Dimon Elementary Year One
Lawson – Jen Weisphal
Learning Objective/Exit Outcomes:
Students will collaborate on group art projects.
Students will engage in collaborative discussion, expressing their ideas clearly and listening to their peers.
Students will begin to grasp how art is connected to human development, as well as learn about careers that are not obviously creative and artistic.
VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
VA5CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.
- Recognize how art can be used to inform or change beliefs, values, or behaviors in an individual or society.
- Investigate ways in which professional artists contribute to the development of their communities (e.g., architects, painters, photographers, interior and fashion designers, educators, museum educators).
VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Describe and discusses various art-related careers and how design impacts daily life (e.g. art historian, art critic, curator, web designer, game designer, fine artist).
VA5.CR.2 Create works of art based on selected themes.
- Create original works of art that communicate values, opinions, and feelings.
ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Visual Art & ELA
- Large poster sheets
PAIR Specialist introduced Poster Dialogue to students, encouraging them to write or draw to express their answer to the questions posed. Students had four stations to visit:
- How does art make you FEEL?
- What did you learn from your last art project?
- What things outside of the classroom inspire you to CREATE art?
- WHY is art important?
Students had 1-2 minutes at each poster answering the questions, rotating around to each poster. Once all posters were visited, the teacher brought students at the back tables down to the carpet and hung the posters on the wall.
PAIR Specialist went along to each poster, reading out some answers and asking for a summarization from the class of what the poster represented, as well as opening up the floor to discussing ideas and answers as a class.
This was a really weighted Poster Dialogue. It could use much more time and discussion and perhaps a revisiting of the questions at the end of the year to see how thoughts and feelings develop as the students begin to understand how to appreciate art more and more.
Some students claimed to not like art. It is important both to validate the opinion as well as offer new thought processes such as “art” as is presented in Art class is not the only type of art available, that music and dance are also art, which are art forms that the student did like. It is also important to express the idea that if art did not exist, everyone would wear the same clothes, all books would be printed in black and white, there would be no music, no rhythm to dance to.
Some answers on “What things outside of the classroom inspire you to create art?” offered an opening to discuss jobs connected to the visual arts, which was a really great teaching and learning moment for the entire class. Students’ answers ranged from basketball to dance to the popular video game Fortnite. I asked the students why Fortnite was a form of art and this lead to the teacher pulling out cards with jobs for artists and sharing with the students how everything from video games to designing shoes was an art form.
We also touched on art being vastly different creations by each student, even though the presentation of the art was the same for their last class art project; art is a way to express thoughts and feelings as an individual and to celebrate and respect those differences. The teacher showed examples of how each student interpreted the project differently.