ALEX Learning Activity

  

See-Think-Wonder Strategy Using Severe Weather

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  This learning activity provided by:  
Author: Casaundra Taylor
System:Huntsville City
School:Academy For Academics & Arts
  General Activity Information  
Activity ID: 1808
Title:
See-Think-Wonder Strategy Using Severe Weather
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students will use what they know about severe weather and the see-think-wonder strategy to participate in this Arts Integration lesson.

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

  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Visual Arts
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Learning Objectives:

Students will interpret a painting by identifying the subject matter.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:
The teacher will post a piece of artwork for the students to see (see Advanced Preparation for links to view artwork). The teacher will pose three questions for the students on chart paper. Do not give any background knowledge.

1. What do you see?

2. What do you think?

3. What do you wonder?

After each question, allow students a chance to share. The teacher may ask the student, "What makes you say that?", after the student's response to the question. Make sure they are not making assumptions for question 1. This should take at least 5 minutes to really get the students to slow down and look at the piece of artwork. After students have answered the 3 questions, the teacher gives background knowledge. 
Assessment Strategies:

Teacher observation of student comments. 


Advanced Preparation:

You will need chart paper and the piece of artwork you will be displaying. 

Weather paintings:

View of Toledo

Starry Night

Tornado Over Kansas

The Hay Wain

Rain in an Oak Forest

Variation Tips (optional):

Students can complete a creative writing about the painting after completing the see-think-wonder strategy. The students can create their own version of the painting. 

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