Sequencing of Images With Color and Emphasis  

(K-8)

 

Essential Understanding: Objectives and Goals:

The Visual Arts: Production of art, understanding art, and appreciation for the arts

Extension:  Poetry for all ages (see examples below); Sequencing of images for junior high students in photography lab

Communication/Language Arts: Individuality and Interdependence

Guiding Questions 

THE ARTS:  How does planning ahead and problem solving help in producing art? Why are there different styles on art? How do the arts help us see things in a different way? 

COMMUNICATION/LANGUAGE ARTS:  How is imagination used in communication? How does communication build understanding? How do people use communication to convey experiences, information, ideas, feelings, wants, and needs?

Assessment:

Creating collage with multiple images of the same subject

Understand how the use of color affects our mood

Possible use of color theory with watercolor paints

“Painting” a visual picture with the use of words that compliment the art piece in a poetic form

  Assessment Methods

Students create portrait of either themselves or another.  A total of four pictures are created, each showing a different aspect of the person (eyes, nose, lips, etc.)  Students connect visual art with a poem that reflects inner thoughts and connects the two pieces.

Student Work

Create artwork on 3 X 5 or 4 X 6 papers (photography or black ink drawings.)

Students will “zoom” in and out on different features in each of their portraits.

Use of color on each picture creating visual variety (elementary students will incorporate color theory, creating the secondary colors with watercolor paints directly on their papers.)  Form poetry is created while students brainstorm “IF” I were orange (yellow, pink…) junior high students are given the option of creating their own poetic writings without the use of a form.

Teacher Strategies:

Show examples of art that would showcase the different ways of portraiture.

Have a discussion in colors and how they make you feel  (likes, dislikes become individual.) 

Show students how to apply color to their paper (watercolors for ink drawings can be mixed directly on the papers as the students work:  red+ blue = violet; red + yellow = orange; blue + yellow = green. 

Model with class different poetry ideas, showing how they will enhance their visual art piece and connect the two.  Assist students individually.

Evaluation Of Lesson

Students enjoyed the multiple images they created of the same subject as well as applying the different colors to each.  Many junior high students had a problem with the writing and seemed to feel intimidated by it.   It became a stopping point for many. For my kindergartener, the “filling in” of the model came easy through the dictation process. 

For Poetry Extensions:

For the kindergarten piece, the student dictated the following poem to an adult.  The form poem idea was taken from:

Quick Poetry Activities You Can Really Do!  By J.  Sweeney.  (1994).  New York: Scholastic Professional Books

  Example:

If

If I were purple

I’d be a juicy plum.

If I were green

I’d be the tall green grass

That grows by my house

Where I love to play.

If gold, a game token

From Chuckee Cheese’s

Where “It’s cool to be a kid.”

 

If I were orange,

I’d live in the sky

And be the beautiful evening sunset.

If I were pink

I would be a pretty

Rose that everyone liked

To smell

And pick

And keep

Forever.

Shelby, Age 6

 

 

 

 

 

 

 

  

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Making an effort to increase student learning by integrating  art will help children gain meaningful context to their lives.