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LPSS Visual Art
Transcript of LPSS Visual Art
*VTS (Visual Thinking Strategies)
- Can be accomplished in a short amount of time.
- Keeps group directed and engaged.
1What is going on in this work?
2 If clarification is needed, What did you see that makes you say/think that?
3 What more can we find?
- If students ask for information about the art or artist, respond with something like, “Where could we go to find more information?”
How do Common Core Standards relate to arts education?
What are we currently doing in our classrooms?
The million dollar question...
Common Core Activity
Introduction to CCSS
"I wasn't hired to teach reading and math...how do common core standards align with what I do as an art teacher?
What are the Common Core State Standards?
Prior to the 21st century, literate defined a person's ability to read and write... With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings (Jones-Kavalier and Flannigan, 2006).
1.Group by class or grade (Middle School, Art 1, Art 2, Photography, etc)
2. Identify a lesson that may be considered higher-level thinking lesson or activity, such as art criticism, a writing activity, etc.
3. Discuss minor tweaks that could be made that could make your lesson into a Common Core Lesson. Is there a change in wording, different assessment technique, critique, or presentation method that can shift into higher-order thinking? Which of the activities you chose already incorporates language/literacy in written, read, or spoken?
4. How could sketchbooks be used to support literacy?
*Meet collectively to share our responses
"Literacy today is more than reading and writing. Being literate in the 21st century takes the ability to critically access, interpret, and create meaning through multiple forms of expression. Alternate forms of communication- such as art , music, drama, dance , multimedia, digital media, technologies and film- play a crucial role in helping students cultivate these skills. (Albers and sanders, 2011)
from "Connecting VTS to the Common Core State Standards" by Mary Franco, 2012
Key Points in ELA: Reading
"The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school."
Students must read both literature and informational text in order to build knowledge, gain insights, and broaden their perspective.
Key Points in ELA: Writing
The standards address the ability to write arguments, informational/explanatory texts (using research), and narratives in the various grades.
Key Points in ELA: Speaking & Listening
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
Key Points in ELA: Language
The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading.
So, Common Core is...
... a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
They create content-rich curriculum maps in ELA and Mathematics.
"The great news is that the standards call on so many things the arts do well. The tradition of careful observation, attention to evidence and artists’ choices, the love of taking an artist’s work seriously lies at the heart of these standards."
David Coleman, CCSS architect, president, College Board, ARTSblog, 17 September 2013
It matters WHAT art students look at, just as it matters what books they read and discuss.
Art must be selected as carefully as texts in order for the work to be an effective and engaging tool for meeting the CCSS.
Use the titles in Appendix B of the CCSS as guidance for creating criteria for selection of art.
What Kinds of Art?
Example 9-10 Grade Stories
from Appendix B
We MUST train our artists, dancers, and actors to be "visually literate"!
Great thing we have is the ability to think critically in our disciplines without changing the curriculum. We can enhance the lessons with Common Core!
ELA & Art
Compare two works of art. Discuss which piece they like the best and why. Ask how the paintings are the same/different. Draw their favorite using black and white or a range of colors.
(ELA, Speaking & Listening)
CCSS are not intended to replace arts-specific benchmarks.
"Guiding Principles Through the Arts" by David Coleman
Studying works of arts as training in close observation across the arts disciplines and preparing students to create and perform in the arts.
Begins with close observation and study.
Students should learn to examine and study closely.
Can be done by looking at a painting, observing a drama or dance, or listening to a piece of music.
This should be a SLOW and GRADUAL process. First impressions aren't the answer!
This in-depth study of works of art across the Arts disciplines will enable students to actively participate in the creation and performance of the Arts (dance, music, theatre, and visual arts).
Integrating the various local cultural institutions to promote a rich study of the arts.
Teachers should go beyond the classroom walls to explore the richness of the arts in Louisiana.
Take full advantage of the resources available in museums, concert venies, galleries, performance spaces, theaters, etc.
Lots of resources are available online in order to integrate the rresources into the study of art within and outside of the school.
Acadiana Center for the Arts
Studying the arts associated careers, including the choices artists make as they design solutions and how aesthetics influence choices consumers make.
The choices artists make shape their specific works as well as their careers.
The arts offer multiple solutions to a given problem or challenge. Training in the arts allows students to make different choices and strengthen their ability to produce and compare alternatives.
Engaging in a deep study of works of art across art disciplines and preparing students to develop arts literacy and develop their own art.
In drama, students can study a specific act or scene.
Different renditions of a score of music.
An artist interpretation of the same scene or action (two different artist interpretations of the Last Supper)
This in-depth study should strengthen students' abilities to make their own art. Just as a good reader reads as a writer, a good artist should make work as a thoughtful looker and listener.
Studying the social, political, cultural and economic context of works of art while maintaining an in depth focus of each work
Students will gain a deeper understanding of the works of art if they can make connections across disciplines.
Making connections to other works of art or historical forces should not replace making an in depth examination of art.
The questions and tasks designed for students should require careful observation of the work. Teachers should align materials and artwork with what they are learning in their core classrooms.
Providing an explicit learning progression in the arts disciplines along the K-12 continuum that is developmentally appropriate.
Materials should be developmentally appropriate and increasingly demanding.
As students develop, they should be able to gather and share more evidence to support their understanding of a painting, details of a score, or a script.
Developing a lifelong curiosity about the arts, and understanding that art transcends time
Curriculum modules should promote lifelong curiosity about the arts by making the arts engaging over time
The core literacy standards require students to analyze "language that is particularly fresh, engaging, or beautiful".
The Last Supper, Domenico Ghirlandaio, San Marco, Florence, 1480's
The Last Supper, Leonardo da Vinci, Santa Maria delle Grazie, Milan, 1495-98
The Last Supper, Tintoretto, San Giorgio Maggiore, Venice, 1592-94
Three Different Suppers.
History, Floods, and Artwork
We Will Rise Again, George Rodrigue
A Whole New Mind
In Daniel Pink's book, he suggests that design principles and aesthetics influence choices consumers make. This is a critical element in the study of arts associated careers. Future careers in the arts require that students be prepared to participate in a global economy. This relates to CCSS in order for the students to be career-ready.
What else can we be doing to strengthen our curriculum and bring in CCSS?
ELA & Art
Discuss change and process. Why would Monet paint water lilies over and over? Do a series of paintings of landscapes or natural objects. See how they can change the perspective.
(ELA, Speaking & Listening, Narrative Writing)
ELA & Art
Students select an animal to do research on. This could integrate with what they are studying in their core classes. They then study abstract/realistic art and construct a piece of each style. They then write information about their selected animal to accompany their piece.
(ELA, Informative Writing/Reading, Speaking & Listening)
Which painting is more appropriate for high school?
Students Teaching Students
Students will explain paintings through students explanation and interpretation
Find a partner. One person will sit with their back to the board with a sheet of paper. They will be the drawer. The other will be the instructor.
They override all grade levels K-12 and serve as the basis for the development of specific grade level standards.
There are anchor standards for each of the four areas in ELA.
Example Anchor Standard for Reading...
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Homer. The Odyssey.
Gogol, Nikolai. “The Nose.”
De Voltaire, F. A. M. Candide, Or The Optimist.
Turgenev, Ivan. Fathers and Sons.
Henry, O. “The Gift of the Magi.”
Kafka, Franz. The Metamorphosis.
Steinbeck, John. The Grapes of Wrath.
Bradbury, Ray. Fahrenheit 451.
Olsen, Tillie. “I Stand Here Ironing.”
Achebe, Chinua. Things Fall Apart.
Lee, Harper. To Kill A Mockingbird.
Shaara, Michael. The Killer Angels.
Tan, Amy. The Joy Luck Club.
Álvarez, Julia. In the Time of the Butterflies.
Zusak, Marcus. The Book Thief. (L 730)
Drama, Poetry, Informational Text (ELA), Informational Text (History & Social Studies), Informational Text (Science, Math &
How can we use them in the classrooms for Common Core?
COMMON CORE ELA ACTIVITY
We will be interpreting a Robert Frost poem using pattern and zentangles. The poem "The Road Not Taken" is an exemplary poem from CCSS Appendix B for 9-10 grades.
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
hough as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
The Road Not Taken
by: Robert Frost
What is a
The Zentangle Method is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns. Almost anyone can use it to create beautiful images. It increases focus and creativity, provides artistic satisfaction along with an increased sense of personal well being.
What is a zentangle?
1. Illustrate the Robert Frost poem on the book page
2. Watercolor wash (Some must be left the original color)
3. Start adding texture using the Zentangle method and patterns
4. Bring out some words that remind you of the poem!
5. OPTIONAL: Add watercolor or pencil shading on top of the final piece.