Dancing Sentences

DANCING SENTENCES

Dancing Sentences

Learning Description

In this lesson, students will explore punctuation and capitalization through movement and choreography.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate my understanding of ending punctuation marks by matching energy quality to punctuation.
  • I can demonstrate my understanding that every sentence should begin with an uppercase letter through movement.

Essential Questions

  • How can I use movement and choreography to show my understanding of the conventions of the standard English language?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities. 

ELAGSEKL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.  Capitalize the first word in a sentence and the pronoun I.  b.  Recognize and name end punctuation.

Grade 1:

ELAGSE1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.  Print all upper- and lowercase letters. j.  Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory). k.  Print with appropriate spacing between words and sentences. 

ELAGSE1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b.  Use end punctuation for sentences.

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication.

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

ESDK.RE.1 Demonstrate critical and creative thinking in dance.

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 1:

1.NSBT.1.c. Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup)

Arts Standards

Grade 1:

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

 

Key Vocabulary

Content Vocabulary

Place Value - The value of where the digit is in the number, such as units, tens, hundreds, etc.

Arts Vocabulary

Statue (Statues) - An actor frozen in a pose.

Tableau (Tableaux) - A group of actors frozen to create a picture.

 

Materials

Plus (+) and equal (=) sign placards that can stand on the floor (one possibility – written with marker on an inverted file folder - or part thereof – and capable of standing like a tent).

 

Instructional Design

Opening/Activating Strategy

Letter Statues
Introduce or review what a statue is – an actor in a frozen pose. Explain that the students will make letter statues with their bodies. Call out one letter at a time and have them make the letters. Use a drum, another percussion instrument, or clapping to cue the statues. Encourage students to be creative, using full body, limbs, fingers, etc., and exploring the possibilities of standing, kneeling, sitting, lying down, etc., as appropriate for the classroom space. Use observational language to comment on the different ways in which students use their bodies to create the statues.

 

Work Session

Number Statues

  • Repeat the process with numbers (single digits). After exploring multiple possibilities, inform students that they will focus on making number statues that use their whole bodies, and for which they will remain standing. Practice standing number statues.
  • Ask students how they would make a statue of a number up to 100. Elicit from them, or guide them to, the idea of working in pairs or trios.
  • Introduce or review what a tableau is – a group of actors frozen in a picture. Explain that tableaux often create pictures with characters and settings, but the tableaux today will be of numbers and number sentences.
  • Invite two, and then three, volunteers to model creating a tableaux up to 100. Ask students what each digit in a multiple-digit number represents. Introduce or review the concept of place value. Ensure that students understand that the digit to the left represents a higher place value than the digit to the right, and identify the units: ones, tens, and hundreds places.
  • Have students work in pairs to create a 2-digit number tableau (full-body, standing). Have them work together to say the name of the number together out loud. After creating a number, have them switch positions and say the name of the number with the digits switched. Move among the pairs to confirm that they are expressing each number correctly.
  • If students have grasped the 2-digit numbers and are ready for 3-digit numbers, have them repeat the process in trios. Each trio can explore all the possibilities with their three digits (if the digits are all different, e.g., 1, 2, and 3, there will be six permutations: 123, 132, 213, 231, 312, 321.)
  • Introduce the idea of moving from number tableaux to addition sentence tableaux.
  • Invite three students to model a simple addition sentence tableau, e.g., 3 + 4 = 7. Have the students assume their positions, and then have them speak the sentence together. (Note: this is an opportunity, if relevant, to introduce or reinforce the Commutative Property of addition by having the addends switch places.)
  • Provide plus and equal sign tent cards and have students work in trios to create addition sentence tableaux.
  • Use the same process, first modeling and then having the students work in small groups, to move into more complex addition sentences: adding two 1-digit numbers that result in a 2-digit sum (e.g., 5 + 7 = 12), adding a 1- and a 2- digit number together, without and then with sums that require making a new ten (e.g., 31 + 7 = 38, and then 29 + 3 = 32), and then adding two 2-digit numbers, without and then with sums that require carrying to the tens and hundreds places (e.g., 45 + 12 = 57, then 24 + 19 = 43, then 74 + 38 = 112).

Teaching Tips:

  • As appropriate to the class, use established addition strategies (counting on, making ten, etc.) to calculate sums, and advance only as far in the sequence of complexity as the class can manage.
  • This may be a lesson that is done over time. The first step may best be suited for when single digit addition is taught, then adding 2-digit addition as the concept is taught, and so on.

 

Closing Reflection

Ask students: How did you use your bodies to create letter and number statues and addition sentence tableaux? Which were more challenging, letter statues or number statues? How do we determine the name and value of a 2- or 3-digit number? How did you determine your place or role in the number sentence?

 

Assessments

Formative

  • Students should be able to calculate answers to the mathematical problems.
  • Students should accurately represent the numbers with their bodies.

 

Summative

Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.

 

Differentiation

Acceleration: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For acceleration, there should be greater complexity and more independent (unguided, in pairs, trios, quads, and more) work.

Remediation: Acceleration and remediation are built into the lesson in terms of how far into the sequence of complexity the lesson goes, and how much students are asked to create and calculate the numbers and addition sentences on their own. For remediation, there should be less complexity, more modeling, and more full-class, guided work.

*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 updated by Barry Stewart Mann

Revised and copyright: August 2022 @ ArtsNOW

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Acting Out the Adverb, But What About the Adjective? 2

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

Learning Description

In this lesson, students will compare and contrast adjectives and adverbs. We will explore how acting out an adverb is easier than an adjective. While we can reach for the adjective, they are often difficult to physically demonstrate. As a trick for identifying the difference, we teach students to try to imagine acting them out.

 

Learning Targets

GRADE BAND: 2
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can differentiate between adjectives and adverbs by trying to act them out.

Essential Questions

  • How can the arts help to clarify language arts concepts?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use adjectives and adverbs and choose between them depending on what is to be modified.

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2WL.4:

Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 

     4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

Adjective - A word that modifies a noun.  Adjectives often describe color, shape, size, smell, feel, emotion, or other intrinsic or temporary quality.

Adverb - A word that modifies a verb, an adjective, or another adverb. Adverbs often tell when, where, why, or under what conditions something happens or happened.

Arts Vocabulary

Pantomime - pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words

 

Materials

Possibly, a whiteboard for brainstorming ideas

 

Instructional Design

Opening/Activating Strategy

  • Explain that students will be acting out different things in today’s lesson.  Remind them that when acting things out, it is important to stay safe.  Have students each make a ‘space ball’ around themselves. Model and have students follow blowing up a bubble to become the space ball.  Spread it out to the sides, to the front and back, and up above.  Remind them to be careful – not to break or burst the space ball.  Explain that this is the student’s acting space, and that they must not crash their bubbles into one another. They have to keep safe in order to participate.
  • Give students a series of prompts alternating between nouns modified by adjectives and verbs modified by adverbs, such as:
    • become a tall pine tree
    • act out running fast
    • be a cold ice cream cone
    • toss a ball in the air wildly
    • be an interesting book
    • play an instrument gracefully
    • be a lonely dog
    • eat ice cream joyfully
    • be a dirty baseball
    • sway gently in the wind
    • be a loud tuba
    • read a book excitedly

Ask students to recall which prompts were easier to do and which were more challenging.  If necessary, review the list.  Ask them to explain what made the actions easier or harder to do.  Elicit, and/or guide them to the notion that words that told how to do something might have made it easier to act out the idea.

 

Work Session

  • Define or review adjectives and adverbs.  Review the list of prompts to identify adjectives and adverbs.  Use them as examples to reinforce the definitions of adjectives and adverbs.
  • Define or review pantomime – pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words.
  • Lead students in simple pantomime activities, such as eating an apple or swinging a baseball bat.  Model for them and instruct them in using careful precise movements, slightly exaggerated, and including their faces and eye focus.
  • Then adapt those activities by adding adjectives and adverbs.  E.g., eat a red (soft, sour) apple and swing a wooden (long, heavy) baseball bat, and then eat an apple quickly (furiously, disgustedly) and swing a baseball bat powerfully (awkwardly, carelessly).  Reflect on the ease or difficulty of showing the adjectives and the adverbs.  Ask: why is it easier to act out actions that involve adverbs?  (Because adverbs often tell us how to do things, while adjectives often only tell us what a thing is like.)  Remind students that this reflects the difference between nouns and verbs – nouns are things, but verbs often imply action, and by definition action is easier to act out.
  • Have students pair up.  Have pairs decide on an action that can be pantomimed, involving an object of some sort.  (They can choose actions involving food, sports, school, music, art, the outdoors, chores, etc.).  Have them develop a pantomime for their activity.  Remind them that pantomime should involve precise and detailed movements, be slightly exaggerated, and engage the face and eyes as well as the body.
  • Have each pair show another pair what they developed.
  • Have them next add adjectives.  Remind them that adjectives modify nouns – describing the person, place or thing they are enacting.  If appropriate, brainstorm categories of adjectives (size, shape, color, taste, etc.) or even specific adjectives (gigantic, slow, loud, pink, striped, round, etc.).
  • Have them rework their pantomimes trying to reflect the added adjective.
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Have them next add adverbs.  Remind them that adverbs modify verbs, adjectives, and other adverbs.  Instruct them to use an adverb to modify the verb of their pantomime – describing the way the action is to be enacted.  Remind them that adverbs usually (but not always) end in ‘-ly.’  If appropriate, brainstorm categories of adverbs (speed, emotion, effort, etc.) or even specific adverbs (sadly, rapidly, angrily, recklessly, carefully, grumpily, etc.)
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Possibly, have pairs volunteer to share their pantomimes with the class.

    Extension:  Have students fold a piece of paper in half, and on one side draw a picture of their phrase with an adjective, and on the other a picture of their pantomime phrase with an adverb.  Reflect on how, when drawing, the adjective is likelier easier to convey than the adverb.

    Classroom Tip:  This lesson will have to be carefully delivered so as not to further confuse students. Using adjectives and adverbs can help us to better act out a phrase.  But adverbs, because they focus on the action word. are easier to act out than the adjectives.  Therefore, ‘actability’ might be one test we use to determine if a word is an adjective or an adverb.

    Closing Reflection

    Ask students to restate the definitions of adjectives and adverbs.

    Ask students which were easier to act out – adjectives or adverbs – and why.

    Ask students to reflect on how they used their bodies (hands, arms, legs, full bodies, faces, eyes) through pantomime to act out their chosen phrases.

     

    Assessments

    Formative

    • Students should be able to correctly differentiate between adjectives and adverbs.
    • Students should be able to correctly provide examples of adjectives and adverbs.
    • Students should participate in the pantomime exercise while maintaining control of their bodies and personal space.

     

    Summative

    Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.

     

    DIFFERENTIATION

    Acceleration:

    • Have pairs develop pantomimes of several adjectives and several adverbs
    • Ask students to describe which types of adjectives and adverbs are easier or harder to convey through pantomime (e.g., color and texture might be hard; speed and emotion might be easy).

    Remediation: 

    • Model several sequences together
    • Do more brainstorming and record the brainstormed ideas on the whiteboard
    • Rather than having students work in pairs, take student ideas but have the class develop the pantomimes all together

     ADDITIONAL RESOURCES

    Hairy, Scary, Ordinary:  What is an Adjective?, by Brian P. Cleary

    Quirky, Jerky, Extra Perky:  More About Adjectives, by Brian P. Cleary

    Many Luscious Lollipops, A Book About Adjectives, by Ruth Heller

    If You Were an Adjective, by Michael Dahl

    Dearly, Nearly, Insincerely: What Is an Adverb?, by Brian P. Cleary

    Lazily, Crazily, Just a Bit Nasally:  A Book About Adverbs, by Brian P. Cleary

    Up, Up and Away:  A Book About Adverbs, by Ruth Heller

    Suddenly Alligator:  An Adverbial Tale, by Rick Walton

    *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 updated by Barry Stewart Mann

    Revised and copyright:  August 2022 @ ArtsNOW

    Back to Modules

    Adventure Island 3-5

    Description

    Discover the possibilities of creative writing by making visual imagery that will inspire your students in new and exciting ways! The idea of a treasure map has long been a topic of excitement for young people. Allow your students to generate their own map and inspire a creative writing session!

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    ART HISTORY INSPIRATIONS 4-5

    ART HISTORY INSPIRATIONS

    ART HISTORY INSPIRATIONS

    Learning Description

    In this lesson, students will learn about how art documents our world through art history. Students will select an artist who inspires them, research them and create an artwork using collage, painting or drawing that is inspired by that artist.

     

    Learning Targets

    GRADE BAND: 4-5
    CONTENT FOCUS: VISUAL ARTS & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can create artwork inspired by an artist of my choice.

    • I can identify and explain the subject matter and style of my selected artist.

    • I can write an expository paragraph relating important information about my selected artist.

    Essential Questions

    • How do artists reflect the historical and/or social context in which they create art?

    • How can visual art be used to inspire new artworks?

     

    Georgia Standards

    Curriculum Standards

    Grade 4: 

    ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

     

    ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Georgia Department of Education April 29, 2015  Page 30 of 40 All Rights Reserved c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

     

    Grade 5: 

    ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Georgia Department of Education April 29, 2015  Page 37 of 40 All Rights Reserved e. Provide a concluding statement or section related to the information or explanation presented.

     

    ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

    Arts Standards

    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.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. 

     

    VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    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.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. 

     

    VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

     

    South Carolina Standards

    Curriculum Standards

    Grade 4: 

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; c. group related information in paragraphs and sections; d. include formatting, illustrations, and multimedia to aid comprehension; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain-specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section related to the information or explanation presented.

     

    Grade 5: 

    WRITING - Meaning, Context, and Craft

    Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; f. include formatting, illustrations, and multimedia to aid comprehension; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; h. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented.

    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 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

    • Expository writing - A form of writing that aims to explain, describe, inform, or clarify information to the reader
    • Research - The systematic investigation and study of literary, linguistic, or rhetorical topics to gather information, develop understanding, and support arguments or interpretations 

    Arts Vocabulary

    • Art history - The history and development of visual arts, including painting, sculpture, architecture, and other forms of artistic expression

     

    • Painting - The practice of applying pigment to a surface, such as canvas, paper, wood, or walls, to create an image, design, or expressive composition

     

    • Collage - An art form that involves assembling various materials, such as paper, fabric, photographs, and other objects, onto a surface to create a unified composition
    • Drawing - An artform that involves creating images, designs, or representations using various tools to mark a surface, typically paper

     

    Materials

      • White mixed media paper cut into circles
      • Paint (tempera or acrylic)
      • Brushes
      • Water cups
      • Drawing materials such as graphite, charcoal, markers, colored pencils, etc.
      • Scraps of colored paper for collaging
      • Glue 
      • Scissors 
      • Pencils with erasers
      • Computers/student devices with Internet access
      • Digital copy of the Elements of Art to project for students
    • For optional extension at end of lesson: Epoxy varnish

     

    Instructional Design

    Opening/Activating Strategy

    *Classroom Tips: Cover students’ work area. Have students share paint and water supply on the work area. Fill two buckets with water–empty one by filling student water cups 1/3 full, then use it to dump dirty water in; the second bucket will be your fresh water supply as needed. 

     

    • Display an image of Washington Crossing the Delaware by Emanuel Leutze. Do not show students the title of the painting.
    • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine. 
      • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (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 image. 
      • Finally, ask students what they wonder about the image. 
    • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
    • Provide the name of the painting and tell students that it depicts George Washington as a general during the Revolutionary War.  
    • Tell students that visual art documents history. This painting is just one example.
      • Ask students to reflect on why historical paintings were made. Students may reflect on how technology has changed the way we document history and culture (e.g., personal cameras and smart phones weren’t invented yet, etc.). 

     

    Work Session

    ART HISTORY RESEARCH

    • Review the Elements of Art with students: Line, shape, color, texture, value, form, and space.
      • Arrange students in small groups. Assign a different element of art to each group. Have each group see if they can identify how the element of art is used in the painting, Washington Crossing the Delaware.
    • Tell students that they will select an artist that intrigues and inspires them (see “Additional Resources” below).
    • Students will research the artist and write an expository paragraph. 
      • Students should include the following information: 
        • The artist’s name
        • The years he/she lived
        • Where he/she is from
        • At least two interesting facts about the artist
        • What was going on in the world at the time he or she was making art
        • What the topic or subject of the artwork is (portraits, landscapes, abstract, ect.)
        • Description of the artist’s style–students should reference two or three of the elements of art in their descriptions to describe the art.
        • Why they picked the artist/what intrigued or inspired them about the artist.
        • Teachers can add any additional information to requirements.
      • The paragraph must have an introduction and conclusion. Students should use descriptive details and transitional words and phrases to make their writing flow.

     

    CREATING ARTWORK INSPIRED BY ART HISTORY

    • Next, students will create a piece of artwork that is inspired by their artist. 
    • Pass out circle paper. Students should add an original drawing, painting, or collage that is inspired by the artist. Students should include the name of the artist somewhere in their artwork.
    • Tell students to use their artist’s style and subject matter as inspiration. For example, if a student picked Jacob Lawrence, their artwork would probably depict people by using bold colors and lines and geometric shapes.

     

    Optional extension:

    • Once students have completed their artwork, students can glue their artwork onto their stools or chairs. 
    • Students will paint a color around the rim of their stools or chairs to “frame” it and seal them with an epoxy varnish. 
    • Students can adhere their paragraphs under the stool or chair with hot glue.

     

    Closing Reflection

     

    • Students should either share in small groups or share with the class how their artwork was inspired by the artist that they researched.
    • Provide an opportunity for students to conduct a gallery walk and view each other’s work.
    • Allow students to reflect on the process by having them identify and share “two grows and a glow” with a partner.

     

    Assessments

    Formative

    Teachers will assess students’ learning through observing students discussion of George Washington Crossing the Delaware, conferencing with students during the research and writing process, and asking students how their artwork is inspired by their artist during the art-making process.

     

     

    Differentiation

    Acceleration: 

    • Incorporate Social Studies content by having students select an artist from a particular geographic region and/or time period that they are studying in class.
    • Students can compare and contrast German-American painter, Emanuel Leutze’s version of Washington Crossing the Delaware to African American painter, Jacob Lawrence’s version created about 100 years later. Students can analyze Lawrence’s painting through the historical context at the time it was created. Resource: Can a Painting Tell More Than One Story? #MetKids Looks at Washington Crossing the Delaware
    • Have students arrange their artwork in historical order.
    • Expand the expository paragraph into a full essay.

     

    Remediation: 

    • Choose one artist or art movement to study as a class and conduct research in small groups, chunking it so that different groups are responsible for different information. 
    • Provide a graphic organizer to help students structure their writing.

     ADDITIONAL RESOURCES

    *Teacher note: Teachers should review artists/movements prior to allowing students to research independently. Some material may not be appropriate for children.

    • Where to find artists on Google Arts and Culture: Artists
    • Where to find art movements on Google Arts and Culture: Movements
    • Where to find artwork based on historical events on Google Arts and Culture: Historical events
    • Where to find artwork based on historical figures on Google Arts and Culture: Historical figures
    • Where to find artwork based on geographical location on Google Arts and Culture: Geographical location

     

    *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: Debi West. Updated by Katy Betts.

    Revised and copyright:  June 2024 @ ArtsNOW

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