John Tarka, Jr.
The use of the worksheets and templates is a vital component to the students learning the new content and material. Most importantly, showing the students how to use these sheets will contribute greatly to the students' new knowledge.
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"Lesson Starter:" This sheet will be given in the beginning of the unit. The first part of the assignment will be for the students to answer the questions about the image/painting of a famous or iconic image, for example, The Mona Lisa. This will serve as the art pre–assessment, which is designed to judge the students pre=existing knowledge and opinions pertaining to art and looking at art. Once the students complete the front side, they will continue to the backside. Share the quotes with the students, and ask them what they think it means and if they have any background and activities that they enjoy that could be considered "art." Try to have a class discussion on what art means to the students, what can be considered art, and what they think is powerful and effective art. The topic of hip–hop and stylized images seen in music videos is an effective way to engage the students in the use of art as a means of communication, expression, and conflict. Following this, I will show the students the work of Kehinde Wiley, an artist who uses images of familiar hip hop artists and blends more traditional settings in his work to my inner city students, which will serve as vehicle to viewing more art and student analysis.
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"How to Look at Art:" When using this sheet to introduce the basic concepts and approach to art, it is essential that the students already have mastered the skill of making inferences and drawing conclusions. When showing an image on the LCD projector, have the students write three observations on the template (1., 2., 3.). The short, rapid tempo of this activity is an effective tool in student engagement, as well as an introduction to a higher level of viewing conflict in art. Within the students observations will contain their thoughts about the significant feelings and implications of the piece. This routine can be used frequently, the students look forward to learning the skill, and inquisitive about the piece they are analyzing.
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"Art and Conflict:" This template should be used while looking at art, either on a LCD projector or at the Yale Art Gallery. The prompts and questions are designed to have the students give their opinions and thoughts on character and the type of conflict that is seen. The last question will provide the student a chance to write about if they were one of the people in the image or painting, which works on their perspective writing.
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"The Five Types of Conflict:" I will use this sheet to teach my students the five different types of conflict: Man vs. Man, Man vs. Himself, Man vs. Nature, Man vs. Society, and Man vs. Technology or Fantasy. The student will also be taught the difference between internal and external conflict, and will produce examples. It is important for the students to understand the different types of conflict, so I will have them pair off, or go into small groups and think of 1–2 examples of each type of conflict. This addresses two examples of active student learning: synthesizing or creating samples of conflict from the lesson to check for understanding as well as improving peer and collaborative cooperation (It is possible that with some of my students might not work well with their peers, and a very real example of conflict would take place, for the class to use as an example).
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Lesson Starter
Notes for Teacher: To introduce this unit, use a famous or iconic image of a painting to introduce the concept of looking and analyzing art, i.e. the Mona Lisa.
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1. What or who is this
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2. Have you ever seen her before?
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3. How would you describe her? (at least 4 words)
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4. Would you like this hanging in your house?
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5. Create a name or title for this image, with 2 supporting sentences.
"Painting is just another way of keeping a diary." –Pablo Picasso
"Art is the only way to run away without leaving home." –Twyla Tharp
Art:
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The expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture.
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Works produced by one's personal skill and imagination
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Perspective:
Tension:
How to Look at Art
(It is a lot like inferencing!)
Step 1. Observation:
Look at this piece of art. What do you see? What are the people doing? What is taking place?
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Organize your observations into these three categories:
Step 2. Making an Inference:
(Based on my observations from the painting or image, I can infer that…)
Art and Conflict
Title of piece:________________________________________
Artist:_________________________________________________year:________
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1. Briefly describe the piece and give your reaction in complete sentences:
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2. Which of the five types of conflict do you see? Is it internal or external, or both? Explain your reason with supporting sentences:
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3. Imagine if you were the artist who did this piece. What is the message, mood or feeling he/she is trying to give?
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