ALEX Learning Activity

Artifact Analysis: Observe, Reflect, Question

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Cherise Albright
System:Huntsville City
School:Huntsville City Board Of Education
  General Activity Information  
Activity ID: 1772
Title:
Artifact Analysis: Observe, Reflect, Question
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students apply the observation and critique skills of a visual arts student to analyze ancient artifacts in world history. They share reflections and questions to encourage deeper thinking among each other. Students write their analysis in paragraph form, meeting grade-level or higher organization and content expectations. Students share their observations.

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 8
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 8
20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. [W.8.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.8.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. [W.8.1c]

d. Establish and maintain a formal style. [W.8.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.20- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.8.4- Locate the ancient Greek peninsula on a map; identify at least one significant contribution from ancient Greece in the fields of politics, intellectual life, arts, literature, architecture, or science.


Arts Education
ARTS (2017)
Grade: 8
Visual Arts
15) Differentiate the ways art is used to reflect, represent, and establish group identity.

Learning Objectives:

Learning Targets:

I can describe how art is used in different ways to reveal a group's identity.
I can analyze artifacts to draw conclusions about early people and civilizations.
I can write a well-organized paragraph to justify my opinion, using specific details.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

Students observe the artifact projected for the whole class to see (an example is located in the Advanced Preparation section). 
Students write at least three observations they make of the artifact.
Using Think, Pair, Share, students only write unique observations--not repeating observations.
Students reflect on the artifact and write one sentence that answers the reflection question based on their observations.
Students list two questions that they still have about the artifact.
Using Think, Pair, Share, students only write unique questions--no repeating questions.

Students share responses and listen to additional information from the teacher.

Students write a paragraph to show proof of their analysis. 
Students use their reflection as a topic sentence, and their observations as the concrete evidence to support their reflections.
Students write a conclusion sentence that uses either 1) Cause and Effect or 2) Compare and Contrast to synthesize and conclude their paragraphs.

Students trade papers and use the Artifact Rubric to give feedback to one another.

Assessment Strategies:

Use the Artifact Analysis Rubric to assess each student's final paragraph. 


Advanced Preparation:

Prepare Power Point slide with Art / Architecture from Ancient Greece
(Example).

Print Artifact Rubrics for each student or prepare slide for projection.

Variation Tips (optional):

Student paragraphs can be collected and scored as an assessment or as a writing sample.
Student leader can lead Observe, Reflect, Question.
Students can work as a small group or with a partner to write the analysis.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: