What’s going on in this picture? What Makes You Say That ?

•What’s going on in this picture? •What Makes You Say That?

Warm

Up “Read” the painting and think about >>>>>>>>>>>>

Arts Integration

MUSICDANCE

VISUAL ART

DRAMA

SCIENCESOCIAL STUDIES

World Languages !

MATH

SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

Learning Goal: Participants will be able to identify and implement appropriate Artful Thinking routines and Arts Integration strategies to motivate and engage students toward critical thinking.Today’s Journey•Warm up: What Makes You say that (A)• Introduction to Arts Integration (T)•Introduction to Artful Thinking (T)• Practice with selected routines (T, S, P)• Cooperative Poetry lesson (S)• Dance of the Seasons (S)• Botero and the verb to Be (T)•Closure: Headlines (A)

T: Total Group A: Alone P: Partner S: Small GroupStaircase Group (Portrait of Raphaelle Peale and Titian Ramsay Peale)1795Charles Wilson Peale, American, 1741 - 1827

SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS-PKlos

What is Arts Integration?an APPROACH to

TEACHING in which students

construct and demonstrate UNDERSTANDING

through an ART FORM.

Students engage in a CREATIVE PROCESSwhich CONNECTS an

the art form andanother subject area and

meets EVOLVING

OBJECTIVESin both where they

naturally fit.

The Arts in the ClassroomFosters collaboration between teachers and content areas

Increases motivation, engagement, and challenge for diverse learners from delayed to gifted

Facilitates differentiated instruction

Connects to brain research: students make more connections by incorporating the multiple intelligences

Increases rigor through critical thinking

Makes the curriculum more authentic, hands-on and project based

Creates opportunities for varied assessment

From: David Sousa's "How the Arts Develop the Young Brain" in The School Administrator, Dec. 2006

• Visual Arts• Music• Drama• Dancing• Puppetry• Poetry



In an Integrated Arts Classroom

• Visual Arts• Music• Drama• Dancing• Puppetry• Poetry

•Create contour line observational drawings of the parts of a flower in their sketchbooks.

•Create fraction songs by using equations involving ¼ , ½ , 1/8 and whole notes in math class.

•Perform a tableau (frozen moment) to demonstrate the character’s point of view.

•Demonstrate rotations, reflections and translations with a hip hop dance along a coordinate grid taped on the floor.

•Retell a folktale by writing a script, creating shadow puppets and performing for their peers.

Students …


Art in the ClassroomThree formats• about the arts (by studying Picasso), • with the arts (using songs to signal transition to

another activity, drawing illustrations to accompany their writing,) or

• through the arts ( students use drama to show what they know about the water cycle).

Teaching through the arts (using an artistic medium for learning) is our goal. In this way, art becomes the methodology, the process for learning.

Arts Integration in the World Language Classroom

Cooperative Poetry Botero & the Verb “to be”


Dance of the Seasons

Musical Alphabet

Artful Thinking

•What’s going on in this picture? •What Makes You Say That?

Artful Thinking

Julien Dupre, The Gleaners, 1880.


Artful Thinking Routines: Connecting Critical Thinking and Arts Integration

• The Artful Thinking Routines were designed by Project Zero at Harvard University to help K-12 teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning.

• There are 2 goals for the program:– Teachers create rich connections between works of art

and music and curricular topics– Teachers use art as a force for developing student

thinking


– Engage students in interesting activities– Cultivate student ability– Students are more self directed– Teachers see students as more thoughtful– Students respond more critically– Thinking is made more visible– Allows teachers to assess because the students thinking is

made visible– Incorporate RIGOR into the curriculum by motivating and

engaging students in critical thinking activities

The Artful Thinking Routines


RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION


A LESSON WITH Artful Thinking ASKS STUDENTS TO:

EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE


"When kids are more actively engaged, they're more likely to see the relevance" of what they're learning.

…using artwork provides a nonjudgmental way to teach students about critical thinking. "You always start with art as a kind of neutral territory for kids," she said. Students don't worry about making mistakes because there are no incorrect answers, Johnson said. Then they apply the same thinking and analyzing skills to academic subjects.


Artful Thinking Routines

Headlines I See, I Think, I Wonder

What Makes You Say That?

Looking 10 x 2

Listening 10x 2

Beginning, Middle, End

Creative Questions

Claim/ Support/ Question

Think / Puzzle/ Explore

Perceive, Know, Care About

Elaboration Game

Colors, Shapes, Lines

Creative Compari-sons

Connect / Extend/ Challenge


BEGINNINGMIDDLE or END

Winslow Homer , American. The Gulf Stream 1899 Oil on Canvas Metropolitan Museum of Art, New York

Is this painting theBeginningMiddle, orEnding of the story?


Georges Seurat Bathers at Asnières, 1884,

http://en.wikipedia.org/wiki/Bathers_at_Asni%C3%A8res

http://en.wikipedia.org/wiki/Bathers_at_Asni%C3%A8res

http://upload.wikimedia.org/wikipedia/en/e/ea/Seurat_bathers.png


CLAIMMake a claim about the artwork or the topic.Claim = an explanation or an interpretation of some aspect of the artwork.

SUPPORTIdentify support for your claimSupport = Things you see, feel and know that support your claim

QUESTIONAsk a question related to your claim.Question = What’s left hanging? What isn’t explained, What new reasons does your claim raise?

Edvard Munch The Scream, 1893


Cooperative Poetry

Start with: Mire 10x2

Pensar con el Arte

LOOKING 10 x 21. Look at the image quietly for at least 30

seconds. Let your eyes wander.2. In one minute, list 10 words or phrases about

any aspect of the picture. Include the math that you see.

3. Share your words with the group.4. Repeat Steps 1 & 2: Look at the image again and

try to list 10 more words or phrases to your list.


La vendedora de frutas, 1951, Olga Costa


Orden del dia: Practicando el vocabulario de la ropa y las estaciones

Warm Up: VocabularioMIRE 10x2

El Vocabulario Post-itsChoose 4 words from your vocabulary lists•Estación•Ropa•Color•Ajectivo

La Poesia Cooperativa:Write a poem in cooperative groups

La Poesia Cooperativa:Read the poem with emotion.

Double BubbleCon el vocabularioDraw illustrations

Trabaja en el cuaderno

Boleto para salir:Which of your vocabulary words did you use in the poem? How were they reflected in the artwork?


Los colores básicos

Cuando mezcla los colores primários

Cuando mezcla los colores primaries y los secundarios

primários secundarios terciarios neutros

A________ Verde Turquesa BlancoR________ Anaranjado Rosado NegroA________ Violeta/Morado Marrón Gris

Celeste Crema

Los colores

Students mix paints to create

a color chart/wheel in

the target language

Carmen Lomas Garza: Sandia , 1985

A B C D

The Elaboration Game

Artful Thinking: The Elaboration Game

TO START: Look at an assigned section of the artwork.

Write one complete sentence EN ESPAÑOL that describes something you see in that section of the painting. Pass the paper to your right.

The second person elaborates on the first person’s observations by adding more detail about the section.

The third person elaborates further by adding yet more detail.

And the fourth person adds yet more!

The next or the first person reads the sentences and points to it on the painting

SAILSS: Supporting Arts Integrated Learning for Student Success Bates M.S./pklos

Spring by Giuseppe Arcimboldo 1573

Winter (After Arcimboldo) by Philip Haas, 2010

¿Qué ves?

•What’s going on in these pictures? •What Makes You Say That?

la Danza de las estaciones


DANCE allows the dancer or choreographer to communicate his/her ideas, thoughts, and feelings through movement. These movements are structured and repeatable, in that they can be taught to others.


Become a choreographer!

Improvisation Activity

• Find your KINOSPHERE (your personal space with room to move without touching others).• Begin with a pedestrian walk. As the teacher calls out an idea reflect it in your

movement.


MovementLocomotor

Motions created moving across SPACEDancers using locomotor movements may…

walk, run, skip, hop, jump, slide, leap, or gallop.

Non-LocomotorMotions made while staying in one SPACEDancers using non-locomotor movements may… bend, stretch, twist, or swing their body.


Parts: Dance can focus on different body parts: legs, fingers, toes, head, elbows, shoulders etc. Body parts can be move in isolation or jointlyBody parts can be open, closed or relaxed

Shape: the body can contort itself into different shapes (i.e., curves, angles)

Body Energy Space Time The use of energy

while moving: expressivity of the movement

WEIGHT: Heavy or Light

FLOW: Free or Bound, Sharp or Smooth, Tense or Relaxed

SPACE: Direct or Indirect

TIME: Quick or Sustained

Pathways –patterns the dancer makes in the air or on the floor: curved lines, straight lines, zigzags, circles, figure-eights, and many more

Shape - straight lines, curves, angles, free form, open, or closed; positive and negative space

Balance - symmetrical, asymmetrical, or centered

Level – vertical distance from the floor: high, medium, low, or on the floor.

Plane: horizontal or vertical

Direction - forward, backwards, diagonally, sideways, up, down, place middle

TEMPO - the speed of the movement: fast, slow, moderate

DURATION - the length of the dance or phrase: short, long or something in between.

BEAT - pulse of the music

RHYTHM: a recurring pattern of accents

ACCENT- a movement or shape performed in such a way as to give emphasis

30

Dance is often used to tell a story, convey a message

Like a story or a book, each dance has a

beginning, middle and an end. Dance is made

up “movement materials”, connected into “phrases” and put together into a complete

dance.


Vamos a Crear una DANZA!Identify /create a movement for each syllable of your season word.

Teach your season dance to the rest of the class.

Add sound by saying/singing/chanting the season word as you perform.

Incorporate the dance elements on your cards into your season dance!•Start with a movement that reminds you of the first sound of the word.• Create a transition movement to the next season. 32

Review the Elements of Dance

With your group, identify the months of your season; make sure you can pronounce them correctly!


SER Y ESTARCon El arte de

Fernando Botero

MIRO, CREO, PIENSO:

I seeI thinkI wonder.


Fernando Boteropintor colombiano

not just another chubby face: an artist’s use of shape* and

proportion*Shape is an element of art; it is an enclosed space defined by other elements of art. shapes may take on the appearance of two-d or three-d objects.

Proportion is a principle of art that describes the size, location or amount of one element to another (or to the whole) in a work. It has a great deal to do with the overall harmony of an individual piece.

http://www.fernandobotero.com/images/portraits/botefern.jpg

Botero’s Beginnings

In 1932, Botero was born in Medellín, Colombia, a land of great beauty and conflict.


Still Life with Mandolin 1956

Botero’s “puffy” style started with still life paintings. He then began painting pudgy people and animals in his version of classic paintings and original artwork.


Botero Before

Before becoming a world-famous painter, however, Botero studied to become a matador. For this reason,

many of his earlier paintings depict bull fighting scenes.


http://www.boteroinvenice.com/ing/painting_ing/1538.php

Botero’s style: Shape

•Botero is often asked why all his people and animals look inflated like balloons, so very round! He says that all artists find they like certain kinds of shapes more than others...and he liked spheres. When you doodle, what kinds of

shapes do you draw?SAILSS: Supporting Arts Integrated Learning

for Student Success/ Bates MS-PKlos

http://www.worth1000.com/entries/78500/78505FKMJ_w.jpg

Even his animals—even his sculptures—are chubby!


http://www.thecityreview.com/s02slat11.gif

http://upload.wikimedia.org/wikipedia/commons/3/37/'Man_on_Horse',_bronze_sculpture_by_Fernando_Botero_(Colombian),_1992,_Israel_Museum,_Jerusalem,_Israel.JPG

Social Satire with Proportion Botero’s chubby characters often depict society in Colombia, as in this painting of an upper middle class family. His unusual use of PROPORTION highlights his feelings about the differences between the middle and working classes.

What do the proportions in this painting tell you about Botero’s views ?


http://www.brigantine.atlnet.org/GigapaletteGALLERY/websites/ARTiculationFinal/artworkimages/proportion/botero_family%5B1%5D.jpg

ParodySome of Botero’s works use his trademark style to parody famous paintings. Compare…

Artists are sharing what they think and believe with you through their art. You have to look for the story, the message. His work is often meant to be fun, but sometimes he has a secret message in his work. Have you ever heard the saying "he/she has a swollen head" or "they are all puffed up"?


http://www.pitt.edu/~englit/images/botero_monalisa.jpg


Botero: SER y ESTAR

• Escriben 2 ejemplos de vocabulario que se puede usar con SER

en los post-its (una palabra en cada post-it) .

• Escriben 2 ejemplos de vocabulario que se puede usar con ESTAR

en los post-its (una palabra en cada post-it) .

FIND a painting that shows the meaning of each word and place it above the painting.


Escribe un título!

Escribe (2) frases con estar

Escribe (2) frases con ser

123456

Mire y Escribe 6x2!


Closure/Wrap-Up• If you were to write a newspaper headline

that summarizes the most important (big) idea that you should remember about today’s presentation, what would it be?

http://www.hometownannapolis.com/

Remember!Our Students Get


Documents

What’s going on in this picture? What Makes You Say That ?