Lesson 1 - LearningThroughMuseums

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Additional Web sites • The U.S. Department of Agriculture, Forest Service: Southern Magnolia: http://www.na.fs.fed.us/spfo/pubs/silvics_manual/Volume_2/magnolia/grandiflora.htm • Tree of Life Web Project: http://tolweb.org/tree/phylogeny.html • Plant Files Database: http://davesgarden.com/guides/pf/go/2451/ Web sites for Students • Plants: http://www.biology4kids.com/files/plants_main.html • Biology of Plants: http://www.mbgnet.net/bioplants/ • Plants and our Environment: http://library.thinkquest.org/3715/ Printed Materials (available in the Art Institute’s Crown Family Educator Resource Center http://www.artic.edu/aic/education/trc/index.html) • Barter, Judith A., Kimberly Rhodes, Seth A. Thayer and Andrew J. Walker. 1998. American Arts at the Art Institute of Chicago: From Colonial Times to World War I. Art Institute of Chicago/Hudson Hills Press. Day 1: Habitat—Interpreting a Painting in Words ● Time Allotment 45 minutes ● Materials • Reproduction of Magnolias on Light Blue Velvet Cloth, 1885/1895 Materials for each student: Copy of Art Reader organizer ● Advance Preparation • Prepare to display the reproduction of Magnolias on Light Blue Velvet Cloth the in the classroom for student viewing. • Review the Background Information section of this lesson about Magnolias on Light Blue Velvet Cloth. 12 • <strong>Lesson</strong> 1: The Southeast ‒ Picturing, Reading, and Writing about American Environments
● Vocabulary blossom climate detail environment habitat image indigenous inference landscape observe petal realism/scientific-realism still life ● Introduction 1. Ask students to make two lists: “What I know about plants” and “What I know about paintings.” Tell them to keep those lists because they will add more information to them at the end of the lesson. ● Part 1: Reading the Painting 1. Have students take a close look at Magnolias on a Light Blue Velvet Cloth using the first two sections of the Art Reader handout. 2. After students have completed their Art Reader, begin a discussion by asking students to describe what they see or recognize in the image. 3. Ask them to count how many different blossoms are shown. Have them discuss what is similar and what is different among the blossoms in the painting. In what stage of development is each blossom? 4. Ask the students what they think the flowers might smell and feel like. 5. Explain to the students that the artist painted this to look exactly like the actual flower—as if he had used a magnifying glass to examine it carefully—and this is called scientific realism. Ask the students to tell why they think it’s called “scientific.” 6. Explain that the plant grows in the southeastern United States. Ask how it is different from flowers that grow in the Chicago environment. Then “think” out loud to infer with students why the flower would be so big—what kind of climate it would need (warm and rainy). Point out that this is the climate of the southeastern United States where the magnolia grows. Explain that the longer the growing season the bigger a plant can get and that most large plants need much water. 7. Ask students how they think the artist felt about the flowers he was painting. Explain that even the choice of the flower itself is a clue that the artist likes that type of flower. Point out that the artist probably wanted to help people see how special the magnolia is through his painting. 8. Begin a pictorial word wall. Include terms the students use to describe the overall painting and the individual blossoms. Add more words as the lesson continues. Students should illustrate the terms. Art Institute of Chicago • 13
Page 1: Understanding Environments and Valu
Page 4 and 5: CITY OF CHICAGO Richard M. Daley Ma
Page 6 and 7: Curriculum Overview The Art Institu
Page 8 and 9: 8 • Understanding Environments an
Page 10 and 11: Lesson 1 The Southeast: Picturing,
Page 14 and 15: Day 2: Interpreting a Poem and a Pa
Page 16 and 17: ● Procedure 1. Ask students what
Page 18 and 19: Lesson 1 Art Reader (1/2) ILS25A: I
Page 20 and 21: Lesson 1 Haiku Reader ILS2A: I can
Page 22 and 23: Lesson 1 Plants and Places ILS1C: I
Page 24 and 25: Lesson 1 Art Planner ILS26B2D: I ca
Page 26 and 27: 26 • Lesson 1: The Southeast ‒
Page 28 and 29: Lesson 2 Oceans and Rivers: Northea
Page 30 and 31: • On the cliff Cole posed two Nat
Page 32 and 33: Day 1: Interpreting a Painting ●
Page 34 and 35: Day 3: Interpreting a Poem and a Pa
Page 36 and 37: Day 5: Reading and Writing about Na
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Page 42 and 43: Lesson 2 Words and Writing organize
Page 44 and 45: Lesson 2 Extended Response organize
Page 46 and 47: 46 • Lesson 2: Oceans and Rivers
Page 48 and 49: Lesson 3 People and Environments of
Page 50 and 51: The artwork: The Last of New Englan
Page 52 and 53: ● Advance Preparation • Prepare
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Page 56 and 57: ● Assessment Ask students to make
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Lesson 3 Poem Writer—Write a Poem
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Lesson 4 The Midwest: The City and
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• His paintings of life in the Mi
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main idea mood scale technique urba
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Part 2 1. As a class, list some of
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Lesson 4 Art Reader (1/2) ILS25A: I
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Lesson 4 Main Idea Interpreter ILS1
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Lesson 4 Mood-Reader ILS25A2d: I ca
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Lesson 4 Expository Writing Organiz
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Lesson 5 Choices Summary In this le
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• In Train Station, Walter Elliso
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4. Make a three-column chart on the
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● Advance Preparation • Keep th
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Lesson 5 Art Reader (1/2) ILS25A: I
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Lesson 5 Illustration Planner ILS25
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Lesson 5 Letter Writing Organizer I
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Lesson 6 Inferring Values Summary I
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Relevant Information: • Born and
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● Vocabulary dignity infer loom r
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● Advance Preparation • Prepare
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Lesson 6 Inferring Values ILS1B: I
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Lesson 6 Write to Communicate Value
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Lesson 7 How to Read Symbols Summar
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• Unlike Bedcover Entitled “Map
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Chart: Symbols organizer. They can
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6. Ask students to explain their ma
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Lesson 7 Symbols Show and Tell ILS2
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Lesson 7 Summarize What You Learned
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Lesson 7 Map Maker ILS17B: I can us
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120 • Lesson 7: How to Read Symbo
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Lesson 8 A Visit to the Art Museum
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For teacher-guided museum tours, yo
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Day 3: Reflection about Field Trip
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128 • Understanding Environments
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Art Institute of Chicago Understand
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Lesson 1 - LearningThroughMuseums

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