Lesson 1 - LearningThroughMuseums

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● Advance Preparation • Prepare to display the reproduction of The Child’s Bath in the classroom for student viewing. • Review the Background Information section of this lesson about The Child’s Bath. ● Vocabulary children represent responsibility society ● Procedure Part 1: Identifying Core Values 1. Ask students to infer the values represented in The Child’s Bath. 2. You may distribute the Inferring Values organizer or have students complete this interpretation in small groups or as a class since they already will have analyzed two artworks using the same guide. 3. Discuss the students’ insights based on the painting. 4. Students should infer that caring for children and human relationships are valued. Point out that in every society children have a special position, that parents and other caregivers have responsibility for their care. 5. Explain that there are values that are important to every culture. We already saw that the dignity of work can be a shared value across cultures. So can the value of caring for children. Part 2: Communicating Values in Pictures 1. Distribute the Picturing Values organizer. Ask students to identify a core value that they believe that they share with other cultures. Then have them plan and draw a picture to show that value. 2. Distribute the Writing to Communicate Values organizer and have students complete their work individually. Then, have them pair to share about the values they want to share about with third grade students. 3. Set up an exhibit of student pictures and writing. ● Home Connection Ask students to make a values coloring book for a younger child. They start by choosing a few values and then draw outlines of pictures that represent the values they have chosen. Then they can work with a younger sister or brother, cousin, or friend to help them color in the outline and talk about the values that the pictures show. ● Assessment Ask students to make a guide to inferring values from a painting. They should include steps such as looking at the picture to see what it includes; looking for things people are doing; inferring how carefully they are doing them; inferring why they are doing them. 100 • <strong>Lesson</strong> 6: Inferring Values
● Expansion Activities • VOCABULARY DEVELOPMENT: Students can create a picture that illustrates important values, a visual word wall of values that are essential for social emotional development. • WRITING: Students can write a poem that communicates a core value. • RESEARCH: Students can research values represented visually by different cultures. That can include, for example, researching the Adinkra symbols of the Asante people of West Africa (http://www.adinkra.org/htmls/adinkra_index.htm). • FOR ENGLISH LANGUAGE LEARNERS: Involve students in creating charts that represent values in three languages: their own home language, English, and an icon or drawing. • FOR STUDENTS WITH SPECIAL NEEDS: Partner or group students, varying performance and skill level, and collaborate on activities. Art Institute of Chicago • 101
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Understanding Environments and Valu
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CITY OF CHICAGO Richard M. Daley Ma
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Curriculum Overview The Art Institu
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8 • Understanding Environments an
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Lesson 1 The Southeast: Picturing,
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Additional Web sites • The U.S. D
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Day 2: Interpreting a Poem and a Pa
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● Procedure 1. Ask students what
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Lesson 2 Oceans and Rivers: Northea
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