J.D. Davis Elementary, Year One
Davis – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will be able to demonstrate their knowledge of Jimmy Carter while using Visual Thinking Strategies.
- Students will engage in interpreting works of visual art.
- Students will actively communicate their opinions and listen to their peers’ opinions.
- Students will collaborate with a group of their peers to make a physical picture based on the collective interpretations of the visual art.
SS2H1 Describe the lives and contributions of historical figures in Georgia history.
- Jimmy Carter (leadership and human rights)
SS2CG3 Give examples of how the historical figures in SS2H1 demonstrate positive citizenship traits such as: honesty, dependability, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of strategies for art criticism.
- Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.
- Use art terminology with emphasis on selected elements and principles of art.
VA2.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.
- Explore the influences of artists and their work in a variety of cultures.
- Make inferences to identify time and place in works of art.
VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art.
- Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.
TA2.RE.2 Critique various aspects of theatre and other media.
- Recognize artistic choices through what is seen, felt, and heard in a theatre or performance experience.
- Express personal preferences about theatre or performance experiences.
- Identify plot, character choices, and themes in a story or theatre experience.
Social Studies/Visual Art/Theater
Students are given an image of Jimmy Carter and asked to use Visual Thinking Strategies to start a class discussion:
Visual Thinking Strategies-
- Show artwork.
- Ask students to look closely and silently at it for a minute or two.
- Three questions guide the discussion.
- Open with: “What do you see?” or “What’s going on here?”
Summarize student responses using conditional language (“Raoul thinks this could be…”). This keeps the conversation open to other interpretations by other students.
- If appropriate: “What do you see that makes you say that?”
This encourages students to back up their statements with things they see in the work of art.
- Ask the group: “What more can we find?”
This continues the conversation.
After some discussion, move into Living Portraits:
- Ask groups to look at their assigned portraits carefully and determine some of the qualities depicted in the image.
- Have them choose one adjective that best fits this image.
- Direct the groups to create a new portrait with their bodies that exemplifies the adjective they chose.
- Have the rest of the class observe & offer feedback to each group as they share their creation and explain their choices.
Instead of choosing an adjective that best fits the image of the portrait of Jimmy Carter, students could also refer back to adjectives that could best describe who Jimmy Carter was to others: dependable, compassionate, honorable, etc.