Wesley Heights Elementary Year One
Lori Neuhart – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will infer information on public figures from visual representations.
- Students will identify components of visual art.
- Students will discuss and collaborate with other students on what the visual art is representing.
- Students will use their bodies to create their own visual art based on the knowledge of their conclusions.
TA3.CR.1 Organize, design, and refine theatrical work. a. Create characters with specific traits
(e.g. physical, vocal, emotional) that respond to imaginary circumstances. b. Collaborate with an ensemble to rehearse, refine, and question a theatrical work. d. Use theatre vocabulary (e.g. character, setting, dialogue, point of view, plot, conflict, resolution). e. Apply sensory elements in creating and portraying characters.
TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments. b.
Use body and movement to communicate a character’s thoughts and emotions. c. Collaborate and perform with an ensemble to present theatre to an audience. d. Create and perform characters based on imagination.
TA3.CN.2 Examine the role of theatre in a societal, cultural, and historical context
- Investigate community and social issues through theatrical work.
VA3.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. a. Recognize that responses to art change depending on knowledge of the time, place, and culture in which works of art are created. b. Use art terminology with emphasis on the elements of art and/or principles of design. c. Use a variety of approaches to engage in verbal and/or written art criticism. d. Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.
Social Studies, Visual Arts, & Theatre Arts
Photos/Portraits/Paintings connected to Content
The PAIR Specialist began the lesson with a description of Visual Thinking Strategies. Once the teacher divides the students into groups and hands out the pictures (the pictures used were connected to articles in recent magazines including public figures such as Michelle Obama and Venus and Serena Williams), students will open discussion within their group answering questions including:
- What do you see? What’s going on here? (Encourage the idea that everyone can see something different and that it is important to listen and consider each other’s thoughts and ideas)
- What do you see that makes you say that? (This encourages students to develop clear reasoning for their answers to the previous questions)
- What else do you see? (This develops a deeper thought process, encouraging students to look beyond the surface of an image)
During this discussion time, the PAIR Specialist and Teacher will go around the room, making sure that in depth discussion is happening and all students are participating in the discussion going on within their groups.
The next step of this lesson is moving into Living Portraits. Once all students have had ample time to express their thoughts and ideas, the group then works on their collaboration skills, to determine one word that expresses the idea behind the image. Try to encourage students to look beyond an easy word such as “tennis” for Venus and Serena Williams, and instead, encourage empathy by looking at their body language and facial expressions to come up with deeper answers such as “passionate” or “determined.”
Students will then use the single word they have agreed upon for their photo and use collaboration skills create a living portrait with their bodies that exemplifies the word they chose. Students will have 30 seconds to come up with a physical representation. Each group will share their living portrait to the rest of the class, saying the word chosen (“determined”) on the count of three while in their portrait position. The rest of the class will observe and offer feedback to each group, answering the Visual Thinking Strategies once more:
- What do you see? What’s going on here?
- What do you see that makes you say that?
- What else do you see?
It is a great idea to debrief with students about the Living Portraits activity as a whole and what they learned from the experience.
- Living Portraits will satisfy a Visual Arts integration even more clearly when honing the skills of using visual art vocabulary (such as line, shape, color, saturation, foreground, background, etc) when discussing the photos/pictures that are being viewed.