Tag Archive for gallery walk

Cultural Identity 8: Poster and Gallery Walk

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session (20 minutes)
Grab your poster and art supplies to finish coloring your Frida Kahlo poster!

Work Session (40 minutes)
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session (10 minutes)
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

World Lit: Frida Kahlo Gallery Walk

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Work Session
Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

Art and Vocab Friday!

Standard: SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: Students will take a vocab quiz, finish their body biographies, and complete a gallery walk.

Activator: Hero’s Journey in Puppets

It’s FRIDAY!! Isn’t everyone excited? I know I am 😀

Today we’re finishing up our body biographies that we’ve been working on for the past two days. Your goal today is to finish making your beautiful body biography, buuuut…. FIRST, we have a VOCAB QUIZ!!! Whoooohooo!

After we finish our vocab quiz, we’re going to have some time to work on our body biographies. I hope you guys are finishing up the final touches on your body bio, because about fifteen minutes before class is over we’re going to have a gallery walk. When you finish your Gilgamesh, you’re going to hang him in the hallway, and then when we do our gallery walk we can vote on which Gilgamesh we like the best. The group with the winning poster will get 5 points of extra credit on their test!!

So make those Gilgameshes (Gilgameshi?) look awesome!

Testing Friday!

Standard: RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will demonstrate their knowledge of Julius Caesar on a test after a gallery walk of their posters.

Activator: 5 minutes of study time :)

Today we’re going to start with a gallery walk of the posters you made earlier this week. Remember, the winning poster team gets 5 points extra credit added onto today’s test grade!!!

And speaking of tests, that’s our plan for today after the gallery walk! We will have the remainder of class to finish your test. After that, you guys can have some time to hang out, because I don’t want to start the next unit quite yet. As a sidenote, I may not be back on Monday *cross your fingers for me* but if I am, when I get here we’re starting MONSTERS!!!

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Artsy-Fartsy Friday Redux!

(I used that title last semester on the blog…)

Standard: L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Learning Target: Students will finish their body biography posters, as well as take their second vocabulary quiz.

Activator: The Hero Quest

So, you may have noticed that I’m not here! But Ms. B is, so I hope y’all enjoy the day to work on your body biographies with your group and you come up with some awesome posters to put up in the hallway. Here’s some inspiration photos for ya:

Your Gilgamesh Body Biographies are worth 50 points total. This is as much as a unit test, and half as much as one of our major writing assignments. You have already completed and been graded over 20 points – the Bubble Map and the Brainstorming activity we did yesterday. Your other 30 points will be assessed thusly:

  • 10 points for your group’s choices in words and symbols to represent Gilgamesh’s heart, head, hands, feet, and backbone.
  • 10 points for your coloring and creativity in making your body look like Gilgamesh. I am not grading your ability to draw – I am grading the effort you put into making your body an accurate representation of how Gilgamesh is described in the text.
  • 10 points for the work ethic you demonstrate in your group. This is an individually assessed portion of your grade. If your group does the Da Vinci of body biographies, but you sit around and do nothing, you can expect that you will not earn these 10 points.

I hope everyone is excited for a very artistic and creative day! Here are some pictures of Gilgamesh to get you started: