I chose this project for the Integration of Social Media because it is one of my favorite lessons. In truth, I really could add this component to every lesson. I believe that reflection and feedback are tremendously important in the learning process. This can be enhanced through the use of the web 2.0 tool Voicethread. A student can get prompt and specific feedback about their work, explain their thinking and rationale for creating their own sculpture and comment on classmates' work.
Social Media is the perfect way for students to honestly connect, comment, share and discuss their work in a safe and non-threatening way. It is my intention to set up accounts and use this tool in my classroom as a forum for social collaborative discussion about the meaning and evaluation of student artwork. Hopefully this interaction will improve the in-class discussion over time and build a more cooperative and trusting community of learners.
Georgia O’Keeffe Ceramic (Clay) Relief Flowers
Social Media is the perfect way for students to honestly connect, comment, share and discuss their work in a safe and non-threatening way. It is my intention to set up accounts and use this tool in my classroom as a forum for social collaborative discussion about the meaning and evaluation of student artwork. Hopefully this interaction will improve the in-class discussion over time and build a more cooperative and trusting community of learners.
Georgia O’Keeffe Ceramic (Clay) Relief Flowers
Grade: 3
Time allotment: 4/40- minute classes
Enduring Idea:
Beauty can be found in the most ordinary everyday places.
Lesson Summary:
Students will discuss the work of Georgia O’Keeffe, and what makes her work different and unique. Students will visit The National Gallery of Art for a concise biography of Georgia as well as some suggested extension activities: http://www.nga.gov/kids/scoop-okeeffe.pdf. Students will also interact with this Whitney Museum site: http://whitney.org/ForKids/Collection/GeorgiaOKeeffe/9190 Students will create a drawing of a flower from direct observation and create a three-dimensional Flower relief sculpture using clay. Assessment will take place in the form of an interactive discussion via VoiceThread.com.
Artists/ Artifacts:
Various paintings/images by Georgia O’Keeffe
Various websites highlighting Georgia O’Keeffe and her work:
http://www.nga.gov/kids/scoop-okeeffe.pdf.
http://whitney.org/ForKids/Collection/GeorgiaOKeeffe/9190
http://www.nga.gov/kids/scoop-okeeffe.pdf.
http://whitney.org/ForKids/Collection/GeorgiaOKeeffe/9190
Social Media interactive chat via Voicethread.com
Key Concepts:
Critique
Critique
Composition
Color
Scale/ Size
Abstraction
Relief Sculpture
Sculpture techniques and vocabulary: Score, Slip, Smear, Shape, Sculpt, Model, Fire, Glaze
Essential Questions:
How can the composition of a painting affect its visual impact on the viewer/audience?
Why is it important to have both male and female artists?
Why don’t we always see beauty in ordinary places?
How can you describe to others the beauty you see and experience?
Pennsylvania Standards:
9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Visual Arts: color, form/shape, line, space, value.
9.4.5. D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Objectives:
Students will develop visual art knowledge, vocabulary and critical thinking skills through the creation of a low or Bas-relief sculpture.
Students will practice observation and drawing skills.
Students will transform a 2D concept image into a sculpture with depth.
Students will practice their collaboration and communication skills through a critical idea exchange based on their final product via Voicethread.
Assessment:
Evidence of learning will be present during discussions as well as answering review questions at the end of each class. Students will be graded on the successful construction of their sculpture, in-class effort, and their participation in the Voicethread using the attached rubric.
Motivation/ Engagement:
Students will work in small groups to discover information about Georgia O’Keeffe by visiting the aforementioned websites. Students will then report back to the class regarding their findings and highlight examples of her work.
Development:
Students will engage the websites about Georgia O'Keeffe's work and then report back to the class to form a student driven artist profile.
Students will focus their discussion on her abstract paintings and what made them unique and different.
Class will discuss composition, observation, size, abstraction, use of color, and how they all play an important role in her work.
Students will choose a flower or image of a flower to use as an observational reference.
Students will sketch the reference and work on several compositional options.
Instructor will give a demonstration highlighting clay relief building techniques (To be filmed as a Vodcast).
Students will sculpt the version of their flower and a base for display.
Students may add a hole(s) to the base to allow for wall display.
Students will add color to fired pieces with acrylic paint and marker.
Culmination/ Close:
Students will discuss the etiquette of a critique and review the computer lab policy about cyber safety and responsibility. Students will be introduced and given instruction on using Voicethread.com as a social media site for our class critique. Students will photograph work, upload to VoiceThread and provide a description and thoughts about their sculpture. Classmates will be required to respond to three classmates threads.
Research and Preparation:
Search and review appropriate websites, create a sample drawing and sculpture, gather flowers and photographs of flowers, create Voicethread account for the class, test site with a personal example for compatibility and district usage, notify parents and building administration of the project.
Instructional Resources:
Computer, smart board, projector, Internet, computer lab
Supplies and Tools:
Flowers, photographs of flowers, clay, clay tools, water cups, acrylic paint, paint brushes, sand paper and a digital camera.
VOICETHREAD EXAMPLE
Review and Guiding Questions for use when recording the Voicethread:
Introduce yourself: FIRST name only and Grade
4. What does it mean when we say something is 3-D?
5. What did you do to specifically make your flower look 3-D?
Grading Rubric
NAME | OUTSTANDING 3 | BASIC 2 | Needs Improvement 1 |
Flowers are sculpted in relief (attached to the Base) | |||
Composition encompasses at least ¾ of the area of the base | |||
Addition of details (Petals, stems, buds) are completed neatly and thoughtfully | |||
Use of color (paint) is of Third Grade level | |||
Class time is spent on creation of project and cleanup is completed responsibly | |||
Participation in Voicethread critique as discusses in class | |||
TOTAL: /18 |
VOICETHREAD EXAMPLE
Review and Guiding Questions for use when recording the Voicethread:
Introduce yourself: FIRST name only and Grade
Answer the following questions and make any other comments that you feel will help the audience understand your thinking as an artist when you created your sculpture.
THIS PROJECT WAS ABOUT : Ceramic Relief Flowers (Georgia O’Keeffe)
1. Tell us two things (facts) you know about Georgia O’Keeffe.
1.
2.
2. Why did she paint her subjects (flowers/nature) so LARGE?
3. Tell us one thing you thought was successful about your flower and one thing you could have improved about your flower?
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Other Comments:
Chris,
ReplyDeleteThis is an amazing lesson. :) I think your integration of voicethread is smart -- and like you said, could probably be used in almost every lesson you teach -- however, here in this lesson, I really found thought behind your guiding questions and a clear expectation of the students. I am sure that by adding this component, you have stepped up their understanding and your expectations of their understanding of this particular lesson -- very well done!