The Green Stripe - The Lanyon Cluster Literacy and Numeracy

Transcription

The Green Stripe: Exploring Feelings through
Visual Arts
The Green Stripe
The Green Stripe by Henri Matisse
Sue Gorman
Sue Gorman
The Green Stripe: Exploring Feelings through
Visual Arts
The Green Stripe
Sue Gorman
Sue Gorman
Lanyon Cluster Multiliteracies Project
Lanyon Cluster Multiliteracies Project
This Learning Element is published by the Lanyon Cluster Multiliteracies
Project at:
{Insert URL in document description form}
This Learning Element is published by the Lanyon Cluster Multiliteracies
Project at:
{Insert URL in document description form}
First Published in 2007 in Australia
First Published in 2007 in Australia
Copyright © Sue Gorman, 2007
Copyright © Sue Gorman, 2007
All rights reserved. Apart from fair dealing for the purposes of study,
research, criticism or review as permitted under the Copyright Act, no part
of this book may be reproduced by any process without written permission
from the publisher.
All rights reserved. Apart from fair dealing for the purposes of study,
research, criticism or review as permitted under the Copyright Act, no part
of this book may be reproduced by any process without written permission
from the publisher.
This learning resource may quote some copyright material. It has been
created solely for educational purposes. Any reproduction of copyright
material either involves permissions sought by the publisher or author, or
is within the bounds of ‘minimal use’ or ‘fair use’.
This learning resource may quote some copyright material. It has been
created solely for educational purposes. Any reproduction of copyright
material either involves permissions sought by the publisher or author, or
is within the bounds of ‘minimal use’ or ‘fair use’.
This work has been produced as part of the Learning by Design research
and development project, by Mary Kalantzis and Bill Cope. Template and
schema Copyright © 2002-5 Common Ground Publishing.
www.CommonGroundGroup.com
This work has been produced as part of the Learning by Design research
and development project, by Mary Kalantzis and Bill Cope. Template and
schema Copyright © 2002-5 Common Ground Publishing.
www.CommonGroundGroup.com
Sue Gorman
The Green Stripe: Exploring Feelings
through Visual Arts
Sue Gorman
• 3 The Green Stripe
•3
Contents
Contents
Front Page..........................................................................................2
Front Page..........................................................................................2
Copyright ...........................................................................................3
Copyright ...........................................................................................3
Contents .............................................................................................4
Learner Contents................................................................................4
Learning Focus...................................................................................6
What We’re Learning.........................................................................6
Knowledge Objectives .......................................................................7
Finding Out........................................................................................7
Knowledge Processes .........................................................................9
Knowing Things.................................................................................9
Heading 1: Exploring faces........................................................................................9
Heading 1: What do we know about faces?.............................................................. 9
Heading 2: Drawing a face ........................................................................................9
Heading 2: Drawing faces ......................................................................................... 9
Heading 3: Sharing drawings ..................................................................................10
Heading 3: Sharing circle........................................................................................ 10
Heading 4: Mood and Colour ..................................................................................10
Heading 4: Feelings and colour.............................................................................. 10
Heading 5: Theorising about colour .......................................................................11
Heading 5: Sharing work......................................................................................... 11
Heading 6: The Green Stripe ...................................................................................13
Heading 6: The Green Stripe................................................................................... 13
Heading 7: Analysing interests ...............................................................................14
Heading 7: What about Mrs Matisse? .................................................................... 14
Heading 8: Painting: Using colour to show feelings .............................................15
Heading 8: Painting ................................................................................................. 15
Heading 9: A picture book analysis.........................................................................15
Heading 9: A picture book ....................................................................................... 15
Knowledge Outcomes ......................................................................16
How Well Have You Learnt .............................................................16
Oral language ...........................................................................................................16
Oral Language.......................................................................................................... 16
Sue Gorman
through Visual Arts
Sue Gorman
•4
Drawing and discussion ...........................................................................................16
Drawing and discussion ........................................................................................... 16
Discussions ................................................................................................................17
Discussions ............................................................................................................... 17
Painting......................................................................................................................17
Painting ..................................................................................................................... 17
Learning Pathways ...........................................................................18
Moving On.......................................................................................18
Teacher Resource .............................................................................19
Learner Resource .............................................................................19
Sue Gorman
through Visual Arts
Sue Gorman
•5
Knowledge Domain
Our Subject
Art and English (Oral Language)
Art and English
Scope of Learning
Our Topic
Oral Language, Drawing, Painting and Visual literacy.
In this Learning Element students will learn how to invoke feeling
in the viewer through use of colour. They will develop a language
for discussing their work, that of their peers and other Artists.
Drawing, painting, and class discussions about Art.
Learning Level
Kindergarten and Year One, Ages; 5 to 7.
Prior Knowledge
Students have learnt some colour theory; warm and cool colours and
mixing new colours. They have explored the use of line in drawing.
Students have discussed different kinds of feelings and how books
and movies impact on feelings.
Sue Gorman
through Visual Arts
Our Class
Kindergarten and Year One
What We Already Know
We know about warm and cool colours, and that we can make new
colours by mixing two or more colours together. We have done
some drawing and used different kinds of lines. We have talked
about different kinds of feelings and how books and movies can
make us feel.
Sue Gorman
•6
As a result of completing this Learning Element, students will be able to:
As a result of completing this Learning Element, you will be able to:
Understand and value artistic works through
talking about and making personal observations
engaging in classroom and small group discussions
Speak with purpose and effect by
speaking audibly, with some sense of addressing an audience and
the needs of listeners
asking questions, contributing information and ideas, and
expressing opinions relevant to the topic
Talk about your art work and the work of others
Speak clearly to the class or in a small group
Ask questions and share what you know about the topic
learning ways of describing their responses to artistic works
Create artistic works through
investigating details and characteristics of people through
drawing
Describe art works and how you feel about them using the
language of Art
Draw a picture of a face with attention to proportion and detail
analysing ideas, meanings and moods, and their reactions and
Analyse colour meaning and mood in an artwork.
Sue Gorman
through Visual Arts
Sue Gorman
•7
feelings, created by artistic works
Using qualities such as colour and thickness to assist them to
depict things
Sue Gorman
through Visual Arts
Use colour and paint quality to create mood in a painting.
Sue Gorman
•8
Throughout this Learning Element teachers are encouraged to use an
observation grid or matrix to record evidence of oral language
development based on teacher observation during discussions.
Heading 1. Exploring faces
Heading 1. What do we know about faces?
Using a Think-Pair-Share strategy within a Circle-time structure, students
look at others’ faces and feel their own before sharing what they know
about facial features. Where possible use students’ knowledge to build
the vocabulary of the class group (e.g. nostril, iris).
What are the parts of a face?
Think about then share what you know about faces.
Heading 2. Drawing a face
Heading 2. Drawing faces
Resources: Cartridge paper and drawing pencils.
Making
The teacher leads students through a constructed face drawing. Direct
students to observe and feel the features and contribute to an
understanding of proportion. Model and encourage the use of the
language of Mathematics (above, below, half, twice etc).
Sue Gorman
through Visual Arts
Look at other students faces and feel your own to help you work out how
to draw a face. Share what you know with the class.
Make a drawing of a face which shows the main parts in the right place.
Sue Gorman
•9
Heading 3. Sharing drawings
Heading 3. Sharing circle
Sharing
Use a Sharing Circle structure for students to share their work.
Begin with a Think-Pair-Share and invite students to comment on three
things they like about their partner’s work.
Model how this sounds:
I like the way you used the pencil to show…
You made the eyes look very real.
Invite each student to share their work with the group and comment on
one thing they like about their work.
Share your drawing with a partner then with the class.
Heading 4. Mood and Colour
Heading 4. Feelings and colour
Resources: Coloured paper, scissors, glue, and art or copy paper.
How are you feeling today?
Use the Circle-time structure to guide the discussion. Model the sentence
starter:
My name is ……and I’m feeling … …
Make a class list of some of the feelings we have.
Use your faces to show some of these feelings to a partner.
Compile a list of feelings from the circle and invite students to extend the
Sue Gorman
through Visual Arts
Sue Gorman
• 10
list. Where possible use students’ knowledge to build the vocabulary of
the class group.
What colours match some of these feelings?
Use coloured paper to show which colours make you feel
happy and sad. What other feelings can you show?
Partner students then ask them to express facially (with gesture if
appropriate) some of the feelings from the list.
Ask students to think about which colours might match some of the
feelings from the list and share with their partner.
Students work individually to create a paper montage that expresses the
colours that reflect different moods or feelings. Begin with feelings that
have maximum contrast such as happy and sad before examining more
subtle feelings.
Heading 5. Theorising about colour
Heading 5. Sharing work
Resources: Students’ montages.
Small collection of art reproductions (Matisse, Munch, Kirchner for
example) which use either predominantly bright or dull colour schemes.
Share your pictures on the display board and look for things that are the
same. Share with a partner.
What does this tell us about how colours and feelings are linked? Make a
Share students’ Happy montages on a display board and ask students to
look for things they have in common. Use a Think-Pair-Share strategy for class list of good words to use.
students to discuss their interpretations, and then share with the whole
Use a T-chart to show what you can see.
class. Make a list of their descriptive language, and extend to include
terminology such as warm, cool, bright, pale, dull etc. It may be
Sue Gorman
through Visual Arts
Sue Gorman
• 11
necessary to explicitly teach these terms.
Feels like
Happy
Looks like
Use a T-chart to generalize cause and effect. For example:
Feels like
Happy
Looks like
Bright colours
Check if this idea works when you look at paintings by other artists.
Use words from the class list to talk about the paintings.
Repeat for Sad montages and any subsequent ‘feelings’ montages.
EITHER
Organise students in groups of four (with at least one reader in each
group) to test this theory by looking at artworks by artists such as
Kirchner, Munch, Matisse. Students discuss the colour and mood and
come to a consensus which they report to the whole group.
Use the T-chart and select from the list of students’ descriptive language
to model ways to describe works of art.
OR
Continuing with the same groups use the Silent Card Shuffle strategy for
students to check their theory. Use a set of art images (postcards from the
National Gallery of Australia work well for this activity), a set of cards
each with one of the feelings words students generated previously and
another set of card with words that describe colours (bright, bold, dull,
pale, etc). The challenge is to match an image to a feeling and to a colour
descriptor.
At this age level some talking will be necessary as not all students will be
able to read the words. For more explanation of this activity refer to the
Innovative Teachers’ Companion2007 p88.
Silent Card Shuffle. Your teacher will explain this activity.
Use a Circle-time checkout to review student learning.
Sue Gorman
through Visual Arts
Sue Gorman
• 12
Heading 6. The Green Stripe
Heading 6. The Green Stripe
Resources: Reproduction of The Green Stripe by Henri Matisse.
Look at The Green Stripe by Henri Matisse. Share your thoughts with a
partner. Listen to what others think.
Review the T-charts and vocabulary list if necessary, before beginning
this activity.
Display the reproduction of The Green Stripe by Henri Matisse. Allow
time for quiet reflection. Use the Think-Pair-Share strategy for students
to share their observations. Remind students to use the vocabulary list to
help them describe what they see. Share some responses with the whole
class and reinforce appropriate use of language.
What questions do you have about this painting?
Look at the green stripe.
What do you see on each side of the stripe?
How does each side make you feel?
Answer any questions students may have regarding this artwork.
Direct students to look at the green stripe (if they haven’t already done so)
and use prompting questions to lead a paired discussion.
Use the T-chart model from above to record and compare responses for
the two sides of the picture.
Sue Gorman
through Visual Arts
Sue Gorman
• 13
The Green Stripe by Henri Matisse
Heading 7. Analysing interests
Heading 7. What about Mrs Matisse?
Organise students in groups of four with at least one reader in each group.
Use the T-chart to initiate a discussion of why Matisse would choose to
paint his wife in this manner using prompting questions.
Why would Matisse paint his wife like this?
What would Mrs Matisse think of the portrait?
And all the little Matisses?
Would you like a picture of your mother to look like this? Why/why not?
Sue Gorman
through Visual Arts
Sue Gorman
• 14
Heading 8. Painting: Using colour to show feelings
Heading 8. Painting
Negotiate a simple assessment rubric with the class that includes use of
colour, evokes feeling.
Students complete their portrait by selecting colours to illustrate a
particular mood.
Complete your portrait by using colour to show feelings.
Using a Sharing Circle students display their finished work and comment
on its strengths and what they have learnt. Invite other students to share
their observations and ideas.
Check how you went on the Rubric.
Share your work with the class and talk about what you learnt or did in
your painting.
Complete the Rubric.
Heading 9. A picture book analysis
Heading 9. A picture book
Take students to the Library and provide them with an assortment of
picture books to select from. In pairs, students examine a book and
evaluate mood and use of colour in close-ups.
With a partner, find a picture in a picture book and, talk about how the
illustrator has used colour. Share your picture with the class.
Students report to the class a selection from the book and their evaluation
of an image within it.
Sue Gorman
through Visual Arts
Sue Gorman
• 15
Oral Language
Oral language
Talk about their art work and the work of others
Speak clearly to the class or in a small group
Ask questions and share what they know about the topic
talking about and making personal observations
engaging in classroom and small group discussions
Speak with purpose and effect by
speaking audibly, with some sense of addressing an audience and
the needs of listeners
asking questions, contributing information and ideas, and
expressing opinions relevant to the topic
Evidence: First Steps Oral Language Resource Book p19 Rubric
Drawing and discussion
Drawing and discussion
learning ways of describing their responses to artistic works
Evidence: anecdotal based on teacher observation grid (Matrix)
investigating details and characteristics of people through drawing
Describe art works and how they feel about them using the
language of Art
Draw a picture of a face with attention to proportion and detail
Evidence: student drawing
Sue Gorman
through Visual Arts
Sue Gorman
• 16
Discussions
Discussions
analysing ideas, meanings and moods, and their reactions and feelings,
created by artistic works
Analyse colour meaning and mood in an artwork.
Evidence: contribution to the T-charts
Painting
Painting
Using qualities such as colour and thickness to assist them to depict
things
Use colour and paint quality to create mood in a painting.
Evidence: Painting and rubric
Sue Gorman
through Visual Arts
Sue Gorman
• 17
Follow-on activities and learning experiences might include:
What might we learn about next?
Exploring colour and mood in other art forms such as Film or in advertising.
How colour and mood is shown in movies or in advertising.
Exploring line, pattern and texture to create mood, through ceramics and the
work of Pablo Picasso.
How to use line, pattern and texture to show feelings in art works.
Sue Gorman
through Visual Arts
Sue Gorman
• 18
About this Learning Element: The Green Stripe: Exploring About this Learning Element: The Green Stripe
Feelings through Visual Arts
Description
In this Learning Element students will learn how to invoke feeling in the
viewer through use of colour. They will develop a language for
discussing their work, that of their peers and other Artists.
Knowledge Domain
Art and English (Oral Language)
Learning Level
Description
In this Learning Element we will learn how to use colour to show feelings.
We will learn how to talk about art works.
Subject
Art and English
Level
About the Author
About the Author
Author: Sue Gorman
Position: Classroom teacher, Charles Conder Primary School
Affiliated Organisation: ACT Department of Education and Training
Short Biography: My school career includes teaching Visual Art, General
Primary, Learning Assistance, Reading Recovery and Library across a
range of students from K-12.
Author: Sue Gorman
Position: Classroom teacher, Charles Conder Primary School
Affiliated Organisation: ACT Department of Education and Training
Short Biography: My school career includes teaching Visual Art, General
Primary, Learning Assistance, Reading Recovery and Library across a
range of students from K-12.

The Green Stripe - The Lanyon Cluster Literacy and Numeracy

Transcription

Similar documents

THE BEST - Safavieh Dream Mattress

Distortion Social

Pradeep Belur! Duf Sundheim

TR-SUR-001 Key Features Tranzeo Wireless Technologies Inc. POE

ABA Type II Magnetic Stripe Readers

Shanahan`s Colour Selector

Tempo US datasheet 05.05