7th Grade

Richards Middle School

Purvis – Jen Weisphal

Learning Objective/Exit Outcomes:

Students will be able to connect famous pieces of art to social studies subjects.
Students will be able to identify parts of art styles that clearly associate with certain artistic time periods, such as Romanticism or Baroque periods.
Students will compare and contrast pieces of art form different time periods and cultures, deriving important information, such as social status and storytelling, and cultural and historical relevance.
Students will use their visual art drawing skills to recreate a two dimensional version of the art piece they have chosen for this project.
Students will collaborate to make one full piece of art, connecting different ideas, cultures, and time periods together.
Students will work together to critique their collaborative art work, diving beyond the surface statements and into the reasoning behind the creation of the pieces.
Students will collaborate on a discussion of similarities and differences between the pieces of art they chose for this activity.

Integration Area/Subject:

Social Studies & Visual Art

State Standards:

SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa.

Explain the differences between an ethnic group and a religious group.
Describe the diversity of religions within African ethnic groups.

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East).

Explain the differences between an ethnic group and a religious group.
Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).
Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.

SS7G12 Analyze the diverse cultural characteristics of the people who live in Southern and Eastern Asia.

Explain the differences between an ethnic group and a religious group.
Compare and contrast the belief systems originating in Southern and Eastern Asia: Buddhism, Hinduism, Shintoism, and Confucianism.

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

Produce original two-dimensional works of art using a variety of media (e.g. pencil, marker, pastel, paint, printmaking materials, collage material, media arts).
Produce works of art that demonstrate awareness of a range of intentions (e.g. realistic, abstract, non-objective).

VA7.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.

VA7.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

Examine the presence and meaning of visual art in the community.
Describe the connection between personal artistic creation and one’s relationship to local and global learning communities.
Make interdisciplinary connections, expanding upon and applying art skills and knowledge to enhance other areas of learning.

Materials/Playing Space:

Tri-folded paper
Pencils

Description:

Students were given the task of finding an image of a historic figure or piece of art that is presented from head to toe for the purpose of the activity. Students either found these images online or in their textbooks. Students chose a wide variety of art pieces that personally interested them; everything from African artifacts to Greek god statues to “The Scream” by Edvard Munch, among many others.

Students then started with a piece of paper, folding it into thirds lengthwise and labeling each section in the lower right hand corner 1, 2, and 3 from top to bottom, so that, as the paper was passed around to new students, the orientation of the paper would remain consistent. In the top third, labeled 1, students were to draw the piece of art they chose from the shoulders to the top of the head, adding as much relevant detail as possible to enhance recognition of the art piece, time period, and culture. Students then folded the top box behind the second box and the third box folded behind to hide the first box. Students passed their papers to the right one person. In the number 2 box, students then drew the torso of their art piece, again adding as much relevant detail as possible. Flipping the paper over so the last box is showing, the students passed the paper again to a third artist. In the number 3 box, the students drew the bottom third of their art piece.

Once all boxes were filled, the paper was passed once more to a student who had not drawn on any of the pieces of paper they were receiving. The student then unfolds the paper to reveal a combination of three different pieces of art recreated into one. The fourth student was then challenged to infer the time period and culture of each separate piece on the paper, labeling them by the numbers written in the lower right hand corner. Students were also asked to identify the historic figures depicted in each box, as well as what medium was used to create the original piece (drawing, painting, sculpture ended up with two different ure, etc).

Students then passed their papers back one person, so each student had a paper that they had drawn on. Students then discussed, in groups, what the name of the piece was and who the artist was, showing their table the original image against the part of the drawing they did of the piece. Students were also asked to explain the details they were trying to depict in their two dimensional version of the original artwork.

Students also discussed visual similarities and differences, like “The Scream” and a Native American totem pole both being long and lanky. There was also a set of students that ended up choosing images where the subject had their right arm raised, so they discussed the differing reasons behind that artistic choice. The teacher also asked students to look deeper into the history behind the piece and the artist to find similarities and differences, such as social status of the images and cultural relevance. For instance, Egyptian and Christian art are both in place to tell a story.

Notes:

The teacher also discussed how artists may have historical discrepancies in the artwork, such as the painting, “Washington Crossing the Delaware.” While the time of day depicted and the people depicted within the boat are not accurate to this historical event, the artist’s intention was to show the most important people at this moment in history in one place.

The students were asked to think in a very critical manner during this arts strategy, which is an ELA and soft skills goal as well.

Richards Middle School

Purvis – Jen Weisphal

Learning Objective/Exit Outcomes:

Students will be able to correctly explain the steps taken to create their previously completed weaving project.
Students will be able to use communication skills to listen carefully to their peers.
Students will be able to work together to create a cohesive sentence about subject matter.
Students will be able to demonstrate effective verbal communication by projecting their voice and using diction when speaking.
Students will be able to practice appropriate behavior as an audience member.

Integration Area/Subject:

Visual Art/ELA & Theatre

State Standards:

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

Produce original two-dimensional works of art using a variety of media (e.g. pencil, marker, pastel, paint, printmaking materials, collage material, media arts).
Produce three-dimensional artworks using a variety of media/materials (e.g. clay, papiermâché, cardboard, paper, plaster, wood, wire, found objects, fiber).
Use technology in the production of original works of art. d. Produce works of art that demonstrate awareness of a range of intentions (e.g. realistic, abstract, non-objective).

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

Demonstrate a variety of skills and techniques for two-dimensional and three-dimensional works of art.
Demonstrate quality craftsmanship through proper care and use of tools, materials, and equipment.
Utilize and care for materials, tools, and equipment in a safe and appropriate manner.

ELAGSE7SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.

TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.

Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
Engage in various performance styles.

TA7.RE.1 Engage actively and appropriately as an audience member.

Assess the role and responsibility of the audience as an integral part of theatre performances.
Summarize the relationship between the audience and performers.
Predict how audience relationships will differ with venue and performance type.
Demonstrate appropriate audience behaviors.

Materials/Playing Space:

Open space at front of class

Description:

The teacher picked a couple of volunteers to come up to the front of the class. The teacher had students use Three-Headed Expert to review their weaving project, including the steps needed to create separate sections of the artwork and putting it all together.

For Three-Headed expert, three students make up on “expert” and each student gives one word to a sentence that is being created by the group. For example:

Student 1: “We”

Student 2: “started”

Student 3: “the”

Student 1: “weaving”

Student 2: “project”

Student 3: “by”

Student 1: “choosing”

Student 2: “a”

Student 3: “shape”, etc…

The teacher asked the Three-Headed Expert about the first steps to creating the weaving project. The teacher chose a new group of three students every couple questions to give many students the opportunity to play.

As the ‘expert’ answered one of these questions, one student in the group of three made a stop to ask what happens if the expert was explaining the wrong thing. This was a great learning moment for working together and fixing the problem. The PAIR Specialist suggested that the student who knew the answer was becoming incorrect should give a sudden exclamation such as “Wait!” or “No!” to clue in the rest of the expert to the problem and try to redirect the answer as best they could. The teacher then asked the audience to raise their hands for the correct information, thus giving the Three-Headed Expert a little extra support.

Notes:

It’s helpful to talk to the class about what an audience needs to do with respect to the performers. Students generally know from previous experience, but having a reminder before the game starts helps the audience start on the right foot with them.

Making sure students know that projection and diction are part of theatre performance will aid in their success when speaking in a large group. Not only do they need the other two players to hear their word, but the audience needs to be able to hear as well to raise their hands to help should things begin to go off course.