North American physical systems and human characteristics of places.

              7.6.1.PR Identify select South American physical systems (e.g., landforms and bodies of water), and human characteristics of places (e.g., countries and cities).

               

              Grade 8

              ELA

              Reading - Informational Text (RI) - Meaning and Context 

              Standard 6: Summarize key details and ideas to support analysis of central ideas.

              6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.

               

              Arts Standards

              Anchor Standard 1: I can use the elements and principles of art to create artwork.

              Anchor Standard 2: I can use different materials, techniques, and processes to make art.

              Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

              Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

               

              Key Vocabulary

              Content Vocabulary

              • Informational text - Nonfiction writing that has the purpose of informing the reader
              • Synthesize - To combine two or more sources of information into one coherent source of information
              • Annotate - To take notes on a text
              • Physical feature - A landform such as a mountain, river, desert, etc.
              • Text evidence - Information that comes directly from the text that supports the main idea of the text

              Arts Vocabulary

              • Space - One of the seven Elements of Art; techniques artists use to create the illusion of depth on a 2D surface
              • Landscape - A type of art that shows a wide expanse of land–usually a countryside–and shows depth through a background, middle ground, and foreground
              • Foreground - The part of a landscape that is closest to the viewer
              • Background - The part of a landscape that is farthest from the viewer
              • Middle ground - The part of a landscape that is in between the background and the foreground
              • Texture - One of the seven elements of art; how something feels or looks like it feels
              • Printmaking - Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper.
              • Collagraph printmaking - A form of printmaking in which texture is built up on a surface by layering materials. The artist then transfers the image through a process like a rubbing onto another surface like paper.

               

              Materials

                • Computer paper
                • Cardstock
                • Cardboard or additional cardstock for background
                • Scissors
                • Glue sticks
                • Pencils
                • Crayons or oil pastels (teacher tip: soak oil pastels or crayons in warm soapy water overnight; paper labels will easily come off the next day)
                • Informational text that describes a geographic location students are studying in Social Studies such as the Sahara Desert (7th grade SS, GA)
                • Optional - colored pencils

                 

                 

                Instructional Design

                Opening/Activating Strategy

                • Project a landscape painting such as Landscape from Saint Remy by Vincent Van Gogh. 
                  • First, students will identify what they see in the image. Emphasize that they should make objective observations about the painting (i.e. physical features, colors, textures, etc.). 
                  • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the painting. 
                  • Finally, ask students what they wonder about the image. 
                  • Ask students to work collaboratively to engage in the See, Think, Wonder protocol (Harvard University Project Zero - Artful Thinking Strategies). 
                  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

                 

                Work Session

                  • Explain that the artwork students are looking at is an example of a landscape painting. Landscape paintings show a wide expanse of land–usually a countryside–and show depth through a background, middle ground, and foreground. 
                  • Show students the diagram of a landscape. Explain that the background is what is farthest away from the viewer, the foreground is directly in front of the viewer, and the middle ground everything in the middle. 
                  • Ask students to try to identify the background, middle ground, and foreground in Landscape from Saint Remy by Vincent Van Gogh.
                  • Explain to students that texture in art is how something feels or looks like it feels. Ask students to identify textures in the landscape painting.
                  • Tell students that they will be creating their own landscape artwork based off of an informational text. Provide each student with a copy of the informational text that connects to a region students are studying in Social Studies (if applicable). 
                  • With partners, have students annotate the text as they read, looking for details that describe how the region looks such as landforms, colors, etc. 
                  • Facilitate a discussion with students around what details they might include in the background, what details they might include in the middle ground, and what details they might include in the foreground. 
                  • Instruct students to locate and research an additional informational text on the same region. 
                    • Students should use their knowledge of research practices to identify a reliable source. Students should annotate the text as they did previously. 
                    • Students will synthesize the details that they found in the two sources to create their landscape artwork. 
                  • Introduce students to the term Collagraph Printmaking. 
                    • Printmaking is a process by which the artist creates an image that has texture and transfers that image repeatedly onto another surface like paper. 
                    • Tell students that the printing press is an early example of printmaking. 
                  • Explain the process of creating their artwork. 
                    • Students will draw a rough draft of their landscape on blank paper using evidence from both texts. Students’ rough drafts should have a background, middle ground, and foreground.
                    • Out of cardstock, students will cut out landforms like mountains and physical features like forests that they included in their rough draft. 
                      • Students should glue the landforms down to a piece of cardstock or cardboard starting with the background and moving to the foreground. 
                      • Students should use overlapping as they glue each layer down.
                    • Once they have created their landscapes, students will create a rubbing by placing a piece of computer paper over their landscape. Using a crayon or oil pastel, they will rub across the surface to pick up the texture of the landscape.
                  • Students can then add in details and additional texture using colored pencil, crayon, or oil pastel.

                   

                  Closing Reflection

                  • Students will write a one paragraph artist statement about their work. They should include a relevant title for their landscape and what they showed in their artwork citing text evidence from both sources.
                  • Allow students to conduct a gallery walk within small groups to compare and contrast how they and their classmates visualized the text. Emphasize that students should look for similarities and differences in artwork and how that reflects the sources that students used.

                  Assessments

                  Formative

                  Teachers will assess learning by determining whether students are able to identify the background, middle ground, and foreground in the example landscape and whether students can identify all the important supporting details from both texts that describe how the region looks.

                   

                   

                  Summative

                  CHECKLIST

                  • Students’ landscapes included a background, middle ground, and foreground. 
                  • Students’ landscapes visualize the details from both texts that describe how the location looks.
                  • Students’ artist statements include a relevant title for their landscapes and what they showed in their artwork citing text evidence from both sources.

                   

                   

                  Differentiation

                  Acceleration: 

                  • Allow students to research the landscape paintings of Vincent Van Gogh or another landscape artist. Students can create their artwork in the style of Van Gogh (Post-Impressionism) or another artist of their choice. 

                   

                  Remediation: 

                  • Allow students to work with partners to create their landscapes. Each partner can create their own rubbing. 
                  • Provide students with an “answer key” of the passage to use to check their annotations. 
                  • Have students only use one text rather than two.
                  • Provide students with a graphic organizer to fill out with landforms, physical features, and agriculture as they read the text. 

                   

                   ADDITIONAL RESOURCES

                   

                  *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:  2023  @ ArtsNOW

                   
                  Back to Modules

                  MOSAICS AND MATH 3-5

                  MOSAICS AND MATH

                  MOSAICS AND MATH

                  Learning Description

                  In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

                   

                  Learning Targets

                  GRADE BAND: 3-5
                  CONTENT FOCUS: VISUAL ARTS & MATH
                  LESSON DOWNLOADS:

                  Download PDF of this Lesson

                  "I Can" Statements

                  “I Can…”

                  • I can use multiplication and division to create a mosaic.
                  • I can use crayon and watercolor to create a crayon watercolor resist painting.
                  • I can create an array using a ruler and pencil.
                  • I can determine factors of 54.

                  Essential Questions

                  • How can you utilize multiplication and division to create a mosaic?
                  • How can you use an array to determine factors of 54?

                   

                  Georgia Standards

                  Curriculum Standards

                  Math

                  Grade 3: 3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. 

                  3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

                  3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.

                  Grade 4

                  4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.

                  4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

                   

                  Grade 55.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems. 

                  Science Grade 4:S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.a.Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.b.Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

                  Grade 5: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.a.Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

                   

                   

                  Arts Standards

                  Grade 3: 

                  VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                  VA3.CR.2 Create works of art based on selected themes. 

                  VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

                  VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

                  Grade 4: 

                  VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                  VA4.CR.2 Create works of art based on selected themes. 

                  VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

                  VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

                  Grade 5: 

                  VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                  VA5.CR.2 Create works of art based on selected themes. 

                  VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

                  VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

                   

                   

                  South Carolina Standards

                  Curriculum Standards

                  3rd Grade

                  3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. 

                  3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. 

                  3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown

                   

                  4th Grade

                  4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 

                  4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of groups unknown).

                   

                   

                  Arts Standards

                  Anchor Standard 1: I can use the elements and principles of art to create artwork.

                  Anchor Standard 2: I can use different materials, techniques, and processes to make art.

                  Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

                  Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

                   

                   

                  Key Vocabulary

                  Content Vocabulary

                  • Array - A way of arranging objects or images in rows and columns
                  • Multiplication - Repeated addition of numbers of the same size
                  • Division - Repeated subtraction of numbers of the same size
                  • Factor - A number that can be used to evenly divide into another number

                  Arts Vocabulary

                  • 7 Elements of Art - Line, shape, form, texture, color, value, space
                  • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point.
                  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.
                  • Space - How the Elements of Art are organized in an artwork. It is used to create the illusion of depth. Space can be two-dimensional, three-dimensional, negative and/or positive.
                  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
                  • Variegated watercolor wash - A watercolor wash that transitions from one color to another color
                  • Crayon watercolor resist - The process of using crayon or oil pastel (oil based) to draw on a surface and then covering it with a watercolor wash.
                  • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass. (Oxford Languages)
                  • Composition - The way the Elements of Art are arranged in an artwork
                  • Warm colors - Red, orange, yellow
                  • Cool colors - Green, blue, violet
                  • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
                  • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue)
                  • Contrast - An arrangement of opposite elements in a composition to create visual interest

                   

                   

                  Materials

                    • 12x18-inch black construction paper
                    • 9x6-inch white mixed-media paper
                    • Crayons or oil pastels in warm and cool colors
                    • Watercolor set
                    • Paintbrushes
                    • Water cups with water
                    • Ruler
                    • Pencil
                    • Scissors
                    • Glue sticks

                     

                     

                    Instructional Design

                    Opening/Activating Strategy

                    • Show students an image of an ancient Roman mosaic on a board (Examples of ancient Roman mosaics).
                    • Ask students to identify as many geometric shapes as they can in the image. 
                    • Have students compare their findings with a partner. 
                    • Then, ask students to take turns outlining the shapes on the board.
                    • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic. 
                    • Show students where the ancient Roman Empire was in relationship to where students live. 
                    • Define for students what a mosaic is.
                    • Briefly go over the 7 Elements of Art. Ask students to identify as many as they can in the image of the ancient Roman mosaic.

                     

                    Work Session

                    • Explain that students will be focusing on Line, Shape, Space, and Color in their mosaic.
                    • Demonstrate to students how to create a 6x9-in array using pencil and ruler. 

                    Teacher tip: Have students mark their paper at each one inch interval around the entire paper. Then, have students connect the marks to create an array.

                    • Ask students to use mathematical concepts that they have learned to determine how many 1-inch squares they have. 
                    • Ask students to identify the area and perimeter using mathematical strategies.
                    • Tell students that in the next step, they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor. 
                    • Show students a color wheel. 
                      • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel)
                      • Tell students that they will be drawing lines and shapes over the entire surface of their paper using either warm OR cool colored crayons. 
                    • Tell students that next they will be painting over the entire surface of the paper in watercolor. Show students how to create a variegated watercolor wash using the video.
                      • Students should create a variegated watercolor wash in warm colors if students used cool colored crayons; students should use cool colors if they used warm colored crayons. This will create contrast. 
                      • Direct students to make observations about the water cycle as they watch the water in the watercolor evaporate and the paper dry. Ask students if this is a chemical or physical change.
                    • Once the watercolor wash is mostly dry, students should cut out each square and divide them into equal groups using factors of 54.
                    • Explain that students are going to arrange their groups (factors of 54) in a composition on their black paper. Once they have arranged them, they will glue them down.
                      • Composition is how an artist arranges the elements of art, like line, shape, and color, in their artwork.

                    Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down.

                     

                    Closing Reflection

                    • Have students explain to a partner how they grouped their pieces of the watercolor-resist into factors of 54 in their mosaic.
                    • Ask students to explain how they determined the size of their groupings.
                    • Ask students to identify which elements of art they used in their mosaic.

                    Assessments

                    Formative

                    Teachers will assess understanding through the:

                    • Shapes students identified in Roman mosaic
                    • Students’ ability to group pieces of mosaic into factors of 54
                    • Students’ color choices (checking for understanding of warm and cool colors)

                     

                    Summative

                    CHECKLIST

                    • Students will demonstrate what they learned by creating a watercolor crayon resist mosaic that utilizes contrasting warm and cool colors and demonstrates that they can arrange watercolor pieces in factors of 54 in a compositionally interesting way on their paper.

                     

                     

                    Differentiation

                     

                    Acceleration: Instead of using 1x1-inch squares, have students determine other ways to divide their paper into equal sections (example).

                     

                    Remediation: 

                    • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic. 
                    • Students can also fold paper into equal sections instead of using a ruler to measure equal sections before cutting.
                    • Provide an array for students rather than having students create their own with rulers.

                     

                     ADDITIONAL RESOURCES

                     

                    *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

                     
                    Back to Modules