Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
An Arts Integration Resource for Classroom Teachers Produced by Hawkmoth Arts in Collaboration with Washington County Public Schools
ARTS EXCITE
Table of Contents
Arts Integration Defined How to use this Resource Routines: 4 Corners Tableaux Matching Routines Matching with Line Matching with Color Matching with Vocabulary Matching with Expression Clay Context Clues Finding Main Idea Interview Line Conversations Shape Explosions Step Inside Stop and Sketch What Happened Before Visual Response Journal Word World Service Learning Higher Order Questions: How to Ask Questions using the Arts Making the Arts Universal: Contemporary Themes and Approaches Additional Resources Thank Yous
Finding Tone
Establishing Routines: This resource is filled with some essential routines that promote inquiry of other content areas through the arts. Establishing a routine means that these activities are designed to be used repeatedly throughout the year. As students get used to using these routines, they will flow within your lessons seamlessly. These routines can be applied to a multitude of content, in a multitude of ways. The routines described in this resource can be followed exactly or they can be modified to suit your teaching interests and style. Arts Exchange: The routines in this resource were created using the visual arts as the primary arts discipline; however, the first couple of resource clearly show how any of the 4 arts disciplines can be used in these routines, simply substitute music, dance, or theater/film. Choosing the Right Image: The Arts as a Springboard: One of the attributes that makes arts integration so powerful as a teaching tool if that it sets up learning scenarios in your classroom that have no right or wrong answers. This allows students to think through and defend an idea they may have. Engaging students in arts integration allows for deeper explorations of an idea because you have to look at that idea from multiple contexts. Arts integration tools set the stage for higher order thinking. Making it Your Own: There are varying levels of experience and comfort when it comes to arts integration. These routines are meant to assist you with bringing arts integration into your classroom. Once you gain an understanding of how easily it can be used, you can take it and run with it. If you are more passionate about music than visual arts, change these routines to be focused on music. They are set up to be interchangeable with other arts areas. Once you get used to how arts integration works for you, you can advance your techniques to include hands on production activities. This would include more hands-on activities where the students actually create painting, sculptures, puppets and so on. Making it Age Appropriate: Knowing that our students come to use with a varying degree of skill and background knowledge, each routine can be modified or enhanced to be more age appropriate. Some routines lend themselves more easily to younger grades while others cater toward older grades, but you know your students best and which ones would work best for the level you are teaching.
Choosing the Right Image: It is essential that you be conscious of your images choices in order to make a routine successful. Search for an image that lends itself to whatever task is being asked of students. Try to choose images that might relate to other aspects of your curriculum. If you are studying Native American in History and you decide to do a main idea routine in language arts, choose a Native American artwork. Choosing the right image can be the key to success in implementing a routine. Setting the Stage: Any of these routines can be implemented in any number of ways. They can be done whole group, small group or partners. They can also be set up as centers for independent explorations. Whatever your style is, these routines can be modified.
Stop an
4 Corners
Description:
4
corners
is
an
interactive
routine
to
engage
all
students
in
one
of
the
4
arts
disciplines
(visual
art,
music,
dance
and
theater)
while
also
exposing
them
to
all
4
disciplines.
4
corners
is
a
routine
which
can
be
used
by
students
to
apply
knowledge
while
allowing
you
to
assess
for
understanding.
This
routine
is
best
suited
for
use
part
way
through
or
at
the
end
of
a
unit
of
study
;
or,
partway
through
or
at
the
end
of
the
acquisition
of
a
new
skill.
Procedures:
First designate 4 areas of your classroom for students to work in. One area for each of the arts disciplines: visual art, dance, music and theater. Each area will need to have the materials students will need set and ready for them. The visual art area will need some art supplies, the music area will need some instruments, and the dance/theater areas will need some space to move. You may decide to assign students to an area or you can allow them to choose an area. This may vary depending on how used to this activity your students are or what your classroom goal is. Establish your classroom goal before you begin the activity (see example below)
EXAMPLE:
Students
have
just
read
the
book:
_________.
You
have
spent
a
great
deal
of
time
discussing
the
principle
character
in
the
book.
(NOTE:
here
you
can
see
how
easy
you
can
replace
this
with
main
events,
conflict
resolution,
authors
tone
or
many
other
curricular
points).
Students
will
use
one
of
the
4
arts
disciplines
to
describe
the
principle
characters
attributes
(their
personality,
their
response
to
events
in
the
book,
how
they
have
developed
or
changes
over
time)
Students
will
create
a
list
of
words
to
describe
the
principle
character.
Students
should
be
asked
to
justify
and
e
xplain
their
word
choices.
Initially
the
word
choices
may
start
as
very
simple
and
generic,
over
time
you
can
encourage
students
to
push
these
ideas
further
and
become
more
specific
and
more
complex.
Now
students
will
express
these
ideas
in
one
of
the
4
arts
corners.
When
students
have
finished,
they
should
share
their
ideas.
VISUAL
ARTS:
Share
the
words
you
wrote
to
describe
your
Character
Understand
that
artists
will
often
use
color
and
line
to
communicate
an
idea
or
feeling
Use
the
idea
of
line
to
articulate
the
feeling
associated
with
your
words
You
may
work
together
to
decide
on
one
word
or
incorporate
all
of
your
words
Consider
how
fast
or
slowly
you
draw
your
lines.
Consider
how
thin
or
thick
the
lines
are.
This
image
should
be
abstract
in
nature,
MUSIC
Share
the
words
you
wrote
to
describe
your
Character.
Understand
that
artists
will
often
use
sound
to
communicate
an
idea
or
feeling
Use
the
idea
of
improvisation
to
create
sounds
which
articulate
the
feeling
associated
with
your
words
You
may
work
together
to
decide
on
one
word
or
incorporate
all
of
your
words
You
can
use
any
part
of
your
body
to
make
sounds
(within
reason
J
)
or
instruments
if
they
are
provided.
Consider
pitch
(high
or
low)
of
your
sound
Consider
tempo
or
speed
of
your
sound
Consider
how
your
sounds
will
work
together
THEATER Share the words you wrote to describe your Character. Understand that artists will often use mime to communicate an idea or feeling Use the idea of mime to articulate the feeling associated with your words You may work together to decide on one word or incorporate all of your words Consider the position of your body Consider your facial expression Make sure your movements are exaggerated The mime can be one movement or a series of movements
DANCE Share the words you wrote to describe your Character. Understand that artists will often use exaggerated movement to communicate an idea or feeling Use the idea of movement to articulate the feeling associated with your words You may work together to decide on one word or incorporate all of your words You can use just one movement or several together Consider the speed of your movement and how that relates to a feeling Consider the precision of your movement and how that relates to feeling
Stop an Procedures:
Finding Tone
Description:
Understanding
and
identifying
authors
tone
can
be
a
challenge
for
students.
This
routine
allows
students
to
explore
authors
tone
by
looking
deeper
into
a
work
of
art.
Students
will
then
relate
the
process
of
understanding
tone
through
the
arts
to
understanding
how
an
author
creates
tone
through
words.
TONE:
The
authors
attitude
toward
the
characters
and
events
in
a
story
identified
through
the
authors
use
of
language
(or
words)
This routine can be implemented in many ways. You can present an image to the entire group, use several images in a small group or have this set up as a center for students to go to on their own. Display an image to your students. Discuss how the artists attitude toward the subject shown comes through in the: Brush stroke, pencil marks or any other use of line Colors (shade of a color: tone) Composition: size or placement of the objects in the image Value: the lightness or darkness of the image
Students should make a clear statement based on the above observations about what the artists tone or attitude is about what is happening in the image. It is then very important that you as the teacher translate this back over to writing. If an artist uses brush stokes, colors, composition and value to show tone, what does an author use? (and so on)
Franz Marc was born on February 8, 1880, in Munich, Germany. He studied at the Munich Art Academy and traveled to Paris several times where he saw the work of Gauguin, Van Gogh, and the
Impressionists. With Kandinsky, he founded the almanac "Der Blaue Reiter" in 1911 and organized exhibitions with this name. He was a principal member of the First German Salon d'Automne in
1913. At the beginning of World War I, he volunteered for military service and he died near Verdun,
on March 4, 1916. France,
Marc was a pioneer in the birth of abstract art at the beginning of the twentieth-century The Franz Blaue Reiter group put forth a new program for art based on exuberant color and on profoundly felt
emotional and spiritual states. It was Marc's particular contribution to introduce paradisiacal imagery that had as its dramatis personae a collection of animals, most notably a group of heroic horses.
Tragically, Marc was killed in World War I at the age of thirty-six, but not before he had created
some of the most exciting and touching paintings of the Expressionist movement.
THEATER/FILM
Show
an
example
of
a
theatrical
performance
(or
a
selection
of
one)
How
does
the
performance
show
the
writers
attitude
toward
the
subject
(or
particular
character)
through
the:
(choose
one
or
more
of
the
following
to
discuss)
Dramatic
action
Body
language
of
the
cast
or
character
Voice
of
the
cast
or
character
(how
loud
or
soft):
Tone
Use
of
language
DANCE Show an example of a dance (or a selection of a dance) How does the dancers attitude toward the subject come through in the: (Choose one or more of the following to discuss) Time: rate of speed and rhythm of the movement Energy: force of the movement Projection: confidence in the movement
MUSIC Play an instrumental piece (or a selection of a piece) How does the musicians attitude toward the subject come through in the: (Choose one or more of the following to discuss) Dynamics: loudness or softness of the sound Pitch: highness or lowness of the sound: Tone Tempo: Speed of the sound Timbre: property of a sound (voice or music): Tone
Stop an
Tableaux
Description:
Tableau
is
a
great
springboard
activity
into
other
routines.
Essentially
students
recreate
a
scene
or
an
image.
Students
can
recreate
something
they
have
read
or
something
they
are
actually
looking
at.
Procedure:
This
is
a
terrific
routine
for
getting
students
up
out
of
their
seats.
Students
can
work
in
small
groups
for
this
routine.
Students
will
be
asked
to
pose
as
the
image
they
are
looking
at,
or
create
a
pose
based
on
a
scene
from
a
piece
of
writing.
Each
group
can
pose
the
same
thing
or
different
images/scenes.
Once
students
have
created
the
tableau,
several
other
routines
can
then
be
implemented.
example:
One
student
can
stay
out
or
the
tableau
to
be
the
interviewer
(see
the
interview
routine)
For
Winslow Homer: Snap the Whip Winslow Homer was an American landscape painter and printmaker, best known for his marine subjects. He is considered one of the foremost painters in 19th century America and a preeminent figure in American art. Largely self-taught, Homer began his career working as a commercial illustrator. He subsequently took up oil painting and produced major studio works characterized by the weight and density he exploited from the medium. He also worked extensively in watercolor, creating a fluid and prolific oeuvre, primarily chronicling his working vacations.
Stop an 2 3 1
Procedures:
There
are
many
ways
to
use
the
Line
Matching
Routine
For grades 3-8, start by giving students or groups of students some images. Then you can do 2 things, you can allow them to find the image that uses a given line or students can find and draw their own taken from the image. lines key here is to have students make some decisions about what feeling this line adds to the image The (i.e.: playful, severe, whimsical, intense and so on) Once students have decided on these descriptions, they will then apply the line and corresponding words to another concept in the classroom ( apply to many things: an animal, a planet, a native American tribe , characters from a book and so on) It is essential that students justify their answer..you may have to work on the word that they derive, they may start more simple, but as this becomes a routine, they will grow more complex. For grades K-2, identifying line is a great way to practice the mark making that is essential to forming letters.
Procedure
Cont:
Display
the
images
for
students,
have
them
either
match
lines
you
give
them
to
an
image
of
have
them
find
their
own
lines
in
the
images
or
both.
Students
should
then
draw
the
lines
they
have
found
on
their
own
paper.
display
several
letters
for
students,
ask
them
to
identify
which
lines
can
be
seen
in
Then
which
letters:
(focusing
on
curving
lines,
straight
lines
and
diagonal
lines)
Once
the
line
and
letter
are
matched,
go
back
to
the
paintings
and
come
up
with
a
word
that
starts
with
that
letter
to
describe
some
aspect
of
the
painting.
provides
a
new
way
practice
writing
letters.
This
The
lines
can
also
easily
be
created
by
listening
to
sound.
Use
a
variety
of
selections
of
instrumental
music,
have
students
make
lines
to
match
the
sounds
they
hear:
what
would
a
slow
line
look
like,
a
fast
line,
a
loud
line,
a
quiet
line
and
so
on
Then
apply
the
same
procedures
as
above.
Image
Description
1)Charles
Sheeler,
Pertaining
to
Yachts
and
Yachting,1922
The ungainly name "Precisionism" was coined by the painter-photographer Charles Sheeler, mainly to denote what he himself did. It indicated both style and subject. In fact, the
subject was the style: exact, hard, flat, big, industrial, and full of exchanges with photography.
2)Wassily
Kandinsky
(1866-1944)
Transverse
Line,
1923
Kandinsky,
Wassily,
Russian
in
full
VASILY
VASILYEVICH
KANDINSKY
Kandinsky,
himself
an
a
ccomplished
musician,
once
said
Color
is
the
keyboard,
the
eyes
are
the
harmonies,
the
soul
is
the
piano
with
many
strings.
The
artist
is
the
hand
that
plays,
touching
one
key
or
another,
to
cause
vibrations
in
the
soul.
The
concept
that
color
and
musical
harmony
are
linked
has
a
long
history,
intriguing
scientists
such
as
Sir
Isaac
Newton.
Kandinsky
used
color
in
a
highly
theoretical
way
associating
tone
with
timbre
(the
sound's
character),
hue
with
pitch,
and
saturation
with
the
volume
of
sound.
He
even
claimed
that
when
he
saw
color
he
heard
music.
3)Amado
Pena,
Los
Pescados
Pena,
1978
Amado
is
a
Mestizo
of
Mexican
and
Yaqui
ancestry.
His
art
celebrates
the
strength
of
a
people
who
meet
the
harsh
realities
of
life
in
an
uncompromising
land,
and
his
work
is
a
tribute
to
the
Native
Americans
who
survive
by
living
in
harmony
with
an
adversarial,
untamed
environment.
4)Maria
Helena
Vieira
Da
Silva: 6.Les Grandes Constructions (1956); Vieira
da
Silva
was
born
in
Lisbon,
Portugal.
By
the
late
1950s
Vieira
da
Silva
was
internationally
known
for
her
dense
and
complex
compositions,
influenced
by
the
art
of
Paul
Czanne
and
the
fragmented
forms,
spatial
ambiguities,
and
restricted
palette
of
cubism
and
abstract
art.
She
is
considered
to
be
one
of
the
most
important
Post-War
abstract
artists
although
she
is
not
a
"pure"
abstract
painter.
Her
work
is
related
to
French
Tachisme,
American
Abstract
expressionism,
and
Surrealismas
were
many
of
her
contemporaries
who
were
painting
in
Post-War
Paris
during
the
mid
to
late
1940s
and
early
1950s.
Her
paintings
often
resemble
mazes,
cities
seen
in
profile
or
from
high
above
or
even
library
shelves
in
what
seems
to
be
an
allegory
to
a
never-ending
search
for
Knowledge
or
the
Absolute.
1 3 Procedures: 2
Description:
Color
can
be
a
very
expressive
entity.
There
are
many
ways
to
approach
the
color
matching
activity.
In
one
example,
students
can
assign
an
emotion/mood/feeling
to
a
color
(using
very
specific
adjectives)
and
then
assign
that
color
to
an
image.
In
another
example,
students
can
assign
an
emotion/mood/feeling
to
a
color
and
then
assign
that
color
to
an
excerpt
from
a
story,
a
character,
multiple
stories
and
so
on.
The
purpose
is
to
identify
the
moods,
emotions
and/or
feelings
colors
evoke;
at
the
same
time
engage
students
in
specific
aspects
of
literature.
Students may work in small groups or individually. Lay out color swatches in front of students. Students should flip over the color swatch and write down emotion, mood or feeling words this color think of. makes them Next display the matching choice (other images, text, characters etc.) You may consider doing the matching first with images, then with the text. If the text happens to be something that was made into a movie, you could use clips from the movieand so on Students will match the color that best matches the mood of the image, the character, the text excerpt, or whatever you have chosen for this activity. Once students have made the match they should go back and edit or add to the words they used to describe the emotion, mood or feeling words. Students should be expected to share their discoveries.
1)John Steuart Curry, Tornado Over Kansas 1929 John Steuart Curry was born November 14, 1897, on a farm near Dunavant, Kansas. He attended the Kansas City Art Institute, Art Institute of Chicago, and Geneva College in Beaver Falls, Pennsylvania. Following graduation Curry worked as an illustrator for Boys Life, St. Nicholas, County Gentleman, and The Saturday Evening Post. In 1926 Curry went to Paris to study the works of realist Jean Dsir Gustave Courbet, Honor Daumier, Titian, and Peter Paul Rubens. 2) Edward Hopper: House by the Railroad 1925
Hopper trained under Robert Henri, 1900-06, and between 1906 and 1910 made three trips to Europe, though these had little influence on his style. Hopper exhibited at the Armoury Show in 1913, but from then until 1923 he abandoned painting, earning his living by commercial illustration. Thereafter, however, he gained widespread recognition as a central exponent of American Scene painting, expressing the loneliness, vacuity, and stagnation of town life. Yet Hopper remained always an individualist: `I don't think I ever tried to paint the American scene; I'm trying to paint myself.'
3)
Pablo
Picasso:
The
Tragedy
Picasso
was
a
Spanish
painter,
draughtsman,
and
sculptor.
He
is
one
of
the
most
recognized
figures
in
20th- century
art.
He
is
best
known
for
co-founding
the
Cubist
movement
and
for
the
wide
variety
of
styles
embodied
in
his
work.
4)
Georges
Seurat:
Bathers
at
Asnires
(Une
Baignade,
Asnires),
1884.
Painter,
founder
of
the
19th-century
French
school
of
Neo-Impressionism
whose
technique
for
portraying
the
play
of
light
using
tiny
brushstrokes
of
contrasting
colours
became
known
as
Pointillism.
Using
this
techique,
he
created
huge
compositions
with
tiny,
detached
strokes
of
pure
colour
too
small
to
be
distinguished
when
looking
at
the
entire
work
but
making
his
paintings
shimmer
with
brilliance.
Stop an 1
Procedures: In this routine, students will apply a set of vocabulary words/concepts to an image. Students can work individually or in groups. You can use one image or multiple images. It i s important to choose an image that is unrelated to the vocabulary words. This will force students to think through their vocabulary and the meaning of the words in order to apply it to the image. For example: Given the science vocabulary: Motion, Force, Friction, Kinetic energy, Potential energy: Students will apply these words to an aspect of the baseball image above: where do you see force, friction, motion, etc. the science vocabulary: Plant structures: Roots, Stem, Leaves, Flower, Seeds Given Students will apply these words to the cityscape above: which structure in the painting would be the roots, the stem, the flower, etc. The key here is to get students to really understand the words they are exploring, by applying them in this new way, they will be forced to think through their meaning. It is essential that students explain their answers.
1) Paul Brent: Green City Scape Paul Brent is a Panama City artist whose work is known worldwide. He first came to Bay County in 1969 and his paintings in watercolor and oil have deftly portrayed the many aspects of the area capturing the innate beauty on paper and canvas. Often he is referred to as Americas best know coastal artist and he is best known for his idyllic watercolors of coastal life. However, his work has shown constant progression and change throughout his career. 2) Bill Purdom: Sports Artist William Scahill (Bill) Purdom was born in Charleston, West Virginia on October 27, 1953. He grew up in Wyoming, Ohio where by age 9 his artwork was attracting local attention. After Wyoming High School came Auburn University. He graduated in 1975 with a degree in visual design. The next 19 years were spent working and living in New York City. He started working at Whistl'n Dixie Studio where his art for Bloomingdales gained him international attention. This notoriety allowed him to become self-employed. In the last year Bill became the most prolific artist in the history of the Topps Co., Inc. To date he has painted 340 baseball, football and basketball cards
Stop an
Procedures:
This
routine
can
be
handled
in
many
ways.
A
group
of
descriptive
words
or
expressions
can
be
chosen
from
vocabulary
words
or
chosen
based
on
a
text
you
are
reading
in
class.
For
younger
students,
it
helps
to
have
an
icon
to
go
with
the
descriptive
words
(see
below)
Words
can
be
established
by
you
as
the
teacher
or
created
by
the
students,
depending
on
what
your
goal
is.
In
the
example
below,
all
the
images
are
Vincent
Van
Gogh
paintings.
Students
can
work
in
groups
or
as
a
class.
Students
choose
which
image
matches
which
expression
and
will
be
expected
to
justify
their
answers.
This
could
easily
serve
as
a
warm
up
activity.
The
images
could
be
switched
with
text
and
students
can
match
the
expressions
to
text
excerpts
as
well.
Image Description Vincent Van Gogh: Van Gogh is generally considered the greatest Dutch painter and draughtsman after Rembrandt. With Czanne and Gauguin the greatest of Post-Impressionist artists. He powerfully influenced the current of Expressionism in modern art. His work, all of it produced during a period of only 10 years, hauntingly conveys through its striking colour, coarse brushwork, and contoured forms the anguish of a mental illness that eventually resulted in suicide. Among his masterpieces are numerous self-portraits and the well-known The Starry Night (1889). Cold
Excited
Happy
Hot
Sad
Quiet
Stop an 1
CLAY
Description:
Clay
is
an
interactive
way
for
students
to
explore
an
idea,
a
character
or
a
vocabulary
word.
Using
clay
is
a
way
for
students
to
apply
knowledge
and
a
means
for
assessment.
Procedures:
Students
will
need
to
be
divided
into
small
groups.
Each
group
can
be
assigned
the
same
goal
or
you
can
give
each
group
a
different
goal.
Essentially
clay
means
that
you
choose
one
person
in
the
group
to
be
the
clay
sculpture.
The
rest
of
the
group
sculpts
the
clay
in
order
to
visually
express
either
a
character,
an
idea
or
a
vocabulary
word.
Students
can
position
arms
and
legs
as
well
as
facial
expressions.
If
students
are
sculpting
a
character
from
a
story
then
they
will
need
to
think
of
ways
to
express
that
character.
You
could
have
one
group
sculpt
the
antagonist
and
one
group
the
protagonist
then
do
compare
and
contrast.
If
students
are
sculpting
a
vocabulary
word
like
pensive
for
example,
they
will
need
to
agree
on
the
best
body
position
and
facial
expressive
to
portray
this
word.
You
could
keep
each
groups
word
a
secret
and
have
the
other
groups
guess
the
word.
The
juried
show
option
is
to
have
a
group
of
students
be
art
jurors
they
will
look
at
each
sculpture
and
decide
which
one
best
portrays
a
character
or
best
describes
a
word.
Image Description: 1)Degas Dancer French artist, acknowledged as the master of drawing the human figure in motion. Degas worked in many mediums, preferring pastel to all others. He is perhaps best known for his paintings, drawings, and bronzes of ballerinas and of race horses. 2 & 3) Robert Arneson's ceramic sculpture Starting in the 1960s, Arneson and several other California artists began to abandon the traditional manufacture of functional items in favor of using everyday objects to make confrontational statements. The new movement was dubbed Funk Art, and Arneson is considered the father of the ceramic Funk movement.
Stop an
Context Clues
Description:
Students
will
understand
how
to
use
context
clues
(a
method
by
which
the
meanings
of
unknown
words
may
be
obtained
by
examining
the
parts
of
a
sentence
surrounding
the
word
for
definition)
in
literature
by
exploring
the
meaning
of
context
clues
through
visual
art.
Procedures:
Choose
an
image
(or
several
images)
to
display
in
front
of
the
class.
Cover
a
portion
of
the
image.
Ask
students
to
make
an
educated
guess
as
to
what
is
hidden.
Students
will
use
what
they
can
see
in
order
to
make
their
guess.
Students
should
discuss
how
they
came
up
with
their
answer.
Students
will
then
relate
this
procedure
back
to
the
written
word.
Image Description W.H. Brown: Bareback Riders Very little is knows about artist W.H. Brown. He was an active painter in the last quarter of the 19th century. He was one of the many untrained folk painters who traveled through rural America looking for subject matter.
Stop an
Procedures: This procedure can be implemented in many ways. You can do this whole group with one image, in small groups with several images or you can have this as a center that students go to on their own. Display an image to your students. Lead a discussion about what the artist want you to think about when looking at the image. What kinds of things does the artist do to help us understand what the message is? nice thing about using the arts as a spring board for understanding and applying concepts in other The subjects is that (in most cases) there is no right or wrong answer. In this case, students are trying to come up with a clear understanding of what the message is while justifying their answer based on what they see. Just as in writing, students should come up with a clear understanding if what the main idea is while justifying their answer based on what they have read.
Image Description Rufino Tamayo, Women reaching for the moon Rufino Tamayo (1899-1991) was a Zapotecan Indian born in the Mexican state of Oaxaca. He moved to Mxico City where he attended the Escuela Nacional de Artes Plasticas "San Carlos." Tamayo was exposed to the cultural wealth of pre-Colombian Mxico as he worked as a draftsman at the Museo Nacional de Arqueologia. While his contemporaries Siqueiros, Rivera and Orozco were advocating art with a message, often political, Tamayo's work focused on plastic forms integrated with a masterful use of colors and textures. Tamayo participated in the development of "Mixografia," a graphic technique to obtain colored and textured three-dimensional print on handmade paper. He is one of the best known Latin American artists. His exhibitions have been in major museums such as the Palacio Nacional de Bellas Artes, Mxico, The Philips Collection in Washington, The Guggenheim Museum in New York, The Museo Nacional Centro de Arte Reina Sofia in Madrid as well as important art galleries throughout the world.
Stop an
INTERVIEW
Description:
The
interview
activity
is
a
powerful
tool
and
can
be
used
in
a
variety
of
ways.
Interview
is
meant
to
help
students
dig
deeper
into
an
idea
or
concept
that
you
are
exploring
in
one
of
the
content
areas
you
teach.
Interview
is
a
creative
way
to
help
students
fully
understand
and
apply
and
idea
or
concept
while
allowing
you
to
assess
what
they
know.
Procedures:
You
can
essentially
construct
an
interview
around
anything
you
are
doing.
You
will
need
to
choose
an
image
that
has
multiple
figures
in
it.
One
way
to
set
up
interview
is
to
have
students
in
groups.
Each
group
is
assigned
one
figure
from
the
image.
One
student
role
plays
being
the
figure
and
the
other
is
the
interviewer.
Based
on
what
that
figure
is
doing
or
what
that
figure
looks
like,
students
will
need
to
consider
how
that
particular
figure
would
answer.
Another
way
to
set
up
interview
is
to
pose
questions
about
a
topic,
idea
or
concept.
Have
students
decide
which
figure
will
answer
and
what
they
would
say.
Now,
for
your
questions:
The
questions
can
come
from
a
book
you
have
read
in
Language
Arts,
a
concept
you
are
exploring
in
Political
science
or
social
studies,
an
idea
from
science.
say
you
are
studying
forces
in
Nature
during
science.
Lets
You
have
just
learned
what
causes
a
hurricane.
One
of
the
things
you
are
studying
about
hurricanes
is
how
to
protect
yourself
and
your
home
from
an
incoming
hurricane.
Start
posing
your
questions:
Ms
in
the
hat,
where
have
you
traveled
from?
Did
you
evacuate
from
the
hurricane
there?
What
are
some
things
you
did
to
protect
your
house
before
you
left?........and
so
on
The
focus
of
the
questions
should
relate
directly
to
your
curriculum..
Image Description
Artist Statement
I have lived and worked in New York all my life. As a New Yorker, I feel a personal and deep connection to this rich, energetic and beautiful city with its amazingly diverse population. My objective is to paint about the people of New York, realistically and with compassion. I have expressed my strongly held feelings about peace and justice; deep outrage to war, injustice and torture are conveyed in some of my paintings. With regard to these themes, I have been inspired by Old Masters such as Caravaggio, Goya, Kollwitz and Picasso. I choose to paint realistically because I believe realism is truth and truth is beauty. I derive an aesthetic pleasure in skillfully done realistic drawings and paintings. I believe that realism can communicate ideas strongly and it is this communication that is extremely important to me.
Line Procedures:
Line Conversations
Description:
This
routine
offers
a
creative
means
to
explore
characters
in
a
story.
Students can work in small groups or individually for this routine. Students should identify at least one character from a text. Students (or you) then identify one event from the text. Students will abstractly illustrate how the chosen character would describe an event from the text to another person (who can also be from the text, but does not have to be) using just line. Students should think about the speed of the line, the shape of the line, the thickness and so forth. For example, if the event was very difficult for the chosen character, the first thing the students would need to do is identify the event as being difficult, then they need to use line quality to portray difficult. There is no right or wrong line, the key is for students to have to explain what their line portrays and they think the way they drew their line in fact does portray the given event. why The above example shows drawings of the people engaged in the conversation (note: the line quality of the conversation is also reflected in the line quality of the person) You could certainly substitute a magazine cut out or photograph or combination of any of these.
SHAPE Procedures:
Shape Explosion
Solar System
planets
orbit
Light years
star
Description:
This
routine
is
designed
to
unpack
and
idea/concept
or
new
vocabulary
word
(set
of
words)
This
routine
uses
artwork
as
a
form
of
webbing.
Display the image of Brink in front of the class. Place a concept /idea/theme/ or vocabulary word in the center of the circular shape. Students will then explode the chosen idea into its meaning/its parts or descriptions. This is a great way to introduce an idea or to asses understanding of an idea. Students can work individually or in small groups. You can also reverse the technique and have students come up with their own shape and their own variation of what the explosion of a given idea would look like.
Adolph Gottlieb, Brink, 1959: Adolph Gottlieb is born March 14, 1903, to his parents Emil and Elsie Gottlieb in New York city. Gottlieb becomes a founding member of The Ten a group of artists devoted to expressionist and abstract painting.
Stop an Procedures:
Step Inside
Description:
This
routine
is
designed
to
be
used
as
a
writing
prompt.
Using
imagery
helps
give
students
a
starting
place
to
write.
Display an image of your students, or you can use multiple images for various groups of students. Allow students some time to engage with and discuss the image. Pose the phrase students, Now we are going to Step Inside this Image Brainstorm a list of questions to consider when being inside this painting This list will vary depending on the age of your students, but could include things like: What do you see, smell, hear? What is the temperature? Where are you? is the man in the painting? Who Do you know him? What is he looking at? ECT.
Hopper trained under Robert Henri, 1900-06, and between 1906 and 1910 made three trips to
Europe, though these had little influence on his style. Hopper exhibited at the Armoury Show in 1913, but from then until 1923 he abandoned painting, earning his living by commercial illustration. Thereafter, however, he gained widespread recognition as a central exponent of American Scene painting, expressing the loneliness, vacuity, and stagnation of town life. Yet Hopper remained always an individualist: `I don't think I ever tried to paint the American scene; I'm trying to paint myself.'
Stop an Description:
At any point during the reading of text pertaining to any subject, ask students to Stop and Sketch. Here you can ask them to sketch to summarize, sketch an event, sketch a setting or a character. This should be a very quick activity. This routine can also be done in a visual response journal that you establish at the beginning of the year. Fast finishers can also go back to their sketches as any time.
Stop an Procedures:
What Happened
Before? After?
Description:
This
routine
can
be
used
as
an
excellent
writing
prompt.
Artwork
in
this
case
can
be
used
as
a
spring
board
for
creative
writing.
Display the image to your students. You can use one main image or divide the students into groups, giving them several different images. This routine is designed as a writing prompt for students. Give students some time to discuss and become familiar with the image. Then pose the question(s) What happened before this image took place? What happened after this image took place?
Thomas Benton: Art's Wreck of the Ole '97. An avid collector of folk music, Benton , like many others, felt it was an important aspect of traditional American life. And what could be more American than the locomotive? Trains fascinated Benton and he made them the subjects of numerous paintings and prints. "My first pictures were of railroad trains," Benton wrote, "Engines were the most impressive things that came into my childhood...[They] gave me a feeling of stupendous drama, which I have not lost to this day."Benton helped to form the naturalistic and representational style of work, known today as Regionalism, by depicting themes that were common to the rural Mid-West. He and others strove to create an American art that celebrated the people, history, and folklore of our country. The Regionalists created nostalgic and provoking works whose subject matter is accessible to the everyday viewer.
Stop an
Procedures: There are limitless possibilities to what a visual response journal can be used for. Be creative, allow students to be creative in making their journals. Journals can be responses to routines or they can function as a routine by themselves. For example, students could make a visual response journal that is from the point of view of a character in literature. This may include ideas, questions, thoughts the character may have. The journal could be entirely visual, in other words you may have to express an idea by cutting, collaging or drawing to express an idea with no words at all. Students really love visual journaling: And excellent resource for techniques on visual journaling is the book: Journal Junkies (see below)
Wo Procedures:
Word World
Description:
This
routine
allows
students
to
explore
the
language
used
in
a
given
text
in
a
unique
way.
The
idea
of
laying
out
words
or
images
at
random
comes
from
the
philosophies
of
the
surrealist
artists.
While
exploring
text,
students
will
also
find
surprises
in
meanings
that
can
come
from
the
random
ordering
of
the
given
text.
Choose several random words from a selected text that is being explored in a content area. These words can be selected by students of by you. Once the words have been selected (and these should not be words like is, the, and, and so on, these should be words used by the author to create meaning in the text. The best choices are vocabulary words) students will randomly arrange them into a composition. See what surprising combinations you can make and what new meanings they create just by being arranged differently here is time, you can include other elements of collage or drawing to enhance the randomness or If t the meaning of what you have created. Make sure at all times you relate the words used back to the text and how they are used in the text.
Barbara Kruger
Much
of
Kruger's
work
engages
the
merging
of
found
photographs
from
existing
sources
with
pithy
and
aggressive
text
that
involves
the
viewer
in
the
struggle
for
power
and
control
that
her
captions
speak
to.
In
their
trademark
white
letters
against
a
slash
of
red
background,
some
of
her
instantly
recognizable
slogans
read
I
shop
therefore
I
am,
and
Your
body
is
a
battleground."
Much
of
her
text
questions
the
viewer
about
feminism,
consumerism,
and
individual
autonomy
and
desire,
although
her
black-and-white
images
are
culled
from
the
mainstream
magazines
that
sell
the
very
ideas
she
is
disputing.Kruger
juxtaposes
her
imagery
and
text
containing
criticism
of
sexism
and
the
circulation
of
power
within
cultures
is
a
recurring
motif
in
Kruger's
work.
The
text
in
her
works
of
the
1980s
includes
such
phrases
as
"Your
comfort
is
my
silence"
(1981),
"You
invest
in
the
divinity
of
the
masterpiece"
(1982),
and
"I
shop
therefore
I
am"
(1987).
She
has
said
that
"I
work
with
pictures
and
words
because
they
have
the
ability
to
determine
who
we
are
and
who
we
arent."[2]
A
larger
category
that
threads
through
her
work
is
the
appropriation
and
alteration
of
existing
images.
The
importance
of
appropriation
art
in
contemporary
culture
lay
in
its
ability
to
play
with
preponderant
imagistic
and
textual
conventions:
to
mash
up
meanings
and
create
new
ones.
Creative
Expression
What
kinds
if
materials
did
this
artist
use
to
make
this
artwork?
What
do
you
think
inspired
this
artist
to
make
this
artwork?
How
long
do
you
think
it
took
this
artist
to
make
this
artwork?
Why?
How
did
this
artist
make
this
artwork?
Do
you
think
it
was
easy
or
hard
to
make
this
artwork?
Why?
Application
How
does
this
artwork
relate
to
what
we
have
been
learning?
Why
is.significant?
Ex)
Why
is
the
use
of
the
color
red
significant?
How
isand
example
of..?
Ex)
How
is
this
sculpture
an
example
of
expressionism?
How
isrelated
to..?
Ex)
How
is
this
landscape
related
to
the
story
we
just
read?
Analysis
What
can
you
tell
me
about
thein
this
image?
Ex)
What
can
you
tell
me
about
the
person
in
this
image?
Which
objects
seem
closer
to
you
in
this
image?
Which
objects
are
further
away?
What
can
you
tell
me
about.?
How
did
you
arrive
at
this
idea?
Ex)
What
can
you
tell
me
about
the
meaning
of
this
artwork?
What
do
you
think
is
the
most
important
aspect
of
this
artwork?
What
can
you
tell
me
about
the
way
color
is
used
in
the
image?
What
questions
would
you
ask
the
artist
about
this
work
?
Synthesis
If
this
artwork
were
still
incomplete,
what
more
would
you
How
would
you
create/design
a
new?
add?
Ex)
How
would
you
create/design
a
new
sculpture
about
community?
What
might
happen
if
you
combined?
This
artwork
is
about.?
What
other
kinds
of
artwork
Ex)
What
might
happen
if
you
combined
expressionism
could
you
make
about..?
and
realism?
Ex)
This
artwork
is
about
the
vastness
of
nature.
What
other
kinds
of
artwork
could
you
make
about
the
vastness
of
nature?
What
kinds
of
reactions
can
you
predict
this
artwork
What
can
you
infer
this
artwork
is
about?
What
makes
you
would
receive
from.?
say
that?
Ex)
What
kinds
of
reactions
can
you
predict
this
artwork
would
receive
from
children?
Evaluation
What
do
you
think
is
good
about
this
artwork?
What
is
not
What
is
your
opinion
of
this
artwork?
so
good?
What
is
the
most
important
idea
in
this
artwork?
How
do
What
conclusions
can
you
draw
about
this
artwork?
you
know
this?
Appropriation
Constructing
artworks
out
of
pre-existing
images,texts,objects,sounds,
or
clips.
A
basic
artmaking
element
and
a
conceptual
strategy.
How
do
we
value
originality
in
a
cultural
world
in
shich
appropriation
is
a
basic
method
of
making?
Drawing
Considering
the
meaning
of
mimetic
skills
in
a
digital
age.
Drawing
as
a
form
of
meditaion
on
the
real.
Understanding
expressionistic
markmaking
as
a
cultural
signifier
of
the
fusion
of
inner
and
outer
reality.
Valuing
styles
of
drawing
for
communication
that
emphasize
style
and
storytelling
over
mimesis.
Vocabulary
of
Form
Traditional
elements
and
principles
as
well
as
postmodern
principles
such
as
layering
and
juxtaposition.
Eschewing
tedious
exercises
in
favor
of
collaborative
gaming
and
painterly
explorations.
Text-Image
Interaction
Exploring
the
combination
of
text
and
image,
not
as
a
literal
matching,
but
as
a
range
of
strategies
that
create
new
meanings
through
disjuncture.
Hybridity-Multi-Modal
Artworks
Performances
and
pageants.
Constructed
situations,
actions,
and
happenings.
Technologies
of
digital
image-making
easily
morph
into
time-based
presentations
combining
sound,
image,
animation,
video,
ect.
Creativity
Curriculum
Opportunities
for
students
to
engage
in
creative
play,
strategies
to
generate
surprising
juxtapositions,
learning
to
notive
unexpected
meanings.
Projects
that
allow
for
quick,
creative
investigation
without
laborious
finish
up.
Craft
Awareness
of
traditions
of
craft
in
human
culture.
Reflecting
on
the
meaning
of
handmade
objects
in
industrial
and
postindustrial
times.
Ability
to
take
pleasure
in
contemplation
and
making.
Reflection
on
global
implications
of
craft
trade
between
developed
and
underdeveloped
economies.
Deconstruction
Revealing
inherent
meanings
in
visual
or
verbal
works
by
strategic
interventions.
Utilizing
theoretical
concepts
to
read
representational
practices
in
new
ways.
Construction
of
Identity
Eschewing
essentialist
concepts
of
identity
(Who
is
the
real
you?)
in
self-portrait
projects.
Projects
in
which
students
are
encouraged
to
investigate
the
familial
and
social
discourses
in
which
identities
are
formed.
Curriculum
that
explores
the
representation
and
construction
of
gender.
Construction
of
Desire
Recognizing
how
desire
and
ideas
of
what
is
natural
or
necessary
are
constructed
within
various
social
discourses.
Analysis
of
traditional
and
contemporary
advertising
strategies.
Gazing
Analyzing
the
act
of
lookingrecognizing
the
power
inherent
in
the
position
of
the
looker.
Considerations
of
gender,
class,
race,
locality,
and
nationality
in
representation.
Generative
Themes
Recognizing
the
issues,
problems,
and
possibilities
in
particular
places
and
situations.
Creating
dialogue
to
collectively
identify
themes.
Structuring
artistic
investigations
to
better
understand
themes
in
their
fullness
and
complexity.
Psycho-Aesthetic
Geography
Recognition
that
the
spaces
in
which
we
live
and
work
shape
us
as
human
subjects
and
shape
our
social
interactions.
Learning
skills
to
collaboratively
transform
places
through
temporary
instillations,
banners,
murals,
sculptures,
mosaics,
space
designs,
and
performance
interventions.
Additional
Resources:
Harvard
University
Project
Zero
offers
additional
arts
based
routines
for
the
classroom
through
their
research
project:
Artful
Thinking:
http://pzweb.harvard.edu/tc/index.cfm
Finding
images:
There
are
a
myriad
of
places
to
locate
images,
listed
below
are
just
a
few:
Museums
are
a
great
place
to
find
images
and
image
descriptions,
here
are
two
examples:
www.metmuseum.org
www.getty.edu
Thank Yous
The Ideas for these resources came from several classroom teachers from around the state of Maryland. Thank you all for being such hard working dedicated teachers whose primary concern is making sure their students succeed! This resource could not have been created without the support of Rob Hovermale: Supervisor of Visual and Performing Arts, Washington County Maryland. Thank you Rob for all you do to ensure the arts remain an important part of education. Thank you to Hawkmoth Arts artist and teacher Sandy Gray-Murray for developing/organizing and disseminating this information.