Lesson 1 - LearningThroughMuseums

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4. Make a three-column chart on the chalkboard. Then ask students to list what they see in each of the three parts of the painting that are divided by the columns. They should try to read the signs in the station and identify the different destinations for the trains. 5. Ask students what is similar and what is different between the two sides of the painting. Ask them to infer what the artist is communicating on each side. Part 2: Connecting Art and Context (20 minutes) 1. Introduce information about the Great Migration from the Background Information section of the lesson. 2. Explain that a picture’s composition involves the way in which the artist arranges the people, places, and things in the image. Point out the foreground, middle ground, and background. Also point out that the columns and the details of the people in each section of the composition also help someone understand what is going on in the painting. 3. Then ask students to infer who would be migrating in the painting—the people on the left or the right? Why? 4. Ask students to infer the emotions of the people in the painting. First, they should identify the person by describing where he or she is located in the painting and what the person is doing, and what clothing he or she is wearing. Then ask them to infer the person’s feelings based on what the person is doing and where the person is located in the painting. Part 3: Vocabulary Development (5 minutes) 1. List key words that students have used to discuss the painting, such as foreground and migration. Ask each student to start a vocabulary glossary of important words as homework. 2. Also for homework, ask students to write about what they learned about the artwork, writing one sentence for each word from their glossary. Days 2–3: Relating Art and Context ● Time Allotment two days, 45 minutes each day (or two, 45-minute segments in one day) ● Materials Materials for each student: Color Me Dark: The Diary of Nettie Lee Love, the Great Migration North, by Patricia C. McKissack. Illustration Planner Pencils and paper to sketch ● Advance Preparation • Keep the reproduction of Train Station on display in the classroom for student viewing. • Preview Color Me Dark, and identify sections you want to highlight with students. Choose a 84 • <strong>Lesson</strong> 5: Choices
section that deals with the narrator’s life in the South. Choose another section that tells about her journey. Plan to read aloud from sections. ● Vocabulary feelings decision expectation illustration narrative voice ● Procedure Part 1: Learning about Migration 1. Distribute copies of Color Me Dark: The Diary of Nellie Lee Love, The Great Migration North. 2. Read a section aloud and ask students: “Whose voice do you hear?” “Why do you think the author wrote this way?” “What do you expect the other parts of the book to tell you?” 3. Ask students to read a few more pages independently and to pair and share what they learned about: the situation in the South; the decision Nellie Lee Love made; and what her expectations were for her life in the North. 4. Facilitate a discussion on Nellie’s life in the South and her travel to the North. Part 2: Connecting Passages and Paintings 1. Ask students how the book and the painting are alike. 2. Ask them to identify an important idea from the book. 3. Ask if they think they can see the same idea in the painting—and how the artist communicates it (through composition and other details). 4. Discuss how an illustration can help people understand ideas in a book. 5. Ask students to draw a sketch of an idea that they understand from reading the book. Tell them to use the Illustrator Planner to plan the drawing. Days 4–5: Synthesis ● Time Allotment two days, 45 minutes each day (or two, 45 minute segments in one day) ● Materials Materials for each student: Art Planner “One Way Ticket” by Langston Hughes Letter Writing Organizer Art Institute of Chicago • 85
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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 1 Art Reader (1/2) ILS25A: I
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Lesson 1 Haiku Reader ILS2A: I can
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Lesson 1 Plants and Places ILS1C: I
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Lesson 1 Art Planner ILS26B2D: I ca
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26 • Lesson 1: The Southeast ‒
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Lesson 2 Oceans and Rivers: Northea
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• On the cliff Cole posed two Nat
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Day 1: Interpreting a Painting ●
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Page 48 and 49: Lesson 3 People and Environments of
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Page 106 and 107: Lesson 7 How to Read Symbols Summar
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Page 126 and 127: Day 3: Reflection about Field Trip
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Lesson 1 - LearningThroughMuseums

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