Tiger artist lesson plan

TIGER ARTIST LESSON PLAN

Tiger Team #2 Members:

Christine Cover, Kate Stieren, Elexys Isidore, Jenna Banks, Jessie Hicks

TITLE OF LESSON – The Story of Us: Our Big Moments

GRADE LEVEL – Ages 7-13

NATIONAL VISUAL STANDARDS

They should have an informed acquaintance with exemplary works of

art from a variety of cultures and historical periods, and a basic

understanding of historical development in the arts disciplines,

across the arts as a whole, and within cultures.

They should be able to communicate proficiently in at least one art

form, including the ability to define and solve artistic problems

with insight, reason, and technical proficiency.

They should be able to develop and present basic analyses of works

of art from structural, historical, and cultural perspectives, and form

combinations of those perspectives. This includes the ability to

understand and evaluate work in the various arts disciplines.

They should be able to relate various types of arts knowledge and

skills within and across the arts disciplines. This includes mixing

and matching competencies and understandings in art-making, history and

culture, and analysis in any arts-related project.  

SHOW-ME VISUAL ARTS STANDARDS

GOAL 1: Students in Missouri public schools will acquire the

knowledge and skills to gather, analyze, and apply information and ideas.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Develop questions and ideas to initiate and refine research

2. Conduct research to answer questions and evaluate information and

ideas

3. Comprehend and evaluate written, visual and oral presentations and

works

4. Discover and evaluate patterns and relationships in information,

ideas and structures

5. Evaluate the accuracy of information and the reliability of its

sources

6. Identify, analyze and compare the institutions, traditions and art

forms of past and present societies

GOAL 2: Students in Missouri public schools will acquire the

knowledge and skills to communicate effectively within and beyond the classroom.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Review and revise communications to improve accuracy and clarity

2. Exchange information, questions and ideas while recognizing the

perspectives of others

3. Present perceptions and ideas regarding works of the arts,

humanities and sciences

4. Perform or produce works in the fine and practical arts

GOAL 3: Students in Missouri public schools will acquire the

knowledge and skills to recognize and solve problems.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Develop and apply strategies based on one's own experience in

preventing or solving problems

2. Evaluate the processes used in recognizing and solving problems

3. Reason inductively from a set of specific facts and deductively

from general premises

4. Examine problems and proposed solutions from multiple perspectives

5. Evaluate the extent to which a strategy addresses the problem

GOAL 4: Students in Missouri public schools will acquire the

knowledge and skills to make decisions and act as responsible members of

society.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Explain reasoning and identify information used to support

decisions

2. Understand and apply the rights and responsibilities of

citizenship in Missouri and the United States

3. Recognize and practice honesty and integrity in academic work and

in the workplace

4. Develop, monitor and revise plans of action to meet deadlines and

accomplish goals

5. Identify tasks that require a coordinated effort and work with

others to complete those tasks

GRADE LEVEL EXPECTATIONS

Strand 1—Investigate the process and techniques for the production, exhibition or performance of one or more visual or performed arts

-Understand how artwork can be made

-Create a piece of artwork with materials given (watercolor pencils, oil pastels and linseed oil, colored paper)

Strand 2—Understand the principles and elements of different art forms

-How they can be used to create a theme, emotion, tone, big moment, etc.

Strand 3- Analyze Visual arts in historical and cultural contexts

-Understand how past events can have an impact on art and can be seen in art work through climactic moments

RATIONALE and GOALS FOR THIS LESSON-

This lesson is designed for students to recognize and express narratives through visual language. The students will view and analyze artworks, film stills, photographs, and illustrations that represent climactic moments in a narrative and then create their own work expressing a climactic moment in their own lives.

ENDURING BIG IDEA-

A climactic moment in visual storytelling is the big idea in this lesson. Artists' depiction of a climactic moment has been a powerful method of storytelling throughout history and continues to be a powerful visual language today. Students will view, analyze and create images representative of climactic moments.

ESSENTIAL QUESTIONS-

What types of stories are there? What do they communicate?

What is a climax in a narrative?

What is a decisive moment and how is it shown? What is it comprised of?

What components make up a successful narrative?

How can the perspective change the story?

Is art a form of storytelling?

What artistic techniques can you use to tell a story?

How do artists choose specific moments to tell a story?

Can you learn anything about what happened before or after a climactic moment by looking at a single image?

KEY CONCEPTS

Through this lesson students will learn:

            What is a Narrative?

                        -The representation in art of an event or story

                        (Written, verbal – told out loud, images, etc)

           

What components are used to express a narrative in visual art?

                        Content:

-Characters

                        -Event/Moment

                        -Tone

                        -Objects

                        -Setting

Technique:

                        -Color

                        -Texture

                        -Form

           

            What is a climactic Moment?

-The point of highest dramatic tension or a major turning point in the

action

-A defining moment vs. memorable moment

            Image Literacy:

                        -How to view an image critically, by analyzing and responding

                       

Through a visit to the museum of Art & Archaeology, students will examine two works of art:

            Sacrifice of Isaac – Rembrandt

            (The Tornado painting)

            Discussion questions:

1)    What is happening in this image?

2)    What story do you think is being told?

3)    Why did this artist pick this specific moment from the whole story?

4)    What do you think happened right before and after this moment?

During these discussion students should be gaining information on how to depict a climactic (or big) moment that tells a story.  They will look at the content and technique used by the other artists we look at in class before starting on their own work. 

From the Art production part of the lesson, students will learn:

            -Elements and principles of art can be used as a tool to communicate a story

            -Technique, style, and materials can be a tool to communicate a story

           

OBJECTIVES

-Students will examine and analyze artwork (books, movies, photographs, paintings) of various artists, showing different beliefs, histories, and purposes to each individual story

-Students will discuss what a decisive moment in a story is, how it is chosen and visually represented, and synthesize the three by applying these ideas to their own life and creating a work of an important moment to them. 

-Students will consider their own lives (history, family, etc) and choose a moment that has defined them as a person thus far

-Students will establish various ways in which to communicate a story through one still image (depicting one moment in a larger story)

-Students will play and explore with new exciting materials including watercolor pencils and oil pastels on colored paper

LESSON VIGNETTE

            9:30 – 9:35

            Arriving Activity (LEAD BY ELEXYS)

-Students arrive and walk around the room to view illustrations from books we have laid out

-Students pick their favorites, share with the class, discuss why

            9:35-9:55

            Lesson Introduction (LEAD BY ELEXYS)

-Student will sit on the floor in front of projector as we discuss the following questions:

1) What is a story?

2) What different types of stories are there?

3) What can stories teach us?

4) Can one image tell a whole story?

-Students will look at still images of stories they recognize that depict a big, climactic moment from the story and discuss these questions: (LEAD BY JENNA)

1) What’s going on in this image?

2) Why is this moment important to the story? Why did the artist choose this moment?

3) What does iconic mean?  How can we see this in this image?

           

9:55-10:00

                        Walk to Museum of Art & Archaeology

-Students will pair up with a buddy and share “big moments” from their lives (this will allow students to start brainstorming what they will do for their artwork)

           

            10:00-10:10

                        Discussion of art (LEAD BY KATE AND CHRISTINE)

-Students will be split into two groups and go to one of two paintings to view and analyze the work through these questions:

1.     What is happening in this image?

2.     What story do you think is being told?

3.     Why did this artist pick this specific moment from the whole story?

4.     What do you think happened right before and after this moment?

10:10-10:20

            Group 1 and Group 2 swap paintings and discuss with same questions

            (LEAD BY KATE AND CHRISTINE)

10:20-10:25

            Walk back to classroom

-Students will get back with their buddy and discuss which painting was their favorite and why?

            10:25-10:30

                        Pre-project discussion (LEAD BY JESSIE)

-Students will sit at the desks and discuss “What is the difference between a big, defining moment, and a memorable moment?” (So students won’t just draw something memorable, but something defining from their own lives)

            10:30-10:40

                        Project instructions and Demo (LEAD BY JESSIE)

                        -Students will be shown examples of big moments created by team leaders

-Students will be told they are to create an image from their life story and pick one climactic, defining moment to depict in a drawing

-Students will be shown the materials they are to use for the project as well as a demo of how to use them

            10:40-11:40

                        Work time

            11:45-11:55

                        Clean up

           

           

            11:55-12:00

                        Share with the class

                        -Students will volunteer one at a time to share their moment with the class

            12:00

                        Parent pick-up

MATERIALS LIST

1.              Oil pastels

2.              Black and colored paper

3.              Watercolor pencils

4.              Watercolor paper

5.              Bowls for water

6.              Linseed oil

7.              Paper for sketching

8.              Pencils for sketching

9. Nametags

10. Paintbrushes