Tag Archive for art project

Cultural Identity 8: Poster and Gallery Walk

January 17, 2020 / / No comments

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)

Cultural Identity 7: Frida Kahlo

January 16, 2020 / / No comments

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

Learning Target
I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session (15 minutes)

  • Ask the class: does anyone know anything about Frida Kahlo?
  • Read and discuss “from Frida, a Biography of Frida Kahlo” (1.6)

Work Session (52 minutes)
After we go over the article and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

CH991362 Self Portrait on the Border between Mexico and the United States of America, 1932 (oil on tin) by Kahlo, Frida (1907-54); 31×35 cm; Private Collection; (add.info.: Self Portrait on the Border between Mexico and the United States of America; Autorretrato en la Frontera entre Mexico y los Estados Unidos. Frida Kahlo (1910-1954). Oil on tin. Signed and dated 1932. 31 x 35cm.); Photo © Christie’s Images; Mexican, in copyright

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
    Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

After analyzing the painting, I want to give you the requirements for our next project in here, which is a Frida Kahlo-inspired poster about yourself. Here’s the deal:

  • Create a poster inspired by Frida Kahlo’s Self-Portrait on the Borderline between Mexico and the United States. You may follow the painting’s format as closely as you wish (by putting yourself in the middle and surrounding yourself with objects related to your culture) or not at all. Your poster should be on standard 8.5×11 printer paper, in color (or shaded black and white, like a charcoal or pencil sketch). You will present your poster to your peers in a gallery-walk format using a notecard for reference.

Closing Session (3 minutes)

  • Put a reminder in your phone for this evening to bring to school tomorrow any pictures or art supplies you want to use on your poster.
  • Share the start of your poster with your neighbor and explain it!

Assessment
Formative (class discussions, book check)

Differentiation
Process (scaffolded questions, learning style [visual, auditory])

World Lit: Frida Kahlo Gallery Walk

August 16, 2019 / / No comments

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)

World Lit: Frida Kahlo Poster Work Day 2

August 15, 2019 / / No comments

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
Grab your poster and art supplies and get ready for your work day!

Work Session
You will have all day to finish coloring your Frida Kahlo poster. If you don’t finish today, you will need to finish for homework and BRING IT BACK TOMORROW for our gallery walk!

Closing Session
Finish making your notecard and practice explaining your poster to your neighbor.

Assessment
Summative (poster)

Differentiation
Process (scaffolding), learning style (visual)

World Lit: Frida Kahlo Poster Work Day

August 14, 2019 / / No comments

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
PBS America – Frida Kahlo

Work Session
You’ll have all day to work on your Frida Kahlo poster. Here’s the prompt again:

  • Create a poster inspired by Frida Kahlo’s Self-Portrait on the Borderline between Mexico and the United States. You may follow the painting’s format as closely as you wish (by putting yourself in the middle and surrounding yourself with objects related to your culture) or not at all. Your poster should be on standard 8.5×11 printer paper, in color (or shaded black and white, like a charcoal or pencil sketch). You will present your poster to your peers in a gallery-walk format using a notecard for reference.

Closing Session
Write a paragraph (or bullet points) on a notecard describing the various elements of your poster and how they relate to your cultural identity.

Assessment
Summative (poster)

Differentiation
Process (scaffolding), learning style (visual)

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