George Rodrigue

Transcription

George Rodrigue

George Rodrigue
Painter of Blue Dog
ACCOMMODATING ALL
LEARNERS: STRATEGIES
S t u d e n t s w h o h a v e A s p e r g er ’s a n d / o r a r e
somewhere on the Autism scale:
A n t i c ip a t e w h e n a s e t o f c i r c u m s t an c e s w i l l
b e o v e r w h e lm in g t o a s t u d e n t a n d p r o v i d e
a n a l t e r n a t iv e .
S t u d e n t s w i t h p h y s i ca l l i m i t a t i o n s :
Develop a non-verbal signal for the student
t o a s k f o r a s s i s t a nc e . P r o v i d e t h e o p t i o n o f
table easels. Assign student helpers.
S t u d e n t s w i t h I E P ’s a n d 5 0 4 P l a n s:
F o l l o w i n s t r u c t io n s o n I E P a n d c o l l a b o r at e
w i t h s p e c i a l e d u c a t i o n t e a c h e r.
C o l o r B l i n d S t u d e n t s:
Provide written labels for all colors. Create
a l l f l i p c h ar t s w i t h h i g h c o n t r a s t t e x t ( d a r k
font on white or light font on black).
N o n - E n g l i s h S p e a k i n g : I f a v a i l a b le ,
provide seating near a student that is able
to translate. Use the Internet to translate
text.
 Visual/spatial - gallery visits (actual
and/or virtual), art prints in the
classroom, and observational art
activities.
 Verbal/linguistic -narration, class
discussion, critique, and writing about art.
 Logical/mathematical - opportunities to see
and create patterns, measure, identify and
create visual weight and balance, work
with geometric shapes, and use
mathematical drawing and building like
architectural design.
 Bodily/kinesthetic - art-making activities,
experience hands -on creating, and express
emotions through color and symbolism.
 Musical/rhythmic - creating art to music.
Multiculturalism and Cross-Curricular
Activities, Early Finishers
3
Students that do not master skills
modeled will be given re-grouped
and given another demonstration.
Students are grouped by tables based
on a pre-test used to measure their
ability to follow instructions and
safety procedures. Students that
struggle to keep up with step by step
directions and procedures are
grouped with those that have little
difficulty following instructions and
procedures. This ensures safety in the
classroom.
Seventh grade students have been
studying famous artist.
4
TALKING
Students are allowed to talk at their
tables during work time . They must
use an inside voice or whisper. They
must be working the entire time.
If they get too loud or stop working, I
will flip the letter “A” (located on the
wall).
If it happens again, I will flip the
letter “R”.
If the “T” is flipped, talking privileges
will be taken away for the rest of
class.
EARLY FINISHERS
DRAW WALL




Sketchbook assignments
Zentangles
Coloring sheet Cartooning
Reading
5
Each lesson ends with a major project. The project
is graded using a Self Reflection Rubric. The
project rubric counts as a test grade.
PART ONE OF PROJECT RUBRIC: RATE YOURSELF
Rate
yourself
Circle the number in
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
What level of effort
did the student put
forth in the project?
How well did the
student stay on task
and complete the
project in a timely
manner?
What is the level of
creativity used?
craftsmanship and
technique used?
How well does this
artwork follow the
rules for the project?
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(no rules
followed)
(1 rule
followed)
(2 rules
followed)
(all 3 rules
followed)
STUDENT
RATING
TEACHER
RATING
7
Each lesson ends with a major project. The project is graded using
a Self Reflection Rubric. The project rubric counts as a test
grade.
PART TWO OF PROJECT RUBRIC: PROJECT RULES
RULE 1
RULE 2
RULE 3
EXAMPLE
The students used geometrical shapes on mask.
The student created a symmetrical design.
The student used overlapping.
PART THREE OF PROJECT RUBRIC: SELF REFLECTION
1. In talking about your own work of art, how closely does the end result
match what you had in mind to create?
2. Explain why you chose the images, objects, and colors you did for your
artwork.
3.
What was your experience like in making this artwork?
4. What would you have done if you had had more time?
5. What titles could you give this artwork? Name at least three.
8
Bell Work
Read aloud/Identify Key
Terms
Terms
Power Point
Demonstrate completing ABC
biography handout
Demonstrate steps to
creating painting
ABC Biography together
Practice steps (guided
practice)/ plan painting
Closure: Rapid
Response Cards
Group- Use the information from
today’s lesson to create an ABC
biography. Share results with class.
Closure: Rapid
Response Cards
Create a dog painting in the
style of George Rodrigue.
Essential Question
Using the ABC Biography sheet, identify the characteristics of George Rodrigue’s
art and his life as an artist.
Standard
Identify the characteristics of artist and artworks from various historical
periods.
Essential Question
Create a dog painting in the style of George Rodrigue that is appropriate for good
composition and follows the project rules.
Standard
Create artworks by using elements and principles of design that are
appropriate for good composition and for the communication of the
particular ideas.
Have you ever owned a dog or know of
anyone that has?
BELLA MIYASAKI
WHO IS THIS?
CAN AN ARTIST ONLY FOCUS ON ONE SUBJECT,
LIKE A DOG, AND CREATE A SERIES OF
PAINTINGS BASED ON THAT ANIMAL?
GEORGE RODRIQUE DID!!!
WHO IS GEORGE RODRIQUE?
• George Rodrigue
was born on March
13, 1944.
• He grew up in New
Iberia, Louisiana.
• He is known for his
creation of the Blue
Dog series of
paintings.
How did Tiffany, George Rodrigue's beloved
pet, become the Blue Dog?
• Louisiana artist George Rodrigue used the legend of the loupe-garou that
he heard as a boy to create Blue Dog.
• Legend said a loupe-garou is a scary werewolf dog.
• Rodrigue used his dog, Tiffany as the inspiration for his creation of Blue
Dog.
• Rodrigue transformed Tiffany from a frisky -- and white-furred -terrier/spaniel to Blue Dog.
T I F FA N Y, G E O R G E ’ S T E R R I E R - S PA N I EL, 1 9 8 0
D O G I N A B O X , 3 0 X 4 0 I N C H E S , O I L O N C A N VA S , 1 9 9 0
YOU CAN RUN, BUT YOU CAN’T HIDE FROM THE
B L U E S , 2 4 X 2 0 I N C H E S , O I L O N C A N VA S , 1 9 9 1
I J U S T D O N ’ T WA N N A B E M E , 2 4 X 3 6 I N C H E S , O I L O N
C A N VA S , 1 9 9 1
L O U P G A R O U , 7 2 X 4 8 I N C H E S , O I L O N C A N VA S , 1 9 9 1
M Y FAVO R I T E PA R T O F TO WN , 3 0 X 2 4 I N C H E S , O I L O N
C A N VA S , 1 9 9 1
I HEAR THE BLUES, I SEE THE BLUES, I SING THE
B L U E S , 4 8 X 8 4 I N C H E S , O I L O N C A N VA S , 1 9 9 2
I WA S A K I N G I N H I G H P L A C E S , 3 6 X 2 4 I N C H E S , O I L
O N C A N VA S , 1 9 9 2
M R . WAT S O N C O M E H E R E … I N E E D Y O U , 3 6 X 4 8
I N C H E S , O I L O N C A N VA S , 1 9 9 2
I O N C E D E B AT E D N I X O N , 4 8 X 3 6 I N C H E S , A C RY L I C O N
C A N VA S , 1 9 9 6
S E C R ET S E RV I C E D O G , 3 0 X 2 4 I N C H E S , A C RY L I C O N
C A N VA S , 1 9 9 6
A FA S T E R B R E E D , 4 8 X 3 6 I N C H E S , A C RY L I C O N
C A N VA S , 2 0 0 0
FA M I LY B U S I N ES S , 4 8 X 3 6 I N C H E S , A C RY L I C O N
C A N VA S , 2 0 0 0
P C B L U E S , 4 8 X 3 6 I N C H E S , A C RY L I C O N C A N VA S ,
2000
R O U L E T T E , A C RY L I C O N C A N VA S , 2 0 0 0
T H E WI L D B L U E Y O N D E R , 3 6 X 4 8 I N C H E S , A C RY L I C
O N C A N VA S , 2 0 0 0
I A M A N A R T I S T , A C RY L I C O N C A N VA S , 2 0 0 6
H E AT I N T H E K I T C H E N , 2 5 X 3 8 I N C H E S , S I L K S C R E EN ,
2009
H E A D L I GH T S , 4 0 X 6 0 I N C H E S , A C RY L I C O N C A N VA S ,
2010
M Y T E A I S R E A D Y , 2 0 X 1 6 I N C H E S , A C RY L I C O N
C A N VA S PA N E L , 2 0 1 0
O C TO B E R S U N S E T , 2 4 X 3 0 I N C H E S , A C RY L I C O N
LINEN, 2010
WH AT ’ S C O M I N G O V E R T H E H I L L , 4 2 X 7 8 I N C H E S ,
A C RY L I C O N C A N VA S , 2 0 1 0
LEGEND OF THE LOUP
GAROU
VIDEO CLIP
George
Ro d r i gue
Group Instructions:
Use the ABC
Biography handout to
find words that
describe the work and
life of the artist.
Model One, One Together, Complete the rest on your own
Instructions:
Respond to the questions using the art
rapid response cards.
Hold up the correct answer to the
question.
George Rodrigue is known for his
creation of the ___________ series
of paintings.
A. Lilly Pad
B. Blue Dog
He grew up in New Iberia, _________.
A. Louisiana
B. New Mexico
Louisiana artist George Rodrigue used
the legend of the ___________ that he
heard as a boy to create Blue Dog.
A. Boogie man
B. loupe-garou
Legend said a loupe-garou is a scary
_____________.
A. Sasquatch
B. werewolf dog
Rodrigue used his dog, ________ as
the inspiration for his creation of
Blue Dog.
A. Bella
B. Tiffany
Cloud Paper
Painted dog on white paper
Painted foliage and flowers
ACCOMMODATING ALL
S t u d e n t s w h o h a v e A s p e r g er ’s a n d / o r a r e
somewhere on the Autism scale:
A n t i c ip a t e w h e n a s e t o f c i r c u m s t an c e s w i l l
b e o v e r w h e lm in g t o a s t u d e n t a n d p r o v i d e
a n a l t e r n a t iv e .
S t u d e n t s w i t h p h y s i ca l l i m i t a t i o n s :
Develop a non-verbal signal for the student
t o a s k f o r a s s i s t a nc e . P r o v i d e t h e o p t i o n o f
table easels. Assign student helpers.
S t u d e n t s w i t h I E P ’s a n d 5 0 4 P l a n s:
F o l l o w i n s t r u c t io n s o n I E P a n d c o l l a b o r at e
C o l o r B l i n d S t u d e n t s:
Provide written labels for all colors. Create
a l l f l i p c h ar t s w i t h h i g h c o n t r a s t t e x t ( d a r k
font on white or light font on black).
N o n - E n g l i s h S p e a k i n g : I f a v a i l a b le ,
provide seating near a student that is able
to translate. Use the Internet to translate
text.
activities.
49
classroom.
50
TALKING
wall).
letter “R”.
class.
EARLY FINISHERS
DRAW WALL




Zentangles
Reading
51
Rate
yourself
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
did the student put
How well did the
and complete the
project in a timely
manner?
creativity used?
craftsmanship and
technique used?
How well does this
artwork follow the
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(no rules
followed)
(1 rule
followed)
(2 rules
followed)
(all 3 rules
followed)
STUDENT
RATING
TEACHER
RATING
53
grade.
RULE 1
RULE 2
RULE 3
EXAMPLE
artwork.
3.
54
Bell Work
Terms
Terms
Power Point
Demonstrate completing ABC
biography handout
Demonstrate steps to
creating painting
ABC Biography together
Practice steps (guided
practice)/ plan painting
Closure: Rapid
Response Cards
Group- Use the information from
today’s lesson to create an ABC
biography. Share results with class.
Closure: Rapid
Response Cards
Create a dog painting in the
style of George Rodrigue.
Essential Question
Using the ABC Biography sheet, identify the characteristics of George Rodrigue’s
art and his life as an artist.
Standard
Identify the characteristics of artist and artworks from various historical
periods.
Essential Question
Create a dog painting in the style of George Rodrigue that is appropriate for good
composition and follows the project rules.
Standard
Create artworks by using elements and principles of design that are
appropriate for good composition and for the communication of the
particular ideas.
Have you ever owned a dog or know of
anyone that has?
BELLA MIYASAKI
Instructions:
question.
George Rodrigue is known for his
creation of the ___________ series
of paintings.
A. Lilly Pad
B. Blue Dog
He grew up in New Iberia, _________.
A. Louisiana
B. New Mexico
Louisiana artist George Rodrigue used
the legend of the ___________ that he
heard as a boy to create Blue Dog.
A. Boogie man
B. loupe-garou
Legend said a loupe-garou is a scary
_____________.
A. Sasquatch
B. werewolf dog
Rodrigue used his dog, ________ as
the inspiration for his creation of
Blue Dog.
A. Bella
B. Tiffany
Demonstrate drawing dog
Demonstrate painting dog
Demonstrate creating cloud background
Demonstrate creating grass
Demonstrate creating flowers
 Practice drawing dog
 Practice mixing color for painting parts of
project
 (Guided Practice)
Instructions:
question.
Q U E S T I O N : B A S E D O N W H E R E S T U D E N T S A R E AT I N T H E
LESSON
A. TRUE
B. FALSE
Draw a dog
Paint the dog various values of blue
Outline the dog
Paint grass and flower stems
Create cloud background
Combine all parts to create completed project
Did you draw and paint a
blue dog?
Did you create a cloud
background?
Did you create foliage with
flowers?
50 points from project and project rules.
50 points from self-reflection.
71
Share your art with two people in your group.
Ask for ideas and suggestions. Give ideas and
suggestions. Find something you like in one
person’s work. Find one thing you might
would change.
REFLECTION
ACCOMMODATING ALL
S t u d e n ts w h o h ave A s p e r ge r ’s a n d / o r
a r e s o m ew h e r e o n t h e A u t i s m s c a l e :
A n t i c i p a t e w h e n a s e t o f c i r c u m s ta n c e s w i l l
b e ove r w h e l m i n g t o a s t u d e n t a n d p r ov i d e a n
a l t e r n a t i ve .
S t u d e n ts w i t h p hy s i c a l l i m i t a t i o ns :
D e ve l o p a n o n - ve r b a l s i g n a l f o r t h e s t u d e n t t o
a s k f o r a s s i s ta n c e. P r ov i d e t h e o p t i o n o f t a b l e
easels. Assign student helpers .
S t u d e n ts w i t h I E P ’s a n d 5 0 4 P l a n s :
Fo l l ow i n s t r u c t i o n s o n I E P a n d c o l l a b o r a t e
C o l o r B l i n d S t u d e nt s :
P r ov i d e w r i t t e n l a b e l s f o r a l l c o l o r s . C r e a t e
all flipcharts with high contrast text (dark
f o n t o n w h i t e o r l i g h t f o n t o n b l a ck ) .
N o n - E n g l i s h S p e a k i n g : I f ava i la ble,
p r ov i d e s e a t i n g n e a r a s t u d e nt t h a t i s a b l e t o
t r a n s l a te. U s e t h e I n t e r n e t t o t r a n s l a t e t e x t .
activities.
74
classroom.
75
TALKING
wall).
letter “R”.
class.
EARLY FINISHERS
DRAW WALL




Zentangles
Reading
76
Rate
yourself
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
did the student put
How well did the
and complete the
project in a timely
manner?
creativity used?
craftsmanship and
technique used?
How well does this
artwork follow the
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(no rules
followed)
(1 rule
followed)
(2 rules
followed)
(all 3 rules
followed)
STUDENT
RATING
TEACHER
RATING
78
grade.
RULE 1
RULE 2
RULE 3
EXAMPLE
artwork.
3.
79
AGENDA
Bell work
E.Q. Read aloud/write
Review instructions and
model completing grade
sheet.
Complete question one
together
You Do- Complete
reflection/grade sheet
80
Did you draw and paint a
blue dog?
Did you create a cloud
background?
Did you create foliage with
flowers?
50 points from project and project rules.
50 points from self-reflection.
81
Today’s
E.Q
Use descriptive, interpretive, and evaluative
statements to make informed aesthetic
judgments about your art.
Read Aloud/ Key Terms
WHAT HAVE WE LEARNED SO FAR?
Why do you
think judging
your own
work is
important?
Group
Discussion
My end result was a little different from my original idea. I
really wanted to use red for the center part of the design.
After getting started, I decided blue would provide more
balance in the design.
I had to change some things, but I liked the way it turned
out. It looked like my original idea.
It looked good. I liked it.
In talking about your art, how does the end result match
85
what you had in mind?
Mrs. Miyasaki wanted us to use African designs. I
picked the triangle patterns because I thought they
looked more African. I used a lot of white because it
stood out on my dark background.
I picked the triangles because I liked them. The
teacher picked the colors.
Because I liked them.
Explain why you chose the images, objects and
colors?
86
I really enjoyed this project because I like to paint. I did
get annoyed with the messy black paint, but I still
enjoyed making the mask. I thought painting the
patterns was difficult. I didn't like that part.
It was fun because I like to paint.
It was fun.
What was your experience like in making this art
work?
87
If I had more time, I would have liked to add more
trees to the background. I would also have taken
my time on the watercolor part. I thought it was a
little too messy!
I would have added more things to the picture.
Nothing.
What would you have done if you had more
time?
88
Instructions:
question.
DO YOU ANSWER QUESTIONS IN
COMPLETE SENTENCES?
A. Yes
B. No
HOW MUCH ARE THE SELFREFLECTION QUESTIONS
WORTH?
A. 10 points each
B. 5 points each
HOW MANY TOTAL POINTS CAN
YOU GET FOR RATING YOURSELF
IN THE TOP PORTION?
A. 50
B. 100

George Rodrigue

Transcription

Similar documents

Children`s TV 1

Neal Auction Company

Canine Adoption Form Thank you for considering adopting from

Make it rain! Goin` fishin`! Hide a wish! Duck hunting! Smoochie

EU-WISE Conference Southampton: A. Kennedy

Media Kit - Redstone Media Group

BERNESE MOUNTAIN DOG (Berner Sennenhund, Dürrbächler)

Designed to be kind to your dog`s stomach

2011 Bil Jac Sponsorship Flyer

2013 Oktoberfest Wiener Dog Contest

Rubric Tool Tips - Elmwood Park Public Schools