ALEX Classroom Resource

  

Narrating a Family Tradition

  Classroom Resource Information  

Title:

Narrating a Family Tradition

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson30.html

Content Source:

Other
The J. Paul Getty Museum
Type: Lesson/Unit Plan

Overview:

Students will analyze Villagers on Their Way to Church by Simon Bening.  They will discuss family traditions.  They will write about and create a design of a family tradition.  They will use watercolors, paper cutouts, and sketching.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 3
Visual Arts
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Arts Education
ARTS (2017)
Grade: 4
Visual Arts
14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.
Arts Education
ARTS (2017)
Grade: 5
Visual Arts
5) Identify, describe, and visually document places and/or objects of personal significance.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
  • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Tags: analyze, family traditions, paint, paper cutouts, Simon Bening, sketch, watercolors
License Type: Attribution
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
Accessibility
Comments

This lesson spans four 45 minute class periods. 

  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit