PROJECT OVERVIEW (adapted from bie.org) |
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Name of Project: War Through Art
Grade Level: 9-12th Proficient
Duration of Project: 4-5 hours
Teacher(s): art teacher
Subject / Course: Art
PROJECT SUMMARY |
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VAPA Standard: 2.6 Create a two - or three - dimensional work of art that addresses a social issue.
Success Skills: Critical thinking, communication, effective reading, technical skills using Adobe Photoshop
Tier 2/3 Words: Humanitarian, Haven, Persecution, Commodities, Daunted, Refugee, Contrast, Hue, Value, Saturation, Texture
Project Summary: Students will cite textual evidence to support their opinions of how war affects children. Students will read informational text to learn about the war and children of Syria as well as the effects of countries who aid refugees. Students will construct their own opinions about war and taking in refugees. Students will read tier 2/3 words that are found in in their reading text and use them to describe the effects that war has on children or to answer the question: Should countries take in refugees? Students will use these questions to design an original artwork that reflects how the students feel about war or to commemorate how war shapes children's lives. Students will hold a Socratic seminar to learn how color affects people's emotions, either consciously or subconsciously. I will provide them with examples of abstract artworks where students will participate to discuss and compare how each artwork makes them feel based on the hue, tone, or saturation. This will then allow them to understand the importance of contrast, hue, value, saturation, and texture and how it affects the mood of an artwork. Students will create a sketch, scan it and edit it using Adobe Photoshop. They will also be required to include two typed paragraphs where they utilize their tier 2/3 words to reflect on their artwork.
Driving Question: How does war shape lives?
Socratic Seminar Questions: How does color affect your emotions, either consciously or subconsciously?
(Compare how each artwork makes you feel)
Guiding Questions: Do you feel more energized? Do you feel calm and sleepy? Does adding a smudge of paint to an artwork change the entire meaning and composition of the piece? What happens when there is an equal amount of color versus when one is more dominant? How does an artwork change when you add a different hue? What are warm and cool colors? What are dark and light tones? How can you add hue and contrast to your artwork to change the mood of your artwork?
Entry Event: Teacher will show a PBS video: Children of Syria as a hook. Students will be able to visually see the conditions in which children live who are involved in war. Students will then read the article, "Shattered Lives" found in Scope: The Language Arts Magazine. In this article the students will be exposed to tier 2/3 vocabulary words that will be in bold and easy to find. Students will also read a New York Times article: Jordan Struggles Under a Wave of Syrian Refugees by Rana F. Sweis. to see the perspective of a country who has aided refugees. Teacher will give out a word bank before we start reading that will be used to facilitate our understanding of the text.
Major Product / Performance: A two-dimensional work of art created using Adobe Photoshop that addresses war and how it shapes lives
Making Products Public: A printed work of art along with a two paragraph summary using tier 2/3 words describing the message of their artwork that will be displayed as part of an art-walk for other students to view.
RESOURCES NEEDED |
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On-site people / facilities: students and teachers
Equipment: Adobe Photoshop, Microsoft Word/ Google Docs, Scanner, Color Printer
Materials: Informational Reading (Presentation using visuals, word bank, magazine article, PBS video)
PBS Video: Children of Syria- (http://www.pbs.org/wgbh/frontline/film/children-of-syria/)
Shattered Lives Article- (http://cdn.scope.scholastic.com/sites/default/files/uploads_scope/issues/010115/pdfs/SCOPE-010115-Nonfiction.pdf)
New York Times Article- (https://www.nytimes.com/2016/02/14/world/middleeast/jordan-syria-refugees.html?_r=0)
Examples of Abstract Artwork- (https://www.art-is-fun.com/color-in-art/)
Reflection Methods: Whole class discussion after viewing PBS video and reading articles, Socratic Seminar, Two paragraph summary to describe their artwork
CHECKPOINTS AND FORMATIVE ASSESSMENTS |
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Individual: Socratic Seminar participation, Sketches and Print Design, Two-paragraph summary
Team: Class Discussion, Reading Participation and Socratic Seminar
Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2690763&
STUDENT LEARNING OUTCOMES |
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I can... participate and add on to class discussion effectively using evidence and reflecting on reading materials
I can... answer critical thinking questions and support my answers appropriately
I can... produce sketches and edit them using Adobe Photoshop Software
I can... understand the importance of hue and contrast to affect the mood of an artwork
I can... work collaboratively with my classmates to have an effective class discussion where everyone participates
I can... communicate with my classmates utilizing tier 2/3 words both in written and oral form
RATIONAL FOR THE ACTIVITY |
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Why are you doing what you are doing? I am creating this class project to build skills such as effective class communication and participation in which they can answer critical thinking questions using evidence from reading materials as well as tier 2/3 words. I am also using this project to create awareness on current events and how it affects the lives of people. As artists students must learn how to communicate the mood in their artwork as well.
Value of the activity: Students will be able to express themselves by using tier 2/3 vocabulary words. Students will be able to learn how to address social issues and how to form their own opinions by viewing both sides of an issue. It is also valuable for me as the teacher to see how their understanding of color plays a role in their artwork and if they can effectively create a mood. They will also be learning Adobe Photoshop skills, and communication skills that will be effective both in school and in any career pathway.
References
California Department of Education (2013). Visual and Performing Arts Content Standards for California Public Schools Sacramento, CA: CDE Press.
Lewis, K. (2015, January). Shattered Lives. Scope: The Language Arts Magazine. Retrieved April 20, 2017, from http://cdn.scope.scholastic.com/sites/default/files/uploads_scope/issues/010115/pdfs/SCOPE-010115-Nonfiction.pdf
McArdle, T. (2017) Color in Art: A Look at the Many Combinations and Effects of Abstract Colors. (n.d.). Retrieved April 20, 2017, from https://www.art-is-fun.com/color-in-art/
Mettelsiefen, M. (2016, April 19). Children of Syria. Retrieved April 23, 2017, from http://www.pbs.org/wgbh/frontline/film/children-of-syria/
Sweis, R. F. (2016, February 13). Jordan Struggles Under a Wave of Syrian Refugees. Retrieved April 20, 2017, from https://www.nytimes.com/2016/02/14/world/middleeast/jordan-syria-refugees.html?_r=0
California Department of Education (2013). Visual and Performing Arts Content Standards for California Public Schools Sacramento, CA: CDE Press.
Lewis, K. (2015, January). Shattered Lives. Scope: The Language Arts Magazine. Retrieved April 20, 2017, from http://cdn.scope.scholastic.com/sites/default/files/uploads_scope/issues/010115/pdfs/SCOPE-010115-Nonfiction.pdf
McArdle, T. (2017) Color in Art: A Look at the Many Combinations and Effects of Abstract Colors. (n.d.). Retrieved April 20, 2017, from https://www.art-is-fun.com/color-in-art/
Mettelsiefen, M. (2016, April 19). Children of Syria. Retrieved April 23, 2017, from http://www.pbs.org/wgbh/frontline/film/children-of-syria/
Sweis, R. F. (2016, February 13). Jordan Struggles Under a Wave of Syrian Refugees. Retrieved April 20, 2017, from https://www.nytimes.com/2016/02/14/world/middleeast/jordan-syria-refugees.html?_r=0