Artful Diagnostics

For this week, I am sharing a STEAM activity that I found on Education Closet.  You can find the link here.  I have not tried this yet, but will add this into my curriculum during an Art History section, probably more for 8th grade.  I have been really wanting to try the Thinglink.com activities!

The below activity includes diagnostic testing, it's purpose and various methods and applies this thinking to researching an artwork.  I like that it includes the Google Art Project and allows for student choice.

Art Integration, is it worth it?

I was always the student who had to sketch in my notes, I had to draw examples in math and science and little figures in social studies.  I remembered things better with visual imagery and making mini-illustrations.  I'm still that student, sketching ideas in my notes during classes and meetings, connecting the dots in my head and on paper.

With today's technology (smart phones, video games and movies) I would say a large percentage of our students are extremely visual.  Visual, hands-on and kinesthetic (they gotta move).  Focusing on an Art Integration, or even beginning baby steps into Art Integration, could be a game changer for student engagement, information retention and motivation to learn.  I strongly support Art Integration into other classes and for Core Content Integration into the art room!

I love Core Content Integration into the Art Room!  Sometimes, in order to fully understand and comprehend Art Integration, I have to start in the Art Room and then add Core Content, then I can share what we learned and produced in the art room with Core Teachers.

Here is a Download from Art of Education regarding Art Integration.  I love this website!

Art Integration: Idea Development

Arts Integration

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Enduring Skill: Analyze a work of art, music, dance, drama or architecture utilizing its elements and principles.

Criteria 2: Idea Development

The student will consistently identify, describe and explain/analyze the artists’ use of the elements and principles with original or insightful interpretations. 

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First, what are the elements and principles?

Elements: Texture, Line, Color, Space, Shape/Form, Value

Principles: Balance, Contrast, Emphasis, Movement, Pattern/Rhythm, Unity, Proportion.

Here are some questions that can support the idea development criteria.

1.       Identify

a.       What elements and/or principles do you see? 

b.      Example:  I see line, implied texture, color, pattern and balance.

2.       Describe

a.       Can you describe or tell me about the element/principle?  Imagine you had to describe this artwork to your friend on the phone.

b.      Example: The lines are bold and jagged, the texture looks sharp, and the color is warm (red, yellow, orange), there is a pattern in the border, there is symmetrical/asymmetrical/radial balance.

3.       Explain/Analyze

a.       Why would the artist add a bold, jagged line to this artwork?  What is the difference between a jagged line and a smooth curvy line?  Why choose a sharp and rough texture instead of one that is smooth or fluffy?  The warm colors could influence which emotion? Is there cultural symbolism in the pattern? How do you feel when you are imbalanced? Do you think the artist feels this way? Why?

6th grade Ukiyo-e Printmaking

6th graders just finished a Japanese Printmaking Ukiyo-e Unit.  We learned about the "floating world"  and created our own "floating world" themes.  Students wrote a haiku about their theme and then illustrated their haiku with some relief printmaking.  We used styrofoam plates, pencils, pens and scratchboard tools.  I made a powerpoint for an intro, I have The Great Wave poster displayed, we read an article, answered questions, wrote and made art!  What a full week!

Reflections:  I have discussed a collaboration with the Japanese teacher and we are super excited about an Arts Integration Unit for both disciplines!!!  Love my school!

7th Grade Greek Mythology Self Portraits

7th grade students study Ancient Civilizations, including Ancient Greece.  I thought it would be fun to create a self portrait incorporating some of the mythological gods and goddesses.  Kinda like Percy Jackson and that book series (note to self - borrow the books for display next time), where his father is Poseidon, what would your self portrait look like as a combo of you and a Greek myth character....?
We studied facial features and measurements and value shading, then students picked the god or goddess of their choice and creatively incorporated them into their self portraits.  Coloring was optional, I showed some exemplar models, we discussed criteria for our artworks.  (note:  students are really good about coming up with criteria!)  We negotiated, we decided and then we were off.  Total time was about a week.  I would like to incorporate a writing piece or an Artist Statement at the end so students could write about the god/goddess and the features they incorporated.

Reflections:  Include the books in the class for a feature.  Artist Statement (Enduring Skill Creating #6).  Try on black or grey paper with white/black charcoal pencils.  Students are so scared to go super dark!  Need to collab with Social Studies teachers for an Arts Integration with this!