Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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The Four Step Critical Method of Observing Art Objective: Students will use the "Four-Step Critical Method of Observing Art” to ramp up their observation and description of detail in artwork. Time: One class period Also known as “The Feldman Model”: how to talk about art using the four step critical method. Step One: Describe exactly what you are looking at. Step Two: Analyze the artists’ use of the art elements/principles (i.e. colors, shapes, textures, balance, value, contrast…..) Step Three: Interpret….what do you think the artist was trying to “say” to you through this art, what story does it tell, how does it make you feel(there is no right or wrong). Step Four: Evaluate/Judge…what makes this a successful/unsuccessful art work? Use one of the three theories for judging art, choose one….Imitationalism, Formalism, or Emotionalism • Imitationalism – artist did a great job making it look like what it is • Formalism – artist really was successful with the way he used colors, lines, shapes, forms, textures • Emotionalism- artist was able to get a strong sense of feeling/emotion from the viewer Remember that each one of you may decide to judge/evaluate the artwork using a different theory….and that is fine….it is just a great way to get people to really think about the artwork they are viewing (or the music they hear, the play they see, the ballet or opera they view, a story they read, a movie they saw…… you can use this process in many different ways in your classrooms. 92
Verda, by Albert Guasch. Used by permission of the artist. 93
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Thirty Days to FCAT Writing Success
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Day Three, Four and Five: Conclusio
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Week Six, Day Two and Three: ......
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Week One: Sunshine State Standards
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Conventions The student produces fi
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The RAFT Strategy: with Carousel Br
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Use RAFT to Create Content-Specific
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Day Three, Four and Five: Writing R
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Week One Additional Activities: Gro
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2. Teach (Model). Select a piece of
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SOAPS Organizer, With Explanations
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Week Two: Planning and Organizing,
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Conventions The student produces fi
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Day One: Review the Writing Process
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FLEE Map Write For the Future Compl
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Day Two: Introductions Right from t
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Introductions: A Few Words for Stud
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I am Capable of More Than I Think I
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Dirt Bike Daniel-Oxford, Connecticu
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Leave the Last Cookie Emily- Austin
Page 41 and 42: Famous Last Movie Lines “Because
Page 43 and 44: Directed Free Writing Directed Free
Page 45 and 46: Reflecting on your Rough Draft: Rea
Page 47 and 48: To Conclude, a Few Strategies for S
Page 49 and 50: • Week Four, Day Five: • Using
Page 51 and 52: Conventions The student produces fi
Page 53 and 54: Week Three, Day One: Defining and U
Page 55 and 56: Elaboration Using Sensory Language
Page 57 and 58: Week Three, Day Two: More Strategie
Page 59 and 60: Using “DRAPES” for Elaborating
Page 61 and 62: Dear Zagat Guide, I have a bone to
Page 63 and 64: Week Four, Day Four: Revise Outrage
Page 65 and 66: Week Four, Day Five: Gallery Walk A
Page 67 and 68: Week Five: Sunshine State Standards
Page 71 and 72: After the large pieces had fallen,
Page 73 and 74: Article C: The Farside Comes to Lif
Page 75 and 76: Tree Map Two: Categorizing by Audie
Page 77 and 78: Bill Gates I have just released eCh
Page 79 and 80: Through Different Eyes Directions:
Page 81 and 82: Additional Combinations of Activiti
Page 83 and 84: One Syllable Words Big words can ma
Page 85 and 86: Week Six: Sunshine State Standards
Page 89 and 90: 5. During the last 10 minutes I wil
Page 91: Week Six, Day Four and Five: Fine-t
Page 95 and 96: The Optimist, by Chris Scarborough.
Page 97 and 98: Chiaroscuro 2, by Igor Kraguljac. U
Page 99 and 100: Nathan, by Igor Kraguljac. Used by
Page 101 and 102: Uri, by Igor Kraguljac. Used by per
Page 103 and 104: 12. How many sentences did it take
Page 105: Sentence ElaborationWorksheet: Writ
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