Brewer, Year One
Whatley – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will provide concrete details and facts in order to interpret Henry Hudson’s portrait.
- Students will use visual thinking strategies in order to justify art.
ELAGSE4W1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
- Provide reasons that are supported by facts and details.
VA4.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.
- Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who created a work of art.
Social Studies & Visual Art
Picture of the teacher’s choice, one that is relevant/important to topic. In this particular lesson, Henry Hudson was the focus of the portrait.
The teacher will open the lesson by splitting students up into groups (4-5 students per group). As Hudson’s picture is displayed on the board, the teacher does not reveal to students who he is. Students must answer the visual thinking strategies based off of the picture. The three essential questions include:
- What do you see?
- How do you know?
- What else can you find?
As students collectively answer the questions, the facilitator will guide students to think of one word that describes the portrait (Hudson). One word. Once the word is decided, students will then be coached to create that word as a tableau with their bodies, collectively. Each group should be encouraged to look at each other’s creation a critique the art that is created.
- Encourage students to have an opinion when stating what they see.
- If a mini-disagreement occurs, remind students that it is acceptable to see differences, that it’s healthy.
- Make sure that the word that all of the groups decide on is different from other groups.
- Lastly, a great way to warm-up to “Living Portraits” is to review “Ensemble Squash” strategy.