OzbunVTSIIUnit

Art Moves Us

The Giant Dipper, 2010, airbrush, ink on paper by Ati Maier

Visual Thinking Strategies II

LTC 8900-60

June 11, 2012

Elizabeth Ozbun

Table of Contents

I. Unit Overview

Rationale/Purpose

Big Idea and Theme

Key Concepts

Essential Questions

Objectives

Cross-Curricular Objectives

Table of Specifications: ADE Curriculum Framework

Sequence of Images

Image Rational

Artmaking Activities

II. Lesson Plans

Lesson 1: Yay! Roller Coasters!

Lesson 2: Wow! Color!

Lesson 3: In a picture…

Lesson 4: I feel….

Lesson 5: Post-Assessment

III. Assessment Strategies

IV. Additional Resources

I. Unit Overview

Rationale/Purpose

Art Moves Us is an art unit for kindergarten students. The big idea is influenced by the

work of John Dewey in Art as Experience. The purpose of this unit is to help students to

verbalize their art experiences, recognize emotion, and express emotion in art. The students will

do this my making art and communicating meaning in written and spoken language. The students

live in a highly visual culture. They need to know how to understand, produce, and respond to

visual images. In this unit, students will be guided to understand that line and color can be used

to communicate meaning. The goals of this unit are to increase higher level thinking skills,

creativity, and affective development. These goals are met through the use of Visual Thinking

Strategies, open-ended art activities, and the scaffolding of assessment tools. The unit

construction is based the recommendations for curriculum development defined by Sydney R.

Walker in her book, Teaching Meaning in Artmaking.

Big Idea and Theme

The big idea of this unit is: Art is experience.

The subject matter is roller coasters.

Key Concepts

Art is the experience of making art

Art is the experience of encountering art

Art can convey a message.

Art can convey a mood.

Art can convey symbolism that the viewer interprets.

Essential Questions

How do we experience making art?

How do we encounter art?

How do artists convey messages?

How do artists convey moods?

How do artists use symbols?

Objectives

The student will discuss artworks with peers using VTS strategies.

The student will use a variety of line to types to communicate a message.

The student will identify colors with emotions.

The student will use colors as symbols for emotion.

The students will create line drawing schemas that communicate emotion

The student will identify meaning expressed their artworks.

The student will communicate personal experience in an artwork using line and color.

CROSS-CURRICULUAR CONNECTIONS

Descriptive Writing (Language Arts)

2-D and 3-D (Math)

ADE Standard

Les

son

1

Les

son2

Les

son

3

Les

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4

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5

VA.5.K.1 Investigate lines X X X X

VA.5.K.3 Identify basic colors X X X X

VA.6.K.3 Produce an artwork that involves problem solving

X X X X

VA.6.K.6 Transfer ideas and feelings to others through original works of self expression

X X X X

VA.6.K.7Produce artwork inspired by or connected to content from other disciplines (e.g. social studies, literacy, performing arts, science, math)

X

VA.7.K.2 Tell about a personal artwork and works of others (e.g. famous artists, appropriate elements of art, subject matter)

X X X X

Table of Specifications

Arkansas Department of Education Student Learning Expectations

VTS Images (in sequence) Title Artist/Culture Rationale

1.

Coney Island, 1945

Weegee (Arthur Fellig),20th Century,

American

Pre-Assessment of emotional language

2.

The Giant Dipper, 2010

Ati Maier,21st Century,

German

Motivational eye candy, sensory invitation to discuss color and line in an engaging context

3.

Hansel and Gretel, 2009

Corey Godbey,21st Century,

American

Compare/Contrast, identifying feeling of being too small or lost

4.

The Lost Child, 1866

Arthur Hughes, 19th Century,

English

Compare/Contrast, identifying feeling of being found and belonging

5.

Coney Island, 1945

Weegee (Arthur Fellig),20th Century,

American

Post-Assessment of emotional language

VTS IMAGE RATIONALE

Image #1: (Day One) The photograph by Weegee is a pre-assessment image. The

image introduces the subject matter, roller coasters, and the viewpoint I expect the

students to take, of a young child. The photograph is taken just above the eye level of

the young boy, so the students will be entering the image at his level. The image is not

overwhelming for the age group. The stop action is in located in the roller coaster cars

on the tracks, and in the turning of the boy to look at the roller coaster. There is an

intersection of the rollercoaster track, the boy’s head in the center of the image, and the

fence. The students will be driven to form narratives that I will record and later compare

with post-assessment dialogue. The information I am looking for is emotional response.

Image #2: (Day Two) The VTS discussion of this painting will follow a video clip and a

sculpture activity using line. It contains strong elements of line and color. The image will

scaffold the unit to include discussions of color. I think the students will respond

emotionally to the artwork because it will be a sensory overload.

Images #3 and #4; (Day Four) Students will have been scaffolded to communicating

emotions through line and color through children’s literature in Day Three. The VTSing of

these artworks side by side will follow a reading of a book about a little boy who is told

he is too small to ride roller coasters, and subsequently gets lost in the park. I am hoping

that students bring personal of experiences of feeling big, small, lost, scared, frustrated,

loved, and protected to the table in the discussion of the book and these two images.

Recognition of various feelings of growing up will be used for a self-portrait activity.

Image #5; (Day Five or Six) The Weegee photograph will be VTSed again for post-

assessment. I will record this discussion and look for evidence of transference student

emotional language to a black and white image,

Artmaking Activities

Artmaking Activity A: Students will construct a three dimensional rollercoaster out of

construction paper strips. Students will use “paper lines,” combine different line types,

and produce a continuous rollercoaster. The purpose of the lesson is to enforce that

lines can communicate. The emphasis will not be on emotions in the first artmaking

activity.

Artmaking Activity B: Color and emotions will be introduced in the second art making

activity. The students will work two-dimensionally to make a printmaking plate. The

students respond the painting, The Giant Dipper, and make the lines of a roller coaster

using glue. After the glue dries, students will choose colors that express their feelings

about roller coasters. Paint will be applied with rollers, and prints will be made.

Artmaking Activity C: Students will discuss as a class and develop schemas for

portraying emotions. The class schemas will be documented on a chart using crayons.

Armaking Activity D: Students will respond to a writing prompt such as, “Tell of a time

when you felt too small. Explain why you felt small, and who helped you.” Student will

use a schema and oil pastels to communicate their feeling in a self-portrait.

II. Lessons

Lesson One: YAY! Roller coasters!

Learning Goal:




Instructional Time Necessary: 50 minutes

Essential Questions aligned to the lesson:




Materials Necessary:

VTS Image #1

Thrill Ride: The Science of Fun by Imax, Chapter 2

Video camera for pre-assessment

Glue

9”x12” cardstock bases

pencils

Lesson Introduction: The students will VTS Coney Island, 1945 by Weegee, followed by a

short clip of a roller coaster ride.

Lesson Steps / Student Learning Activities:

1. VTS image #1.

2. Watch video clip of roller coaster ride.

3. Demonstration: How to fold glue tabs

4. Guided Practice: How to create different line types

5. Independent Practice: Making paper roller coasters

Wrapping up the lesson: Ask Group A students to share with the class how their roller coaster

works.

Lesson Two: WOW! Color!

Learning Goal:








Roller Coaster by Marla Frazee

VTS Image #2

Note book paper and Chart paper to write down expressive language

Glue

11”x14” cardboard rectangles

pencils

Lesson Introduction: The teacher will read Roller Coaster.


1. Read Roller Coaster by Marla Frazee.

2. VTS Image #2: teacher will jot personal notes of expressive language used during

discussion.

3. Demonstration: How to draw with glue.

4. Independent Practice: Students will reflect on the VTS image, then draw a picture

that comes to mind using continuous glue lines.

Wrapping up the lesson: Write down the “colorful” words the students used during VTS on

chart paper and review with the class.

Lesson Three: In a Picture…

Learning Goal:

The student will identify colors with emotions.

The student will use colors as symbols for emotion.

The students will create line drawing schemas that communicate emotion







Cardboard printing plates

Brayers

Paper plates of paint

11”X14” Drawing paper

My Many Colored Days by Steve Johnson and Lou Fancher

The Way I Feel by Janan Cain

pencils

Lesson Introduction: The teacher will read My Many Colored Days.


1. Read My Many Colored Days by Steve Johnson and Lou Fancher

2. Briefly review emotions that could match different colors

3. Demonstration: How to roll on paint. How to pull a print

4. Guided Practice: Students will roll on paint and pull prints with teachers help

and/or permission.

5. Read The Way I Feel by Janan Cain.

6. Ask student to come up to the board and share ideas for schema that communicate

emotions using line and color.

7. Teacher will record ideas on chart paper. Students can keep charts at their seats.

Wrapping up the lesson: Ask Group B students to explain their prints to the class.

Lesson Four: I Feel….

Learning Goal:


The student will communicate personal experience in an artwork using line and color.









Little Rabbit Lost by Harry Horse

VTS Image #3

VTS Image #4

Schema charts

Oil pastels

9”x12” drawing paper

pencils

Lesson Introduction: The teacher will read Little Rabbit Lost.


1. Little Rabbit Lost by Harry Horse

2. Ask students to share times when they felt big or small.

3. VTS Images #3 and #4

4. Give writing prompt: “Tell of a time when you felt too small. Explain why you felt

small, and who helped you.”

5. Review “colorful” words.

6. Demonstration: Student will use a schema and oil pastels to communicate their

feeling in a self-portrait.

Wrapping up the lesson: Ask Group C students to explain their drawings to the class.

Lesson Five: Post-assessment

Learning Goal:






VTS Image #1

Video recorder to tape post assessment

Any unfinished projects and necessary supplies

Lesson Introduction: VTS Image #1


1. Conduct Post-Assessment

2. Finish up any incomplete work

Wrapping up the lesson: “I felt happy doing this unit with you.”

III. FORMATIVE & SUMMATIVE ASSESSMENT STRATEGIES

1. Pre-assessment/Post-assessment

The students VTS Coney Island, 1945 by Weegee. I will be using videos of the

sessions to list viewing behaviors, art vocabulary and perception of two-

dimensional space. I will reflect upon the concept development, if any, between

the two videos to rate the efficacy of the lessons and make changes.

2. Checklist: Auditory-Sequential vs. Visual-Spatial Learning Styles

I have been researching the differences of two primary modes of thinking this

summer. Research is beginning to show that about one-third of students are

auditory-sequential, another one-third are visual-spatial, and the last one-third

have auditory-sequential skills with a visual-spatial preference. Education places a

high value on auditory-sequential skills, and visual-spatial students with high

intelligence often fall into a pattern of underachievement. I will be using a

checklist and narratives at all stages of the unit to determine the make up of my

class so I can differentiate my lessons, and communicate my observations with

my colleagues.

Sample checklist source: http://www.visualspatial.org/vslasl.php

http://www.visualspatial.org/vslasl.php

The Auditory-Sequential Learner

The Visual-Spatial Learner

Thinks primarily in words Thinks primarily in pictures Has auditory strengths Has visual strengths Relates well to time Relates well to space Is a step-by-step learner Is a whole-part learner Learns by trial and error Learns concepts all at once Progresses sequentially from easy to difficult material Learns complex concepts easily; Struggles with easy skills Is an analytical thinker Is a good synthesizer Attends well to details Sees the big picture; may miss details Follows oral directions well Reads maps well Does well at arithmetic Is better at math reasoning than computation Learns phonics easily Learns whole words easilyCan sound out spelling words Must visualize words to spell them Can write quickly and neatly Much better at keyboarding than handwriting Is well organized Creates unique methods of organization Can show steps of work easily Arrives at correct solutions intuitively Excels at rote memorization Learns best by seeing relationships Has good auditory short-term memory Has good long-term visual memory May need some repetition to reinforce learning Learns concepts permanently; does not learn by drill and repetition Learns well from instructions Develops own methods of problem solving Learns in spite of emotional reactions Is very sensitive to teachers' attitudes Is comfortable with one right answer Generates unusual solutions to problemsDevelops fairly evenly Develops quite asynchronously (unevenly)Usually maintains high grades May have very uneven grades Enjoys algebra and chemistry Enjoys geometry and physics Masters other languages in classes Masters other languages through immersion

Is academically talentedIs creatively, technologically, mechanically, emotionally or spiritually gifted

Is an early bloomer Is a late bloomer

3. Checklist: Fine Motor Skill Assessment

I will use a check list with three ratings : Independent, Re-teach, Hand Over

Hand.

Independent means they previously had the skill, or figured it out through the

demonstration and trial and error. Re-teach means I went over and re-

demonstrated a skill to a student as they worked along with me. Hand Over Hand

means the student needed manual scaffolding and is in the stage of proximal

development (or not).

I will use this information to modify my teaching and plan modifications. The

technical skills I have identified in this unit are:

Folding: paper tabs

Folding: accordion style

Use a glue bottle

Draw glue lines

Draw shapes

Draw various line types

Load a brayer

Apply paint with a brayer

Pull a print

4. Student Product Self-Assessment

I will set up a table with examples of three levels of completion for each product.

Students will be guided to match their work to the examples. Work that does not

resemble the starred example in terms of craftsmanship will need to be taken back

to the student’s seat and revised.

IV. Additional Resources

Roller Coaster by Marla Frazee

My Many Colored Days by Steve Johnson and Lou Fancher

The Way I Feel by Janan Cain

Thrill Ride: The Science of Fun by Imax (1997)

Little Rabbit Lost by Harry Horse

Art & Creative Development for Young Children by Jill Eglebright Fox and Robert

Schirramacher

Teaching Meaning in Artmaking by Sydney R. Walker

Art as Experience by John Dewey as synthesized by www.rowan.edu

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