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.
Social Studies & Visual Art
SS5H4 Explain America’s involvement in World War II.
- Describe German aggression in Europe and Japanese aggression in Asia.
- 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.
- Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.
- Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
- Describe the effects of rationing and the changing role of women and African Americans or Blacks; include “Rosie the Riveter” and the Tuskegee Airmen.
- 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.
- 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
- 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.
- Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.
- Use a variety of approaches to engage in verbal and/or written art criticism.
- Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.
- Plain computer paper, tri-folded
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.
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.