Understanding: Objectives and Goals:
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
Individuality and Interdependence
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?
How is imagination used in communication? How does
communication build understanding? How do people use communication
to convey experiences, information, ideas, feelings, wants, and
collage with multiple images of the same subject
how the use of color affects our mood
use of color theory with watercolor paints
a visual picture with the use of words that compliment the art
piece in a poetic form
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.
artwork on 3 X 5 or 4 X 6 papers (photography or black ink
will “zoom” in and out on different features in each of their
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
examples of art that would showcase the different ways of
a discussion in colors and how they make you feel (likes, dislikes become individual.)
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 =
with class different poetry ideas, showing how they will enhance
their visual art piece and connect the two.
Assist students individually.
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
the kindergarten piece, the student dictated the following poem to
an adult. The form
poem idea was taken from:
Poetry Activities You Can Really Do!
By J. Sweeney. (1994).
I were purple
be a juicy plum.
I were green
be the tall green grass
grows by my house
I love to play.
gold, a game token
“It’s cool to be a kid.”
I were orange,
live in the sky
be the beautiful evening sunset.
I were pink
would be a pretty
that everyone liked