Richards Middle School
Purvis – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will engage in collaborative discussion.
- Students will be able to state an opinion and defend that opinion with their knowledge of the content.
- Students will be able to recognize group movement as a form of storytelling.
- Students will learn to think critically about other opinions.
- Students will recognize that all opinions are valid and should be treated respectfully even if the opinions differ from their own.
Visual Art & Dance
VA6.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.
- Engage in supportive peer review through formal and informal assessment and idea development.
- Use the language of art to identify how meaning is conveyed in works of art.
- Describe and analyze the aesthetic qualities of specific works of art.
VA6.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.
- Write responses to works of art through various approaches.
MSD.CR.2 Demonstrates an understanding of dance as a form of communication.
- Compare and contrast abstract and literal movement.
- Explore the qualities of expression in performance.
MSD.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
- Demonstrate concentration and focus with respect to self and others in the performance of skills.
- Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.
All open space in the classroom
The teacher had students stand in a circle around the desks in the room. The PAIR Specialist explained that, should you agree with the statement made about the piece of art being looked at, you should move to the center of the room. If the students disagree with the statement, they should move to the walls of the room. As with any statement, there may also be a variance where the students partially agree or disagree and, in this case, the students are welcome to find a place in between the center and outside of the room.
The PAIR Specialist made a statement about the art, such as, “The woman standing up in this painting is the most important part of the piece.” Students then made their choice on whether they agreed, disagreed, or partially agreed with their body movement. The PAIR Specialist and teacher then took thoughts from students on what made them agree or disagree with that statement.
The PAIR Specialist also encouraged students to move within the space should someone else’s thoughts and opinions challenge and change their own, so that students are considering, in real time, how other people’s thoughts can affect their own views.
The teacher then asked specific questions to do with the art being looked at, connecting to perspective, foreground, background, and the story behind the various works of art to further encourage the thought process of what the artist intended for you to look at and to derive from their paintings.