Loza LaBombard Stauter-Kalounna in Frogtown

TERRA
Teacher Lab
Name: Loza, Martha Ivette,
Labombard, Kathryn
Stauter, Jeffrey
School: Little Village Academy
Lesson Plan
th
Grade(s): 7 /8
th
Title of Lesson: Identity
Topic or Theme of Unit that Lesson is Part of: Who Am I?
Subject Area(s): Advisory/Language Arts
Schedule: 6-8 class periods
Lesson Summary:
Students learn about the meaning of "identity", the importance of understanding one's own self,
and the power of developing these traits through creative expression. They examine the
painting Kalouna in Frogtown by Jamie Wyeth among other fitting portraitures that clearly
address the subject of one's identity and learn how to conduct a Close Reads of artwork.
Students will share their personal experiences with developing identity and read academic
analyses of Wyeth's painting and his background to understand how art can represent similar
developments within individuals or society as a whole. Finally they will create works of art that
clearly define what they know or have learned about themselves and the importance of
understanding identity in our society today.
American Artwork on Which Lesson is Based:
•
•
•
•
•
Jamie Wyeth
Kalounna in Frogtown, 1986
36 X 50 1/8 in.
Terra Foundation for American Art
1992.163
Big or Main Ideas Students Will Understand:
•
Identity is shaped by cultural past, present environment and future aspirations.
•
Kolunna in Frogtown depicts culture and identity through portrait painting.
•
Using the model of the close read can guide you in interpreting art.
National Standards and Lesson-Specific Objectives
Include the Common Core Reading Standards (See section listing them in chart
format—if you teach social studies use the nonfiction column; if you teach reading use
either/both columns.) For other national standards, see http://www.educationworld.com/standards/national/.
Standards
Objectives—Students will…
RL.7.3 Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
R.L.8.3 Analyze how particular lines of dialogue or
incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a
decision.
R.L.7.2 Determine a theme or central idea of a text
and analyze its development over the course of the
text; provide an objective summary of the text.
RL. 8. 2. Determine a theme or central ideal of a
text and analyze it development over the course of
the text, including its relationship to the characters,
setting, and plot; provide an objective summary of
the text.
R.L. 7.5 Analyze how a drama or poem’s form or
structure (e.g. soliloquy, sonnet) contributes to its
meaning.
RL. 8.5. Compare and contrast the structure of two
or more texts and analyze how the differing
structure of each text contributes to its meaning
and style.
Interpret the artist’s intentions depiction of rural vs.
urban setting to convey identity.
Social/Emotional Learning (SEL)
Goal 1-Develop self-awareness and selfmanagement skills to achieve school and life
success.
Create a work of art and writing piece that reflects
their identity.
Interpret how the artist’s use of pop culture alludes
to Americanization.
Analyze the artist’s choices of setting and
characters to convey theme (ex. identity) and
interpret the identity of the subject in artwork.
Analyze the artist’s choices of color, line, shape
and composition to convey theme (ex. identity) and
interpret the identity of the subject in artwork.
Compare and contrast the artists’ choice of color,
line, shape and composition in various artworks.
Vocabulary Students Will Learn:
Academic vocabulary: mood, theme, assimilation, immigration, adaptation, Laos, pop
culture, “boat” people, civil war, setting (rural vs. urban)
Art interpretation vocabulary: color, line, shape, realism, landscape, portrait,
narrative, abstract, still life, collage foreground, middle ground, background, point of
view, color, contrast, subject, content, context, gaze, mood
Assessments:
1. Students produce and explain their own artwork that communicates ideas about who
they are.
2. Students compare themes from a piece of artwork to their own identity.
2
Relevant Information about the Time Period
Information
Civil war in Laos throughout the 50s, 60s, and
70s brings many immigrants to the United
States.
Source
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Every new generation of immigrants still
enters the United States working in manual
labor jobs not academic ones.
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
In the 1980’s pop culture dominates American
life and becomes a major U.S. export.
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Relevant Information about the Artist
Information
Raised on a Pennsylvania farm and born into
a family of artists.
Source
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Focused on painting subjects that were
personally close or meaningful to him.
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Known for his realist style with a few fantasy
elements that addressed the changing face of
America.
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Relevant Information about the Artwork
Information
Subject, Kalounna, is a Laotian immigrant boy
who worked for Wyeth’s family and was
allowed to sign the work with the artist.
Source
Kalounna in Frogtown (artist’s biography and descriptive
interpretation of artwork),
http://terraamericanart.org/collections/
Frogtown is a small farm community in
Pennsylvania near Wyeth’s boyhood home.
Artist’s biography and interpretation of Kalounna in
Frogtown artwork
http/collections.terraamericanart.org/view.objects/asiste
m/search$0040/0/dateBegin-asc/alphaSortasc?t:state:flow=fa4b8c9e-2d34-4fe3-bf0185a9688cdOcf
Kalounna had an American name, Bruce, but
Wyeth chose to name the painting after his
Laotian name.
Artist’s biography and interpretation of Kalounna in
Frogtown artwork
http/collections.terraamericanart.org/view.objects/asiste
m/search$0040/0/dateBegin-asc/alphaSortasc?t:state:flow=fa4b8c9e-2d34-4fe3-bf0185a9688cdOcf
3
Resources:
High-quality art reproductions (Where will you get them and in what format?)
Source (e.g., Terra handout, museum store, website URL, etc.)
Format (e.g., overhead transparency, poster, jpg, etc.)
Field trips to See Original Works of American Art (Indicate type of trip below—school
field trip or a guide you will prepare for students to use with their families.)
X class trip
____ guide for family visit to museum
Location:
Date: August 2011
___ class trip
Location:
____ guide for family visit to museum
Date:
Texts, Web sites, and Primary or Secondary Sources for Student Use
• http://collections.terraamericanart.org/view/objects/asitem/search$0040/0/dateBeginasc/alphaSort-asc?t:state:flow=c644377b-aefe-488c-ab43-5ef3b83fc532
• Terra Foundation website
• Art Institute of Chicago website
Other Materials/Supplies Needed for the Lesson
• Construction paper
• Markers (various colors, sizes, tips, and effects)
• Colored pencils
• Crayons
• Glue
• Scissors
• Graphic organizer handout
• PowerPoint of art forms and “Kalounna in Frogtown”
4
Student Activities
Day
Emphasis and
Objectives of the Day’s
Lesson
Activities
1
Create a work of art and
writing piece that reflects their
identity.
MATERIALS NEEDED:
Teacher samples of one line portraits, construction
paper, pencil
Introduction
1. Model one line self-portrait
2. Create a self-portrait using one line self-portrait
3. Gallery walk of one line self-portraits
2
Analyze the artists’ choices of
color, line, shape and
composition to convey theme
(ex. identity) and interpret the
identity of the subject in
artwork.
Analyze the artists’ choices of
setting and characters to
convey theme (ex. identity) and
interpret the identity of the
subject in artwork.
MATERIALS NEEDED: copy of (digital or hard copies)
Kalounna in Frogtown by Jamie Wyeth
1. Close Read Jamie Wyeth, Kalounna in Frogtown
(no title, no artist information)
 Take one minute to view painting – What do
you see?
 Students share observations
2. QUESTIONING:
 Where were you drawn to first? Why were you
drawn here first, do you think? (C, L, S)
 Let’s explore color: (boy in red shirt, truck, & red
shutters). What patterns in color do you see?
 How do you see colors being reused?
 How do colors allow our eyes to travel around
the painting?
 Why might artist have used color in this way to
get us to see the things he’s chosen to include in
the painting?
 What do you think the boy is feeling? What
makes you say that? What do you see that
makes you say that? (horizon, hands, body
posture, close-up, facial expression, orientation)
 What do you think is the setting of the artwork?
What makes you say that? (rural vs. urban)
 What is the ethnic background of this boy? Do
you think he is happy where he is living? What
makes you say that?
 Where was he born? Country? What makes you
say that?
 Why do you think the artist is having the boy
wear the Dallas t-shirt? (Explain pop culture and
how America is a big export to the rest of the
world; Jersey Shore, Family Guy, The Simpsons)
 Why did the artist paint this subject (Kalounna)?
3. READ ALOUD:
Terra foundation for American Art, Kalounna in
Frogtown
4. Discussion Questions:
How does this change your interpretation of the
artwork? What are some themes in the artwork?
5
Day
Emphasis and
Objectives of the Day’s
Lesson
Activities
3
Analyze the artist’s choices of
setting and characters to
convey theme (ex. identity) and
interpret the identity of the
subject in artwork.
Field Trip to Art Institute
Analyze the artist’s choices of
color, line, shape and
composition to convey theme
(ex. identity) and interpret the
identity of the subject in
artwork.
Gallery Activity 1: Exploring Portraits through close read
Gallery Activity 2: Create Your Own Story graphic
organizer
Gallery Activity 3: Put yourself in the artwork narrative
writing piece (Use your 5 senses to add details to your
writing)
Compare and contrast the
artist’s choice of color, line,
shape and composition in
various artworks.
4
Compare and contrast the
artists’ choice of color, line,
shape and composition in
various artworks.
Create a work of art and writing
piece that reflects their identity.
MATERIALS NEEDED: copies of Kalounna in Frogtown
by Jamie Wyeth, copies of Kalounna/Myself graphic
organizer
Guiding Questions:
What are some words to describe his identity?
What is the artwork identity?
1. Observe Jamie Wyeth, Kalounna in Frogtown
painting and Kalounna in Frogtown bio handout
2. Model Graphic Organizer using Kalounna in
Frogtown painting and identify cultural past, present
environment, and future aspirations using the artist
Wyeth as an example
3. With elbow partners, students will have time (15
min.) to complete the graphic organizer for Kalounna.
4. Students will highlight the information that was
captured in the artwork
5. Class discussion on observations and chart
information.
6. Students will complete “Myself” portion of graphic
organizer.
7. Highlight the information from your graphic organizer
to capture in your self-portrait.
6
Day
Emphasis and
Objectives of the Day’s
Lesson
Activities
5
Create a work of art and writing
piece that reflects their identity.
1. Students will brainstorm for identity portrait
2. Students will complete a bi-fold: or Self-portrait of
One line portrait strategy
On left-side, students will identify words/phrases that
they want to portray in their portrait
On right-side, students will make visual representations
of the words/phrases to add to self-portrait
3. Review a variety of portraits by various artists for
inspiration:
Archibald J. Motley Jr., Self-Portrait
Gilbert Stuart, George Washington (The
Landsdowne Portrait)
Rufino Tamayo, The Fruit Vendor
Barbara Kruger, We will not become what we mean
to you
Kahlo, Frida, Self-Portrait as a Tehuana (Diego on
My Mind)
Studio Time
Draft a self-portrait
Criteria:
1. Portrait
2. Color to convey something about you
3. Include a minimum of 3 important objects or
symbols that represent (choice of setting,
clothing, background objects, holding objects)
6
Create a work of art and writing
piece that reflects their identity.
1. Continue with Studio Time
2. Close Read on self-portraits
Compare and contrast the
artists’ choice of color, line,
shape and composition in
various artworks.
3. Write a 24 word Biography and interpretation of
artwork
Assessment
Students will produce their own artwork (portrait) that communicates their own identity.
Students will interpret their peers’ artwork (portrait).
Students will write a biography and interpretation of artwork.
Extension Activities:
Create a landscape that represents your environment and how it affects your identity and cut a photo of
yourself to put in it.
Barbara Krueger inspired art piece
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