vincent van gogh 5 (1)
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A Team Project by: Alana Paratore, Zabrina Zahariades, Dustin Smith, Joan Crane and Jennifer Lee incorporating reading and writing common core standards into the visual artsTRANSCRIPT
Incorporating Reading and Writing Strategies
Presentation and Lesson Plan
Presented By:
Joan Crane
Jennifer Lee
Alana Paratore
Dustin Smith
Zabrina Zahariades
MTS/528
August 1, 2014
Dr. Leggett
Vincent van Goghan Art History Lesson Incorporating Reading and Writing
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Lesson Objectives
California Visual Art Standards: High School Proficient3.0 HISTORICAL AND CULTURAL CONTEXT
• Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
The standards listed in the lesson will allow students to :• Understand the role Vincent van Gogh played in the History of Fine Arts
• Identify and describe Post-Impressionistic art and how it reflects the time and place from which it was created.
• Analyze a paragraph about Vincent van Gogh citing textural evidence to support inferences.
• Produce an audience, purpose and task appropriate Found Poem from the text about the artist.
National Core ArtsPerforming, Presenting and Producing:
• Convey meaning through the presentation of artistic work.
Responding: Perceive and analyze artistic work
• Interpret intent and meaning in artistic work
Common Core Literacy: Reading and WritingCCSS.ELA-Literacy.RI.9-10.1
• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.WHST.9-10.4
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Instructional Strategies Used to Accomplish
Objectives and Standards
Close Reading-a style of reading that teaches learning
to interact with text
Writing a Found Poem-a creative writing style that
engages students in reading first and then using critical
thinking and creativity to organize and develop an
original piece based on their reactions and evaluations
of the text; uses higher order Depth of Knowledge
Strategy 1
Close Reading
Why Close Reading?
Close Reading is really about: Making inferences before reading
Staying active while reading
Summarizing and discussing while reading
Re-questioning after reading
Close reading allows students to get engaged with text as they read by:• Re-reading
• Stopping to discuss passages
• Circling, highlighting, drawing and underlining key words or phrases
• Questioning/summarizing and making inferences in margins
In the case of studying an artist like Vincent van Gogh, two types of text interaction can occur (for the purposes of teaching art and referencing Common Core, paintings are considered “technical text”)
• Engaging in viewing and responding to some of his artwork (technical text)
• Reading background information about his life (actual text)
Example Procedures for Close Reading Exercise
Vincent van Gogh Lesson
1. Show students some artwork by the artist
2. Have them create inference questions by interacting with the artwork like:
• Why are his paintings so rough looking?
• What was his state of mind when creating the work?
• Why is his work important?
3. After interaction and discussion occur with the art pieces, hand out text about the artist
4. Introduce vocabulary
5. Go over Close Reading instructions
6. Possibly show a Close Reading example like the one provided in the lesson plan
7. Allow students to read text with the strategies
8. Follow up with discussion
Background Info for Close Reading
Van Gogh’s ambition, support and mental illness all played an important role in making him one of the most famous painters in history. His struggles with depression gave him the need to express his angst in his art. With the help of his brother he was supported artistically as well as financially. His need to continuously seek his purpose in life made him persevere as an artist and find his unique style and gift for the art world. At this time, there were a number of artists in France who were influenced by the Impressionist painters who were concerned with depicting a visual impression of a given moment, especially in terms of light and color. The Post-Impressionists, including Vincent van Gogh, pushed the ideas of the Impressionists further, by expressing emotion in their art, using unrealistic color and thick loose brush strokes. Unfortunately, it was not during his life time that his gift as an artist was recognized and circumstances surrounding his mental illness caused his life to be cut short. It is important to note his contribution to the visual arts and how he has changed the way we look at it.
Vocabulary:
• Impressionism: a style or movement in painting originating in France in the 1860’s, characterized by a concern with depicting the visual impression of a moment, especially in terms of the shifting effect of light and color.
• Post-Impressionism: Inspired by Impressionism, but pushed the ideas of Impressionists into new directions like the use of thicker paint, brighter unnatural colors, and expressions of emotions.
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Example Text for Close Reading Strategies:
After the introduction to the previous slides and learning the importance Vincent van Gogh
played in the history of Visual Arts, students use the following paragraph to analyze and draw
textural evidence through Close Reading Strategies, and then use Found Poetry Strategies to
produce an appropriate piece of writing.
Accommodation: Text complexity can vary per grade level and student abilities.
The Dutch artist, Vincent van Gogh had a very dramatic life. He was poor and suffered
from a mental illness, but he persevered. One of his great passions in life was to help others,
especially the poor people he came in contact with while being a missionary. He struggled at
finding his unique purpose in life. Though he was never well-known as an innovative artist during
his lifetime, he changed the art world with the stroke of his paint brush, using thick layers of
bright colors and loose brush strokes. His dedication to his art, and perseverance, along with the
support from his brother, Theo, helped him push the boundaries of Impressionism. He used
painting as a coping skill for his mental illness. When showing signs of mania, depression and
hallucinations, he was committed to a mental hospital. During his hospital stay, he painted
prolifically, completing 150 paintings in just a few years. His brother Theo encouraged him
through letters and financial support. Although, Vincent only painted for 10 years, he created
860 known pieces. His thick textured paintings show his innovative style of movement and color
applied in layers of unmixed paint. His distinct style makes him one of the most famous artists in
history. Sadly, his life was cut short due to injuries caused by a self-inflicted gunshot wound.
Five Steps of Close Reading:
1. Number the paragraphs- for referencing
2. Chunk the text- draw lines between the paragraphs to allow for smaller chunks of
information.
3. Underline and Circle- (this can be refined by what you decide to have them read) This
would be for specific things you want them to look for, such as: claims the author makes
should be underlined while key terms, names of sources, power verbs and figurative language
should be circled.
4. Left Margin: What is the author saying?
In the left column of the text (You’ll have to be specific as to what you want the students to
"get" here), but have them summarize each chunk in ten words or less.
5. Right Margin: Dig deeper into the text.
In the right margin, do a quick drawing of what each chunk represents. (You could ask them
at this place to offer one power verb to describe it.)
Strategy 2
Found Poetry
Found Poetry gained most of its momentum during the
twentieth century, paralleling Pop Art. Found Poems are the
reordering of text found in everyday media. It is a collage of
words found in magazines, online articles, newspapers, and so
on. Combining literacy and art, the author of a found poem
pieces together clippings of chosen words in selected fonts
and sizes to form one poem of their own.
It gets students engaged in reading fiction and fact; combining
the two, or creating truths out of fiction, or fiction out of truth.
This is done by the author and gets the creator to not only read
the original text, but analyze it, and then create something new
and evaluate it-critical thinking and creativity balled into one.
What is Found Poetry?
Why Found Poetry?
How to Make a Found Poem:• Select a theme or lack thereof
• Decide what texts or sources to find lines of the
poem from (e.g. Magazines, books, speeches,
online sources [printed])
• Select fonts of a similar or contrasting style to fit
expression of author/artist
• Cut and clip words out of chosen literary works
• Determine a palate or canvas (backdrop) to place
the clippings
• Order clippings in creative ways on canvas
• Adhere the clippings in an expressionable
fashion (to canvas)
• Critique the final product
• Write a reflection of the process and the message
being told
Found Poem Example:
Van Gogh
Dramatic,
Purpose, perseverance, passions, Innovative,
Thick paint, bright colors,
Loose brush strokes,
Mental illness, depression
Prolific,
Distinct style,
Life was cut short,
Van Gogh
Depth of Knowledge (DOK) Lesson Extensions:
1. Research another Post-Impressionist artist and find a good
piece of text to make a found poem from
2. Compare/contrast 2 different Post-Impressionism paintings or
artists & their work
3. Create their own Impressionistic painting and write a
reflection of their creation process and product.
4. Convert poem graphically on the computer and post to a
website or blog
5. Present information and poem to a younger grade classroom
6. Write a list of things that help you be successful as an artist
Strategies for Diverse LearnersSince each student doesn't learn the same way as another student, the teacher's job is to create
lessons to meet the diverse needs of their students. Instructional accommodations should be
made in the content, process, product, and learning environment to benefit the learning of all
the students. This lesson meets all of these areas in the following ways:
CONTENT
The lesson is presented using presentation slides (slides/artwork can also be printed for
individuals if necessary), while providing verbal and written directions. This allows for
students to understand the material by listening and reading. Both Close Reading and Found
Poetry are interactive-based strategies that benefit all the Multiple Intelligences in reading
and writing through: interactive discussion, drawing and note –taking, questioning,
organizing, summarizing, creating and presenting material.
PROCESS
The lesson is scaffolded to break up the lesson into comprehensive steps. The teacher
explicitly models how to do a Close Reading of a text by teaching students how to analyze a
text and directly write notes on a copy of the text. Through guided practice, the students are
coached to find evidence to understand author's purpose and explanation. For the Found
Poetry portion, the teacher also models how to complete the task and provides an example for
the students to see a completed project.
Strategies for Diverse Learners (cont.)PRODUCT
The Found Poetry assignment is student-centered because the students are able to
choose their favorite words and phrases, and how they construct the product.
Depending on some students needs, some modifications will include using a form of
technology and being allowed extra time to complete the assignment.
LEARNING ENVIRONMENT
The lesson is structured: lecture, explanation, Q&A, modeling, and guided
practice. The learning environment is supportive and student-centered as students
form small groups to work on their projects and the teacher circulates the room to
consult with individual students.
References:
http://www.slideshare.net/asasson/van-gogh-oil-
paintings?utm_campaign=ss_search&utm_medium=qf1&utm_source=1&qid=17bd65e4
-7489-4de4-81cd-0555abd886a7&v=qf1&b=&from_search=1
http://www.poets.org/poetsorg/text/poetic-form
http://www.cde.ca.gov/be/st/ss/vaproficient.asp
http://www.corestandards.org/ELA-Literacy/RI/9-10/
http://www.corestandards.org/ELA-Literacy/W/9-10/
http://www.wikiart.org/en/vincent-van-gogh/field-with-poppies-1890