Mini activity: Trading identities
Grade Level: 9th
Name: Christine Huang
Date: 4/6/14
Theme Concept(s):
Art Production Concept(s):
Creative & Critical Behaviors Students Will Enhance:
Aesthetics, Art Criticism, Art History:
Teaching Strategies:
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performance Arts 1.4: Aesthetic Responses & Critique Methodologies - All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies 12: Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. 2: Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.
Social Studies 6.1: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Era: Contemporary United States (1970-Today) Grade Level: By the end of grade 12. 14: Contemporary United States: Domestic Policies. Differing views on government’s role in social and economic issues led to greater partisanship in government decision-making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives. 6.1.12.D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.
Materials and Supplies: cardboard, paper, colored pencils, markers, glue, magazines, pencils, paint, and collage materials, scissors
http://www.brainpickings.org/wp-content/uploads/2013/04/Autumn_Rhythm.jpg
http://img2.timeinc.net/people/i/2013/stylewatch/blog/131014/anna-kendrick-4-600x450.jpg
Artmaking Steps:
Aesthetics Steps/Questions:
Step 1. In groups of 4, students will talk about their view on the term identity and how the project may have supported or changed their original perspective.
Step 2. Class discussion
Step 3. Students will be given the opportunity to make additional trading cards. They can include any changes on the idea, additions in materials and/or applications of different mediums.
Teacher's Samples
Name: Christine Huang
Date: 4/6/14
Theme Concept(s):
- · Identity: Exploring who oneself is helps people identify who they are as a human being and why they are important in the world
Art Production Concept(s):
- · Line: different line usages evoke various feelings. Thus, they depict the artist’s mood at the time they created the artwork or they show the artist’s interests in art.
Creative & Critical Behaviors Students Will Enhance:
- · Investigate the phrase: “Making One’s Own Mark” by exploring which art medium and technique best corresponds and match students’ personalities, characteristics and interests
Aesthetics, Art Criticism, Art History:
- · Jackson Pollock
- · Natalie Irish
Teaching Strategies:
- · Introduction
- · Group Activity
- · Conclusion
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performance Arts 1.4: Aesthetic Responses & Critique Methodologies - All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies 12: Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. 2: Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.
Social Studies 6.1: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Era: Contemporary United States (1970-Today) Grade Level: By the end of grade 12. 14: Contemporary United States: Domestic Policies. Differing views on government’s role in social and economic issues led to greater partisanship in government decision-making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives. 6.1.12.D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.
Materials and Supplies: cardboard, paper, colored pencils, markers, glue, magazines, pencils, paint, and collage materials, scissors
http://www.brainpickings.org/wp-content/uploads/2013/04/Autumn_Rhythm.jpg
http://img2.timeinc.net/people/i/2013/stylewatch/blog/131014/anna-kendrick-4-600x450.jpg
Artmaking Steps:
- Build on prior knowledge & experience – ask about Identity
- Introduce the project – show examples of other students’ trading cards
- Pass out materials
- Students will work on their cards
- Once finished, they will lay out their cards and trade with one another
- For the conclusion, they will be given a series of self-reflection questions to answer
- a. What adjectives correlate with your identity?
- b. How did you represent your identity in your trading cards?
- c. Why did you choose a particular card during the trading activity? What drew you in?
- d. What kinds of elements can you learn about the artist’s identity simply from his/her card?
Aesthetics Steps/Questions:
Step 1. In groups of 4, students will talk about their view on the term identity and how the project may have supported or changed their original perspective.
Step 2. Class discussion
Step 3. Students will be given the opportunity to make additional trading cards. They can include any changes on the idea, additions in materials and/or applications of different mediums.
Teacher's Samples