Lesson Plan 1
Grade: 3rd
Subject: Writing, Technology, and Art
TP: Modern Art
Instructional Objective (IO): Students will be able to:
- Identify the main characteristics of Modern Art
Standards:
Standard ELA1: Language for Information and Understanding Students will read, write, listen, and speak for information and understanding.
Standard MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard ARTS4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
Materials:
Vincent Van Gogh, The Starry Night, 1889
Edward Munch, The Scream, 1893
Chart PaperMarkers (for chart paper)
Computers with Internet access (1 for teacher, and 1 for every 2 students)
Overhead Screen
Writer’s Notebooks (one for each student)
Pens/Pencils
Motivation: Ask students to sit on the rug. Show students the following images: Vincent Van Gogh, The Starry Night, 1889 and Edward Munch, The Scream, 1893. Ask students if they have ever seen these before. If so, ask them when, and what they know about them. Ask students what they like and dislike about the images. Inform students that in the next few weeks they are going to learn about Modern Art.
Procedure:
1. Ask students what they think of when they hear the term Modern Art. Create a web with student responses.
2. Ask students what they already know about Modern Art. Fill in K-W-L Chart ((K) “What I Know” column) with student responses.
3. Ask students what they want to learn about “Modern Art”. Fill in K-W-L Chart ((W) “What I Want to Learn” column) with student responses.
4. Inform students that Modern Art refers to art of the 19th and mid-20th Centuries in Europe and the Americas. Ask students what years are included within the 19th and mid-20th Centuries. Modern Art is different than the arts that came before it. Inform students that Modern Art isn’t lifelike, there are many interpretations of just one piece of art, and patterns are important.
5. Ask students, “Who has been to the Museum of Modern Art”? Tell students that they will now take a virtual tour of the Museum of Modern Art. Tell students that while on the virtual tour, they will need to write down 5 new facts with their partners that they learn about Modern Art in their Writer’s Notebook.
6. Go to the website: http://www.moma.org/destination/# and display on overhead screen. Model for students how to click through a few of the different scenes on the virtual tour. Think aloud to the class: “Wow! I didn’t know that African sculptures changed the way Pablo Picasso painted. I’m going to write that fact down in my Writer’s Notebook”.
7. Have students sit at the computers in pairs. Once all students are paired-off, direct students to the website: http://www.moma.org/destination/#. Allow students approximately 20 minutes to take the Virtual Tour and write down 5 facts.
Conclusion/Share Out: Ask students to close the website on the computer and return to the rug. Have each pair of students share 1 new fact that they learned about Modern Art. Complete K-W-L Chart ((L) “What I Learned” column).
Assessment: Walk around the classroom to observe students while they are taking the Virtual Tour.
References
Destination Modern Art. (n.d.). Retrieved on July 24, 2008, from http://www.moma.org/destination/#
Utah Museum of Fine Arts: Modern Art. (n.d.). Retrieved on July 24, 2008, from http://umfa.dev.verite.com/?id=MjAx 
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Lesson Plan 2
Grade: 3rd
Subject: Art
TP: Realism
Instructional Objective (IO):
Students will be able to:
- Define “Realism”
- Identify characteristics of “Realism”
- Identify at least one “Realist” artist
Standards: Standard ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.Standard ARTS3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Materials:Edward Hopper, Haskell’s House, 1924
Poster Board (one for each student)
Pencils
Watercolor Paint
Paintbrushes
Motivation: Have students gather at rug. Show students Edward Hopper, Haskell’s House, 1924. Ask them what they notice about the painting. Make a web with Haskell’s House as the main idea, and student responses outside of it.
Procedure:
1. Inform students that what they saw was a sample of artwork known as “Realism”.
2. Ask students what word they know of that is contained in “Realism” (Answer: Real).
3. Ask students to make a connection between the painting they just observed, and the word that is contained in “Realism”. (Answer: The painting looks real). Inform students that realism is a type of “Modern Art” that shows the current world as the artists saw it, regardless of how pretty or ugly it was.
4. Inform students that Edward Hopper was an American Realist artist who painted Haskell’s House.
5. Inform students that today they are going to become a Realist artist, and create a piece of artwork.
6. Distribute art supplies (poster boards, pencils, watercolor paints, paintbrushes) to each student. Inform students that they can choose to paint an image of something in the class, something they see outside of the window, or in the hallway.
Conclusion/Share Out: Students will gather at the rug and review the characteristics of realism.
Assessment: Students paintings must be of something either in the classroom or in the hallway (to ensure they were drawing it while looking at it), and it must look real (to the best of their ability).
Homework: Using the Internet, find another realist artist (other than Edward Hopper). Write a 1-page biography of the artist. Be sure to discuss at least one of their pieces of artwork.
References
Edward Hopper. (n.d.). Retrieved on July 24, 2008, from http://www.mcs.csuhayward.edu/~malek/Hopper.htm Haskell’s House. (n.d.). Retrieved on July 24, 2008, from http://americanart.si.edu/collections/exhibits/hopper/p06-haskell.html
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Lesson Plan 3
Grade: 3rd
Subject: Writing and Art
TP: Impressionism
Instructional Objective (IO):
- Define “Impressionism”
- Identify characteristics of “Impressionism”
- Identify at least one “Impressionist” artist
Standards:
Standard ELA1: Language for Information and UnderstandingStudents will read, write, listen, and speak for information and understanding.
Standard ARTS2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard ARTS3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Materials:
“Katie Meets the Impressionists” by James Mayhew
Claude Monet, The Luncheon, 1873
Pierre Auguste Renoir, Girl with a Watering Can, 1876
Edgar Degas, The Blue Dancers, 1895
Chart Paper
Markers (for chart paper)
White paper (one for each student)
Pencils (one for each student)
Watercolor paint (one for each student)
Paintbrushes (one for each student)
Motivation: Read “Katie Meets the Impressionists” by James Mayhew.
Procedure:
1. Ask students to recall any artists they remember hearing about in the book just read to them (Answer: Claude Monet, Pierre Auguste Renoir, and Edgar Degas).
2. Ask students what type of artists they think they are based on the title of the book (Answer: Impressionists).
3. Display Claude Monet, The Luncheon, 1873; Pierre Auguste Renoir, Girl with a Watering Can, 1876; Edgar Degas, The Blue Dancers, 1895 for all students to see. Ask students to identify similarities and differences between the 3 paintings. Record student answers in a Venn Diagram.
4. Based on the Venn Diagram, discuss different characteristics of Impressionism (visible paintbrush strokes, ordinary subject matter, and use of light to show change in time).
5. Take class outside and bring art materials (white paper, pencils, watercolor paint, andpaintbrushes). Tell children to pick a subject, and paint it.
Conclusion/Share Out: Have students share their artwork with their classmates.
Assessment: Walk around while students are working on their paintings. Ask children questions. Be sure that their artwork contains the basic characteristics of Impressionism (visible paintbrush strokes, use of color to show change in time, ordinary subject matter).
Homework: Have students compare and contrast their own painting with an Impressionist artist’s painting of their choice. Record answers in a Venn Diagam.
References
Characteristics of American Impressionism. (n.d.). Retrieved July 26, 2008, from http://www.flogris.org/learning/foxchase/html/about_impressionism.php Mayhew, J (1997). Katie meets the impressionists. New York, New York: Orchard Books.
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Lesson Plan 4
Grade: 3rd
Subject: Writing, Technology, and Art
TP: Expressionism
Instructional Objective (IO):
- Define “Expressionism”
- Identify characteristics of “Expressionism”
- Identify at least one “Expressionist” artist
Standards:
Standard ELA1: Language for Information and Understanding Students will read, write, listen, and speak for information and understanding.
Standard MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard ARTS3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Materials:
Georges Rouault, The Three Judges, 1936
Computers (one for each pair of students)
Writer’s Notebook
Pens/Pencils
Motivation: Ask students what colors make them feel happy, sad, angry, and loved.
Procedure:
1. Ask students what word they hear in “Expressionism” (Answer: Expression). Ask students for different types of expressions (happy, sad, angry, mad).
2. Show students Georges Rouault, The Three Judges, 1936. Ask them to point out different things that they notice about the painting. Ask them how it makes them feel.
3. Inform students that Georges Rouault was an Expressionist painter that liked to paint people.
4. Discuss the different characteristics of Expressionism (display intense expression of feelings and emotions, bright colors, heavy lines).
5. Inform children that they are going to pretend they are a news reporter, and interview an Expressionist artist of their choice. Students will work in pairs. One student will be the reporter, and the other will be the artist.
6. Have 2 students sit at one computer. Have each pair of students research an Expressionist artist of their choice, and write a 1- page interview in their “Writer’s Notebook”.
Conclusion/Share Out: Each pair of students will “act-out” their interview for the class.
Assessment: Walk around the room while students are researching and writing their interviews, and listen to what they are discussing. Answers to interview questions must be fact.
Homework: If not completed, students will finish writing up their “Interview with an Expressionist artist”.
Reference
Art Periods- Expressionism. (n.d.). Retrieved July 25, 2008, from http://artclubbd.wordpress.com/art-periods-expressionism/
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Lesson Plan 5
Grade: 3rd
Subject: Literacy and Art
TP: Cubism
Instructional Objective (IO):
- Define “Cubism”
- Identify characteristics of “Cubism”
- Identify at least one “Cubist” artist
Standards:
Standard ELA1: Language for Information and Understanding Students will read, write, listen, and speak for information and understanding.
Standard ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard ARTS3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Materials:
“What Makes a Picasso a Picasso?” by Richard Muhlberger
Pablo Picasso, The Three Musicians, 1921
Cutouts of different geometric shapes (at least 100 for each table of 5 students)
Construction paper (one for each student)
Motivation: Read “What Makes a Picasso a Picasso?” by Richard Muhlberger.
Procedure:
1. Ask students if they have ever heard of Pablo Picasso. Inform students that Picasso is one of the men who developed Cubism around 1907.
2. Ask students what type of art they think Cubism is (Answer: Using different size cubes to make art).
3. Show students Pablo Picasso, The Three Musicians, 1921. Ask students to point out things that they notice about the painting.
4. Ask students to identify the different shapes Picasso used in The Three Musicians painting (Answer: Circle, square, pentagon, and triangle).
5. Discuss characteristics of Cubism with students (Use of geometric shapes, forms that overlap one another, distortion, abstract, broken mirror effect, rearranged, and bright colors).
6. Ask students to return to their seats. Provide each table of students with at least 100 cutouts of different geometric shapes and large pieces of construction paper.
7. Inform students that they will be Junior Picasso’s today! Using the different geometric shapes, each student will make a collage. They will need to color in the different shapes.
Conclusion/Share Out: Students will share their artwork with their classmates.
Assessment: Each student’s artwork should resemble Cubism (different geometric shapes, bright colors, abstract, and distortion).
Homework: Students will research Analytical and Synthetic Cubism, and write 5 facts about each one in their “Writer’s Notebook”.
References
Cubism. (n.d.). Retrieved July 24, 2008, from http://encarta.msn.com/encyclopedia_761551811/Cubism.html The Artwork of Pablo Picasso. (n.d.). Retrieved July 24, 2008, from http://www.uoregon.edu/~jvansise/picasso/jvansisepicasso.htm Muhlberger , R (1994). What makes a Picasso a Picasso? New York, New York: Viking Juvenile.
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Lesson Plan 6
Grade: 3rd
Subject: Literacy, Technology, and Art
TP: Surrealism
Instructional Objective (IO):
- Define “Surrealism”
- Identify characteristics of “Surrealism”
- Identify at least one “Surrealist” artist
Standards:
Standard ELA1: Language for Information and Understanding Students will read, write, listen, and speak for information and understanding.
Standard MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard ARTS3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Materials:
Henri Rousseau, Tropical Forest with Monkeys, 1910
Henri Rousseau, The Equatorial Jungle, 1909
Construction Paper (one for each student)
Crayons/Markers (for students)
Motivation: Have the class watch “Dropping in On Rousseau” video. After completing the video, make a web of what the students remember from the video, with “Dropping in On Rousseau” as the main idea.
Procedure:
1. Ask students if they know what the definition of surreal is (Answer: dreamlike, weird).
2. Inform students that Surrealist art was dreamlike and fantasy.
3. Show students Henri Rousseau, Tropical Forest with Monkeys, 1910 and Henri Rousseau, The Equatorial Jungle, 1909. Ask students to compare and contrast the paintings. Record answers in a Venn Diagram (Similarities: large plants and flowers, animals blend into the background; Differences: colors used).
4. Explain that surrealist art takes the ordinary and makes it strange. Inform students that cartoons and comic strips are often surreal. Ask students to name their favorite cartoon, and tell whether it is surreal or not.
5. Inform students that they are going to make art that is surreal.
6. Show students a piece of construction paper. Tell students that it is a lunchbox. Students will draw the contents of the lunchbox, but it must be surreal.
7. Show students your lunchbox (construction paper with trees and lions on it). Ask students what makes your lunchbox surreal (Answer: In reality, trees and lions do not belong in your lunch box, and they wouldn’t even fit).
8. Ask students to return to their desks. Give each child a piece of construction paper and crayons/markers to make their “Lunchbox”.
Conclusion/Share Out: Students will share their “Lunchboxes” with the class. Have students identify what is surreal about each others artwork.
Assessment: Walk around the classroom. Student’s lunchboxes should have surreal images drawn on them.
Homework: Visit the website http://www.nga.gov/kids/zone/jungle.htm. Make your own Jungle picture to print out and bring to class.
References
Henri Rousseau. (n.d.). Retrieved on July 25, 2008, from http://www.nga.gov/kids/linkrousseau.htm NGAkids Jungle. (n.d.). Retrieved July 25, 2008, from http://www.nga.gov/kids/zone/jungle.htmRationale
I chose to plan a unit for 3rd graders focusing on the different “isms” of Modern Art. I incorporated Writing, Literacy, Art, and Technology into the unit. The first lesson is intended to give students a brief overview of what Modern Art is. They will take a Virtual Tour of the Museum of Modern Art. The following 5 lessons each focus on a different “ism”- Realism, Impressionism, Expressionism, Cubism, and Surrealism. Each lesson gives students a brief introduction to the “ism” for the day, and the opportunity to further their knowledge using hands-on activities. I planned that each lesson will take approximately 2 days. The unit should be completed within 3 weeks.
I followed the same structure throughout the unit for the flow of all of the lessons. The lessons begin with all of the students sitting on the rug. First, I show or do something in order to motivate them to become interested in the subject being studied. After the motivation, there is a 10-15 minute mini-lesson where I ask questions to students in order to elicit facts about the material being studied. After the mini-lesson, students are given approximately 20 minutes to work on a hands-on activity to reinforce what they just learned. The activities involve partners (2 students working together) or group work (4-5 students working together). Upon completion of the activity, we come together as a class again and share what we have been working on, and review what was learned for the day.
The constructivist approach to learning was followed throughout this entire unit. Children are more apt to learn, and remember, when they construct their own knowledge. I, as the teacher, will be the facilitator of knowledge. I will give students the resources to construct their own knowledge, and lead discussions. Internet research is a great way for students to build upon basic knowledge. While becoming familiar with the technology of today, they also have the freedom to research something of interest to them, within the area being studied. For example, in the lesson plan for introducing students to Expressionism, they must research an Expressionist artist in order to write an interview, but they have the freedom to choose an artist that is of interest to them. It is extremely motivational for students to feel they chose what they wanted to work on.
Hands-on activities give students the opportunity to construct their own knowledge. After studying Cubism and Picasso, students will make their own “Cubist” piece of artwork. By allowing them to do so, they will become more acquainted with that form of art, as opposed to having me, the teacher, read off facts to them, and having them write an essay on the information I just gave to them.
Throughout this unit, I will often show students a piece or pieces of one type of art work and have them elicit the characteristics of that “ism”. For example, when introducing students to Realism, I will show them Edward Hopper, Haskell’s House, 1924. Just by viewing that painting, students will bring up the major characteristics of Realism. One student will probably say that the house looks real. Another will probably say that it’s a painting of a real object. As the teacher, if you are not getting the responses you are looking for, you can probe the students by asking questions to lead them in the right direction. For example, if no students said that the house looked real, I may ask them “Does this house look like something you would see when walking down the street, or in a cartoon?” Students will retain this information by learning in this manner, as opposed to being told straight facts, which are often boring to them.
This unit started with a Virtual Tour of the Museum of Modern Art, and will end with a class trip to the Museum of Modern Art. Children will be able to see some of the paintings that they studied. They will also be able to ask any questions that they may have about Modern Art. I hope that this trip will spark their interest in other types of Modern Art that we did not study in class. I expect that the students will most likely be interested in Pop Art, and will be able to learn more about it while on the trip.