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Visual Literacy

Visual Literacy. By: Mary, Janine, Darin, Andrea, Andrew, Heather. Visual Literacy. Content: Color (warm and cool), landscape, mood Grade: 4. Overall Goal:.

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Visual Literacy

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  1. Visual Literacy By: Mary, Janine, Darin, Andrea, Andrew, Heather

  2. Visual Literacy • Content: Color (warm and cool), landscape, mood • Grade: 4

  3. Overall Goal: • To support students understanding of visual literacy using warm and cool colors. This will be done through the creation of mood within landscapes, which will then be used as a basis for narrative writing.

  4. Language Arts • Listening Use oral cues to construct and confirm meaning. • Speaking Explain personal opinions and support it with reasons. • Viewing Identify intent and purpose of visual texts. Begin to identify (with assistance) the values underlying the visual text. • Representing Experiment with different ways of representing and communicating ideas. Conveys ideas using a variety of media. Use visual aids to enhance spoken and written communication.

  5. Arts Education Visual Art • Understand that color comprises a part of the basic language of visual art. • Recognize analogous colors as those that share a common hue. • Understand that overlapping objects is a way to show placement in space.

  6. Lesson 1 Purpose: • Introduce the use of the color wheel and its components. Implementation: • Students create their own color wheel beginning with the colors blue, red, and yellow. There are many mediums that can be used to explore and create primary and secondary colors. These include: playdough, paint, or food coloring in water. By mixing and matching the primary colors, secondary colors are created and students will learn, explore, and be able to explain the color wheel.

  7. Lesson 2 Purpose: • Using SBA we will focus on how cool colors will create a sense of temperature, emotion, and mood. Implementation: • The teacher will read the story “Owl Moon” by J.Yolen and point out specific features about colors used throughout the text. By pointing out the cool colors students will begin to attain an understanding of how colors convey meaning and the importance of landscapes within text.

  8. Lesson 3 Purpose: • Using SBA we will focus on how warm colors will create a sense of temperature, emotion, and mood. Implementation: • The teacher will read the story “Under a Prairie Sky” by A.Carter and L.Daniel and point out specific features about colors used throughout the text. By pointing out warm colors students will begin to attain an understanding of how colors convey meaning and importance of landscapes within text.

  9. Lesson 4 Before (Set): • Review primary and secondary colours on the colour wheel created from previous lessons. • Identify areas on the wheel called “cool” colours and areas called “warm” colours • Why do you think these are called “cool”; why do you think these would be called “warm”? (Display literature from previous lessons). • Review the messages from the authors/illustrators from previous literature choices. Discuss the emotions the artist might want you to experience from the colours he or she used.

  10. During (Development): • Students decide on a message they would like to give as an illustrator using either warm or cool colours. • Using strips of torn construction paper, students will layer and glue strips of paper on a chosen background colour to depict a mood; students are to take the role of an illustrator for one scene in a story to create a landscape of their choice using either warm or cool colours. Portions of the background colour must be evident at the top portion of the page. • When finished gluing the strips of paper, turn it over and complete the sentence, “I chose _____ (warm or cool) colours because… (Write your sentence using your black marker).

  11. Closure: • Enlist student comments: • What colours might you mostly choose to depict a story of a family going to the beach in July? Why? • What colours might you choose to show a story of a little girl flying in an airplane for the first time? Why? • What colours might you choose about a dolphin getting separated from his mother? Why? • Messages don’t always come in words, do they?!

  12. Lesson 5 Purpose: • Character development for the landscape and narrative. Implementation: • Review literature used in lesson two and three to depict character development. Students need to decide whether landscape or characters are the most important aspect of their individual stories. They need to consider the placement and size of their character in relationship to the landscape that they created.

  13. Lesson 6 • Purpose: • Creating a silhouette of character. • Implementation: • Students will use supplies to create a silhouette to fit into their landscape. They will add it to their landscape and justify where and why they put their silhouette in relationship to their horizon.

  14. Continuation: Lesson 7, 8, 9 • Teacher reviews the writing process of rough draft, revising, editing, and publishing to support students in planning a story to coincide with their landscape and silhouette. • The narrative is developed through beginning, middle, and ending stages of the story writing process.

  15. Adaptive Dimension

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