Lesson 1 - LearningThroughMuseums

More documents

Recommendations

Info

● Assessment Ask students to make a guide of how to “read” a sculpture, painting, or poem. Their explanation should include a comparison of how the “readings” of each art form are alike, as well as how each one requires the “reader” to look out for specific characteristics. ● Expansion Activities • VOCABULARY DEVELOPMENT: Ask students to make a glossary of terms related to sculpture. Their glossary should include many terms that also would be found in a glossary about reading a painting, but should include additional terms such as three-dimensional. • WRITING: Ask students to write about the scene in The Bronco Buster from the point of view of the cowboy. They should tell what he was feeling and how difficult the work was. • RESEARCH: Have students conduct research about the West and write a paragraph about what they have learned. Students can share their paragraph with the class. To guide the research, make a K-W-L chart: list what students know; list topics they want to learn more about; then when they finish their research and write their paragraphs, they share it with the class (for the L). • SCIENCE: Ask students to create sketches of different environments like those included in this lesson. For example, they could make a sketch of the tundra or a rainforest. Encourage them to use things like line, color, form, and scale to help communicate both their knowledge of and feelings about the environment. • FOR ENGLISH LANGUAGE LEARNERS: When possible, provide concrete examples of vocabulary words (pictures or actual examples) and allow them to use drawn images to represent vocabulary words as well. • FOR STUDENTS WITH SPECIAL NEEDS: Partner or group students, varying performance and skill level, and collaborate on activities. 56 • <strong>Lesson</strong> 3: People and Environments of the American West
<strong>Lesson</strong> 3 Art Reader (1/2) ILS25A: I can analyze how an artist uses elements of visual art to communicate. ILS1B: I can analyze a visual communication (transferable to passages). Part One: Take a close look at this work of art. Be sure to look for longer than two minutes. In this chart, list ten things that you see or recognize. 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Part Two: In this chart, describe the elements (color, line, size, shapes) of the work of art. Element of Art Describe How the Artist Used It color shapes size line Art Institute of Chicago • 57
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 12 and 13: Additional Web sites • The U.S. D
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
Page 40 and 41: Lesson 2 Ocean Research organizer I
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
Page 54 and 55: perspective scale sculptor sculptur
Page 58 and 59: Lesson 3 Art Reader (2/2) Part Thre
Page 60 and 61: Lesson 3 Landscape Maker ILS26B2d:
Page 62 and 63: Lesson 3 Poem Writer—Write a Poem
Page 64 and 65: Lesson 4 The Midwest: The City and
Page 66 and 67: • His paintings of life in the Mi
Page 68 and 69: main idea mood scale technique urba
Page 70 and 71: Part 2 1. As a class, list some of
Page 74 and 75: Lesson 4 Main Idea Interpreter ILS1
Page 76 and 77: Lesson 4 Mood-Reader ILS25A2d: I ca
Page 78 and 79: Lesson 4 Expository Writing Organiz
Page 80 and 81: Lesson 5 Choices Summary In this le
Page 82 and 83: • In Train Station, Walter Elliso
Page 84 and 85: 4. Make a three-column chart on the
Page 86 and 87: ● Advance Preparation • Keep th
Page 90 and 91: Lesson 5 Illustration Planner ILS25
Page 92 and 93: Lesson 5 Letter Writing Organizer I
Page 94 and 95: Lesson 6 Inferring Values Summary I
Page 96 and 97: Relevant Information: • Born and
Page 98 and 99: ● Vocabulary dignity infer loom r
Page 100 and 101: ● Advance Preparation • Prepare
Page 102 and 103: Lesson 6 Inferring Values ILS1B: I
Page 104 and 105: Lesson 6 Write to Communicate Value
Page 106 and 107:
Lesson 7 How to Read Symbols Summar
Page 108 and 109:
• Unlike Bedcover Entitled “Map
Page 110 and 111:
Chart: Symbols organizer. They can
Page 112 and 113:
6. Ask students to explain their ma
Page 114 and 115:
Lesson 7 Symbols Show and Tell ILS2
Page 116 and 117:
Lesson 7 Summarize What You Learned
Page 118 and 119:
Lesson 7 Map Maker ILS17B: I can us
Page 120 and 121:
120 • Lesson 7: How to Read Symbo
Page 122 and 123:
Lesson 8 A Visit to the Art Museum
Page 124 and 125:
For teacher-guided museum tours, yo
Page 126 and 127:
Day 3: Reflection about Field Trip
Page 128 and 129:
128 • Understanding Environments
Page 130:
Art Institute of Chicago Understand
show all

Lesson 1 - LearningThroughMuseums

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?