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(85 minutes)
“The value of a personal discovery lies in the fact that not only do we arrive at a helpful conclusion,
but that we have experience of how the conclusion was reached. We gain acquaintance with the
process of coming to see.” (Armstrong, John. Move Closer: An Intimate Philosophy of Art).
Broad Observation Day 1 of 2
Standard - CC.1.1.5.E: Read with accuracy and fluency to support comprehension: • Read on-level
text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings. • Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Standard - CC.1.2.5.F:Determine the meaning of words and phrases as they are used in grade-level
text, including interpretation of figurative language.
Standard - CC.1.2.5.H: Determine how an author supports particular points in a text through reasons
and evidence.
SW: Be introduced to the types of questions we can generate around a particular work of art. Begin to
understand and evaluate how art conveys meaning.
SW: Explore how opinion essays can be structured as they learn to state an opinion in the opening
paragraph, support the opinion in subsequent paragraphs, use transitional words to connect opinions
and reasons, and reaffirm the opening in closing.
Guernica
Picasso, Paris,1937
TW: Ask, What do we mean when we say “convey”?
SW: Closely look at painting quietly on smart board for one minute. What do you feel? How do you
feel? What’s happening here?
TW: Ask Thinking Questions (After I ask them I will hand copies out to put in binders): 30 minutes
Remind students of conversation norms…”I agree because…” I disagree because…” “In addition to
what _____ said, I think…” (30 minutes)
What do you see?
Where do you look first?
What does this painting remind you of (real or imaginary)?
What stands out to you?
How do you feel?
What sounds can you hear?
Who or what is the subject?
What do you think is the story behind it?
What do you think happens before or after?
What is happening in the foreground, midground and background?
What ideas might the artist have been exploring?
What might the artist be trying to convey?
What are your reasons to support this opinion?
In your opinion, what does this convey?
SW: Move back to tables: Play Elaboration Game - to elicit close details - students will work in groups
of four approx. (10 - 15 minutes) I will model it with 3 students
The Elaboration Game encourages students to look deeply at a work of art. The goal is to facilitate
careful observation and the ability to communicate effectively what is observed. After close
observation provides a depth of information and insights, interpretation of what the student has seen
is enhanced. Students should record observations
Elaboration Game Instructions:
1. One student identifies specific aspect of the painting, describing what she sees in this
section only.
2. A second student elaborates on this person’s observations, adding detail, while
remaining in that specified section.
3. Third student adds even more detail.
4. Fourth person repeats process. Students should only describe that they see. They
should not interpret beyond primary source evidence. By the time four students have
completed this process, the class should have a very detailed view of this one section of
the painting.
5. Repeat over different sections
6. At this point, students will have seen details in the painting that they never would have
expected.
SW: Move back to carpet share observations. This is the type of close reading you want to do when you
write your papers!
Discuss how they see the painting differently than when they first looked at it.
- How did you see this painting differently after playing the Elaboration Game?
- Any new thoughts about the painting?
- What might Picasso have been trying to convey to use?
- What do you see that makes you say that?
What else might we consider when looking at this painting?
TW: Model how close observations of Guernica coupled with data and research can be turned into a
well-supported opinion essay on what a piece conveys. I will show a model of my opinion writing on
Guernica (painting as protest).
In my model, I will highlight a strong opinion in the first paragraph
Supportive reasons in subsequent paragraphs
SW: Determine where I stated my opinion, supportive reasoning and conclusive sentence.
TW: Ask, what did I include in my essay that we wouldn’t have known just by looking at the picture,
You all mentioned “color” “symbols” “line”, have on anchor chart
Offer Some Art Aspects to Consider: (Make an anchor chart)
How might we consider/ what do I mean when I say:
Emotion- Color
Idea- metaphor
Elements of Design- shape, line, pattern
Narration - History - Art can tell a story of a different time, art can be history or mark history
Point of View
Culture
Conflict
TW: Explain that these ideas are not really observations, but rather claims or opinions which arise
from observations. Whenever possible, all opinions should be supported. The first step would be to
look further at the object to see if there is supporting evidence. However, sometimes the search for
support has to extend beyond the object. Ask the class how they might further research this?
IF WE HAVE TIME:
SW: Return to desks and write an opinion statement of what they think the piece conveys in pairs and
2-3 supportive reasons why (evidence from primary source image) They will use a graphic organizer.
SW: Return to the carpet to briefly share what they wrote today.
HW: Review Mattress Flip Essay: Highlight statement of opinion and three reasons that support this
opinion
Math: Area, Perimeter, Circumference of Circles using art of Kandinsky
Standard - CC.2.2.5.A.4: Analyze patterns and relationships using two rules.
Standard - CC.2.3.HS.A.3: Verify and apply geometric theorems as they relate to geometric figures.
Standard - CC.2.3.HS.A.14: Apply geometric concepts to model and solve real world problems.
Materials:
Rulers
8 by 8 paper
Colored construction paper
Glue
Scissors
Printed Worksheets
Prep 25 8” by 8” squares
Compasses
Colored pencils or crayons, etc.
SW: Know the formulas for area and circumference of a circle and use them to solve problems
SW: Participate in a hands-on art activity to better understand the area and perimeter of a circle
Opening: Meet perimeter style on the carpet with marker boards
Number Talk/Review: (15) R eview area, perimeter, circumference
- What is circumference?
- Show me the circumference
-Review diameter - With your marker, Show me diameter
- Assuming that the diameter is about 10 inches, what is the circumference? (Dx3)
- How did you know?
- What is pi?
- Write the formula for the relationship between the area and circumference on your board
C=PiD
How do we find the area? A=PiRsquared
If the diameter is 10, how do we find the area?
Move to Theater Style:
Introduce students to Kandinsky with Slides (5 minutes)
SW: Create 1 of 3 styles of Kandinsky-inspired circle designs.
SW: use deductive reasoning with their circles to determine the formula for the area and circumference
of a circle
SW: Apply their knowledge of area to a set of challenges to determine what happens when areas
overlap. Example: What is the area of the part of the background square that is showing?
SW: Choose their design (2 minutes)
Have worksheets and materials prepped at desks (Wkshts, scissors, colored pencils, rulers, white and
colored paper, compasses, square papers
- Students execute their design (15-20 minutes) TIMED
- Bring students back to attention:
- In light pencil mark each one of your circles A,B,C,D (look up when finished)
- Hand out worksheet 2
SW: use a ruler to measure the diameter, determine area, radius and circumference using deductive
reasoning
WORKSHEET:
NAME:___________________________
DATE:____________________________
π= 3.14…
Area = πr ²
C = πd or πr²
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