Social Studies

Richards Middle School

Casper/Yelkovich – Austin Sargent

Learning Objective/Exit Outcomes: 

• Students will be able to identify the artistic qualities of a photograph. 
• Students will be able to use art vocabulary to connect their artistic observation to the social studies content. 
• Students will use maps of Latin America to hypothesize where the photographs might be from. 
• Students will combine three seemingly unrelated images to form their own observations and opinions about the issue of deforestation in Latin America. 

Integration Area/Subject:

Social Studies & Visual Art

State Standards:

SS6G2 Explain the impact of environmental issues in Latin America.

1. Explain the environmental issue of destruction of the rainforest in Brazil.

VA6.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

1. Identify how the issues of time, place, and culture are reflected in selected works of art.
2. Interpret works or art considering themes, ideas, moods, and/or intentions.
3. Define where and how we encounter images in our daily lives and how images influence our view of the world.

VA6.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

1. Engage in supportive peer review through formal and informal assessment and idea development.
2. Use the language of art to identify how meaning is conveyed in works of art.
3. Describe and analyze the aesthetic qualities of specific works of art.

Materials/Playing Space: 

Prep: Before the activity begins, it is important that the teacher prepare the photograph/visual art image by dividing the image into 3 separate sections. Images that work the best have a distinct demarcation between lush forest and barren deforestation.

Description: 

This class began by looking at Image 1: Lush Forest. Students were split into groups and given the instruction to use adjectives to describe the image that they saw. Students could write these images in the margins of their photo for a verbal record. Students were then instructed to use their textbook as a reference and identify where in Latin America that photograph might have been taken. 

Once guesses were made, Image 2: Barren Wasteland was handed out. The same process was followed; interpret the image, describe it in adjectives, and then identify using a map where this image could’ve been taken. Students then spent time defending their choices to other groups. 

Then Image 3: Full Image was distributed. Verbal reactions and physical reactions were had, and students repeated the same process; adjectives & geography. The point here was that Deforestation is a major issue plaguing the Amazon Rainforest. Giving students this specific image provided a much more realistic context than just talking about it. 

Notes:

For bonus points, specify which Artistic Vocabulary words you’d like students to concentrate on. You certainly could talk about texture and contrast, but also words like value, saturation, and density could also be helpful in guiding student discussion. 

To strengthen the integration, make sure students understand how the images created the list of adjectives and how the adjectives reflect the geography of the selected images.

Brewer Elementary

Boddie-Baker – Jen Weisphal

Learning Objective/Exit Outcomes: 

• Students will be able to recall important causes, leaders, and events of World War II.
• Students will be able engage in creating visual ideas by using subject matter to communicate meaning.
• Students will be able to engage in discussion with their peers.
• Students will be able to reflect on personal works of art and the work of peers.
• Students will practice critiquing works of art by interpreting mood, theme, and intention of the artist, rather than giving an opinion on the art.

Integration Area/Subject:

Social Studies & Visual Art

State Standards:

SS5H4 Explain America’s involvement in World War II.

1. Describe German aggression in Europe and Japanese aggression in Asia.
2. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.
3. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.
4. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
5. Describe the effects of rationing and the changing role of women and African Americans or Blacks; include “Rosie the Riveter” and the Tuskegee Airmen.
6. Explain the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

1. Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.

VA5.CR.2 Create works of art based on selected themes

1. Create works of art inspired by historical, contemporary, and/or social events.

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

1. Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.
2. Use a variety of approaches to engage in verbal and/or written art criticism.
3. Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.

Materials/Playing Space: 

• Plain computer paper, tri-folded
• Pencils

Description: 

The teacher did Relay Drawing. Students were at tables of 4 and 5.  They were instructed to fold their paper in 3s and label each section ‘1’, ‘2’, and ‘3’. Each table turned and talked about the causes, leaders and events of World War II.

Once students had time to review themes of World War II in groups, students began the Relay Drawing strategy. In section 1 at the top of the page, students were instructed to draw one important aspect about WWII, whether it be a drawing of a cause, a leader, or an event. 

Then, the teacher instructed students to switch papers with someone at their table.  In section 2, students were instructed to draw something else about WWII. Students were instructed to switch papers again with a new person at their table and in section 3, draw a third image representing a cause, leader, or event of World War II.

Once everyone completed section 3, the students passed their papers once more to a student who had not drawn on the paper they were receiving. Students were then tasked with reviewing each section’s artwork and trying to identify, from the elements given, what the picture must be representing from World War II. Students then discussed the art work with their table, seeing if they were correct in critiquing the art’s message by talking to the artists themselves.

This strategy is a great way to practice soft skills of communicating kindly and critiquing peers’ work with the content given and not imposing an opinion on the work itself.

Notes:

It is important to keep the element of visual art and drawing, otherwise this will no longer be an arts integrated lesson. For instance, some students may be inclined to just write a fact about World War II instead of create a drawing about that fact. It is important to challenge to students to step out of their comfort zone in this way.

It may also be necessary to review Visual Thinking Strategies and how to critique art without students potentially offering negative and personal opinions on the artwork of their peers or their own artwork.

Richards Middle School

Purvis – Jen Weisphal

Learning Objective/Exit Outcomes: 

• Students will be able to connect famous pieces of art to social studies subjects.
• Students will be able to identify parts of art styles that clearly associate with certain artistic time periods, such as Romanticism or Baroque periods.
• Students will compare and contrast pieces of art form different time periods and cultures, deriving important information, such as social status and storytelling, and cultural and historical relevance.
• Students will use their visual art drawing skills to recreate a two dimensional version of the art piece they have chosen for this project.
• Students will collaborate to make one full piece of art, connecting different ideas, cultures, and time periods together.
• Students will work together to critique their collaborative art work, diving beyond the surface statements and into the reasoning behind the creation of the pieces.
• Students will collaborate on a discussion of similarities and differences between the pieces of art they chose for this activity.

Integration Area/Subject:

Social Studies & Visual Art

State Standards:

SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa.

1. Explain the differences between an ethnic group and a religious group.
2. Describe the diversity of religions within African ethnic groups.

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East).

1. Explain the differences between an ethnic group and a religious group.
2. Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).
3. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.

SS7G12 Analyze the diverse cultural characteristics of the people who live in Southern and Eastern Asia.

1. Explain the differences between an ethnic group and a religious group.
2. Compare and contrast the belief systems originating in Southern and Eastern Asia: Buddhism, Hinduism, Shintoism, and Confucianism.

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

1. Produce original two-dimensional works of art using a variety of media (e.g. pencil, marker, pastel, paint, printmaking materials, collage material, media arts).
2. Produce works of art that demonstrate awareness of a range of intentions (e.g. realistic, abstract, non-objective).

VA7.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

1. Engage in supportive peer review through formal and informal assessment and idea development.
2. Use the language of art to identify how meaning is conveyed in works of art.
3. Describe and analyze the aesthetic qualities of specific works of art.

VA7.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

1. Examine the presence and meaning of visual art in the community.
2. Describe the connection between personal artistic creation and one’s relationship to local and global learning communities.
3. Make interdisciplinary connections, expanding upon and applying art skills and knowledge to enhance other areas of learning.

Materials/Playing Space: 

• Tri-folded paper
• Pencils

Description: 

Students were given the task of finding an image of a historic figure or piece of art that is presented from head to toe for the purpose of the activity. Students either found these images online or in their textbooks. Students chose a wide variety of art pieces that personally interested them; everything from African artifacts to Greek god statues to “The Scream” by Edvard Munch, among many others.

Students then started with a piece of paper, folding it into thirds lengthwise and labeling each section in the lower right hand corner 1, 2, and 3 from top to bottom, so that, as the paper was passed around to new students, the orientation of the paper would remain consistent. In the top third, labeled 1, students were to draw the piece of art they chose from the shoulders to the top of the head, adding as much relevant detail as possible to enhance recognition of the art piece, time period, and culture. Students then folded the top box behind the second box and the third box folded behind to hide the first box. Students passed their papers to the right one person. In the number 2 box, students then drew the torso of their art piece, again adding as much relevant detail as possible. Flipping the paper over so the last box is showing, the students passed the paper again to a third artist. In the number 3 box, the students drew the bottom third of their art piece. 

Once all boxes were filled, the paper was passed once more to a student who had not drawn on any of the pieces of paper they were receiving. The student then unfolds the paper to reveal a combination of three different pieces of art recreated into one. The fourth student was then challenged to infer the time period and culture of each separate piece on the paper, labeling them by the numbers written in the lower right hand corner. Students were also asked to identify the historic figures depicted in each box, as well as what medium was used to create the original piece (drawing, painting, sculpture ended up with two different ure, etc).

Students then passed their papers back one person, so each student had a paper that they had drawn on. Students then discussed, in groups, what the name of the piece was and who the artist was, showing their table the original image against the part of the drawing they did of the piece. Students were also asked to explain the details they were trying to depict in their two dimensional version of the original artwork.

Students also discussed visual similarities and differences, like “The Scream” and a Native American totem pole both being long and lanky. There was also a set of students that ended up choosing images where the subject had their right arm raised, so they discussed the differing reasons behind that artistic choice. The teacher also asked students to look deeper into the history behind the piece and the artist to find similarities and differences, such as social status of the images and cultural relevance. For instance, Egyptian and Christian art are both in place to tell a story.

Notes:

The teacher also discussed how artists may have historical discrepancies in the artwork, such as the painting, “Washington Crossing the Delaware.” While the time of day depicted and the people depicted within the boat are not accurate to this historical event, the artist’s intention was to show the most important people at this moment in history in one place.

The students were asked to think in a very critical manner during this arts strategy, which is an ELA and soft skills goal as well.