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SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “ Hook ” : Building Wonder and Curiosity Language Arts & Visual Arts 6 th -8 th grade. Page 1 of 7. Standards Addressed in this Lesson: AKS

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Major Art Modality Utilized: Visual Art

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Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 1 of 7

  • Standards Addressed in this Lesson:

    • AKS

  • use the eight basic parts of speech (noun, verb, adjective, adverb, pronoun, preposition, conjunction, and interjection) and demonstrate that words can be different parts of speech within a sentence (GPS) (6LA_D2009-46)

  • listen to and view various forms of text and media in order to gather and share information, persuade others, and express and understand ideas (GPS) (6LA_A2009-2) (7LA_A2009-2)(8LA_A2009-2)

  • use research and technology to support writing (GPS) (6LA_E2009-68)

Major Art Modality Utilized: Visual Art

Multiple Intelligences Addressed: Visual-Spatial, Verbal-Linguistic, Intrapersonal

  • Unit Plan Abstract:

  • This Unit Plan focuses on creative visualization. Artists and writers share their creative images with their audiences using different tools. Artists use the elements and principles of art to communicate using visual language, while writers use descriptive writing to inform and explain their visions. Both artists and writers create images to convey an idea or communicate a message, through the use of visualization.

  • Students will understand that visual artists use elements of verbal language and elements of visual language to communicate ideas and information.

  • Student engagement in the creative process will lead to the production and visualization of ideas; students will create personal responses to visual images.

  • Students will use appropriate parts of speech to communicate their ideas in written or spoken form.

  • Materials Needed:

  • A “hook”. In this case I have collected a class set of small candy tins and spray painted them with metallic paint. Small cardboard jewelry boxes would serve the purpose also.

  • Small pre-cut magazine images glued to cards or photographs/images printed on cardstock. Images or card size should be 2”x3” to fit inside metal tin.

  • Paper and art materials of student’s or teacher’s choice.

  • (See images on page 7 of this lesson)


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 2 of 7

explore relationships between visual arts and other disciplines (QCC) (6VA_C2005-12)

(7VA_C2005-11)

demonstrate understanding of the use of art elements and principles through the production of art (QCC) (6VA_A2005-3)

create artwork from visual memories, imagination and/or emotions (QCC, CE) (6VA_A2005-1)

(7VA_A2005-1)

(8VA_A2005-1)

identify topics, ask and evaluate questions, and develop ideas leading to inquiry, investigation, and research (GPS) (7LA_G2009-69)

apply artistic vocabulary in describing artworks (QCC) (7VA_B2005-7)

Essential Questions:

How might visual Art help people understand written or spoken language?

In which ways do artists use visual language to communicate verbal ideas and concepts?

How do artists use visual language to communicate messages?

What tools do artists and authors need to visualize?

Skills and Knowledge:

Knowledge: Students will know and define appropriate vocabulary words and key terms. Students will recognize the difference between complete and incomplete sentences. Students will know by name the elements and principles of design.

Skills: Students will create works of art that communicate an idea or message. Students will analyze images to find meaning. Students will be able to recognize and identify elements and principles of design in images and art they view and create. Students will write to explain or describe what they see. Students will be able to demonstrate proper writing techniques.

Learning Activities: At the completion of this unit, it is expected that students will be able to look at an image and write about it descriptively, as well as use descriptive words as a prompt to create a visual image. Students will work collaboratively to create poetry and art that is descriptive and shows evidence of visualizing. Students may use their own cultural experiences to reflect on and use their experiences in their writing. Class discussion will offer an opportunity for students to share their opinions and ideas about art, writing, poems, and images.

Lesson one: To hook the student’s interest they will each receive a metallic silver art box containing cards at the beginning of class. Each box contains 4 cards: one blank card and three art cards with a small images from a magazine affixed to the card. The images are often very abstract, which may cause some confusion for the students. They may ask, “What is this?” The response should be something along the lines of “I don’t know. Write about what you see.” Students are asked to write one word on the back of each of the cards to describe what they see using different parts of speech: nouns, verbs, adjectives.


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 3 of 7

explore conceptual relationships between fine arts and other disciplines (QCC) (8VA_C2005-11)

use conventions of Standard American English (GPS) (8LA_H2009-65)

(continued)

A class discussion will follow. Class review of the parts of speech and discussing descriptive language will help build student’s understanding. After discussion students will use the words they wrote on the backs of the 3 cards in sentence on the blank card. All 4 cards should then be returned to the box at the end of the class. (Informal assessments will take place during this lesson.)

Lesson two: Students will receive a metallic box upon arrival. The contents of the box will be analyzed and studied by the student. Using the images, the words, and the sentence in the box as the topic or inspiration the student will write a poem. The sentence written by the student during lesson one should be used as a prompt. However additional brainstorming with peers or as a class may help students with words and ideas to describe what they see. Students may also utilize the classroom computer, dictionaries, thesaurus, or school media center to research additional words and ideas. The poem may be written as an “I am” or a “you are” poem to describe the contents of the box, explain the contents, or be the contents. Students may use informal and/or formal language as appropriate and vivid verb and adjective use should be encouraged. Discussing what we see when we look at the image might assist the students in their writing. Students return metallic box at the end of this lesson.

Lesson three: For this lesson students will read their poem for visual cues, “what images do you see when you read this poem?”, “what is the poem about?”, “what is the poet trying to show us?” Using the poem as inspiration, students will create an original work of art using a variety of art materials. Upon completion of the artwork, the students who have created the poem and the artwork will work together to assess their work. The students will write a response to their learning experience in their journals, addressing the process in which they’ve participated. Student work may be displayed in the school. After being displayed student work may be added to individual student portfolio.


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 4 of 7

  • Standards Addressed in this Lesson:

    • AKS

  • GPS/State Standards

  • Area for Teacher Notes:

Assessment:

Assessment will be based on the following: student’s response to writing prompts in a mini-journal, student written poem, student created art work, student’s self-reflection on artwork created, and informal, ongoing observation of students. Student work will be kept in a portfolio through out the school year. Howard Gardner has spent years studying multiple intelligences and their influence on learning. He explains how thinking artistically, using visual symbols is a clear way students use their mind, but it is often downplayed in schools. When assessing aesthetic growth Gardner advises the observation of production, student’s perception, and student’s reflection on the process. He explains that student’s artistic learning should be based on their creations, not just imitating other people’s work (Brandt, 1987).

Brandt, R. (1987). On assessment in the arts: A conversation with Howard Gardner. Educational Leadership, 45 (4), 30-34.

Article interviews Howard Gardner about assessment of student’s art production.

Cornett, C. E. (2007). Creating Meaning Through Literature and the Arts: An Integration Resource for Classroom Teacher (3rd Edition ed.). Upper Saddle River, New Jersey: Pearson Education.

Focuses on integrating the arts into the classroom, offers many lesson ideas for the educator.

Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning in multicultural and multilingual settings (3rd Edition ed.). Boston, MA: Pearson Education, Inc.

Discusses the place of learning through the arts in the current education system, with special attention to inclusion and multicultural learning.

hooks, b. (2010). Teaching critical thinking: Practical wisdom. New York: Routledge.

Essays discussing issues the teacher faces in and out of the classroom by progressive educator bell hooks.


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 5 of 7

Area for Teacher Notes:

Resources for this unit:

Brandt, R. (1987). On assessment in the arts: A conversation with Howard Gardner. Educational Leadership, 45 (4), 30-34.

Article interviews Howard Gardner about assessment of student’s art production.

Cornett, C. E. (2007). Creating Meaning Through Literature and the Arts: An Integration Resource for Classroom Teacher (3rd Edition ed.). Upper Saddle River, New Jersey: Pearson Education.

Focuses on integrating the arts into the classroom, offers many lesson ideas for the educator.

Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning in multicultural and multilingual settings (3rd Edition ed.). Boston, MA: Pearson Education, Inc.

Discusses the place of learning through the arts in the current education system, with special attention to inclusion and multicultural learning.

hooks, b. (2010). Teaching critical thinking: Practical wisdom. New York: Routledge.

Essays discussing issues the teacher faces in and out of the classroom by progressive educator bell hooks.

Hubbard, R. (1989). Authors of pictures, draughtsman of words. Portsmouth, NH: Heinemann .

Explores how children use words and pictures as they learn to write and read.

Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: ASCD.

Presents a case as to why the arts should be part of the core curriculum of learning.


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 6 of 7

Area for Teacher Notes:

Resources (continued):

Hubbard, R. (1989). Authors of pictures, draughtsman of words. Portsmouth, NH: Heinemann .

Explores how children use words and pictures as they learn to write and read.

Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: ASCD.

Presents a case as to why the arts should be part of the core curriculum of learning.

Kozol, J. (1985). Death at an early age. New York, NY: Penguin Books.

The story of Kozol’s experience in the 1960’s in an overcrowded, underfunded inner-city Boston Public School.

McTighe, J. and G. Wiggens (2004). Understanding by design: Professional development workbook. Alexandria VA: ASCD.

Resources for helping educators develop curricula and assessments using backward design.

Medina, J. J. (2008). Brain rules (1st Edition ed.). Seattle, WA: Pear Press.

Twelve principles of how the brain works and how to make the brain work for our personal benefit.

Strickland, D. (1997). Balanced literacy: Teaching the skills and thrills of reading. Retrieved 2010, December 1 from Scholastic: http://www2.scholastic.com/browse/article.jsp?id=4315

Tips on integrating balanced literacy in the elementary school classroom.


Major art modality utilized visual art

SUBJECT AREA/ SUGGESTED GRADE LEVEL: The “Hook”: Building Wonder and Curiosity

Language Arts & Visual Arts 6th-8th grade

Page 7 of 7

Area for Teacher Notes:

The main purpose of the “silver box” is to add a sense of anticipation. As the students receive the boxes, there is a natural curiosity and sense of wonder that develops. The creative process involved in this lesson can be easily adapted for other age levels. Learning activities may be developed for various subjects and content area using the idea of the “hook’.


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