Professional Documents
Culture Documents
MOVEMENT
CentralFocus
GradeLevel
ClassSize
Time
ClassDemographics
movementthroughmusicandgesture
3rd
8
9:0010:50
diverse
NationalVisualArtsStandardsAddressed
VA:Cr13
b.Applyknowledgeofavailableresources,tools,andtechnologiestoinvestigateownideasthroughtheartmakingprocess.
VA:Ca103
a.Developaworkofartbasedonobservationsofsurroundings.
VA:Re83a
.Interpretartbyanalyzinguseofmediatocreatesubjectmatter,characteristicsofform,andmood.
CommonCoreStateStandardsAddressed
Use
http://www.corestandards.org/ELALiteracy
tocopyandpastethe
codesandstandardtext
forthelevelspecificCommon
CoreStateStandardsthislessonwilladdress.4th
gradelessonexample:
CCSS.ELALITERACY.SL.3.1
:Engageeffectivelyinarangeofcollaborativediscussions(oneonone,in
groups,andteacherled)withdiversepartnerson
grade3topicsandtexts
,buildingonothers'
ideasandexpressingtheirownclearly.
CCSS.ELALITERACY.SL.3.1.C
:Askquestionstocheckunderstandingofinformationpresented,
stayontopic,andlinktheircommentstotheremarksofothers.
Forms
Frames
Conceptual
Framework
2D
Cultural
3D
Artwork
Subjective
Structural
4D
Postmodern
Artist
Audience
World
LEARNING OBJECTIVES
Asaresultofthislesson,studentswillbeableto:
1. Orallydescribeatleast2characteristicsofItalianFuturism.
2. Givenan8x11sheetofdrawingpaper,studentswillbeabletodemonstrategesturebydrawingsubjectmatterusing
blindcontour.
3. GiveninformationontwomainartistsstudentswillbeabletocreateaVennDiagramlistingatleast3similaritiesand
3differencesontheartistsworkandrepresentationofline.
4. Given3differentstylesofmusic,studentswillcreatealifesizegesturedrawingthatshowstheirunderstandingoflinein
relationtomusic.
5. Studentswilldemonstratetheirunderstandingofsymmetrybymirroringwithbothhandstodrawatleast3different
shapesonan8x11sheetofpaper.
TEACHER MATERIALS
string
large(XxX)paper
powerpoint
charcoal
largecrayons
teacherexample
previouskineticdrawing
vocabsheet
heatherhansentrifold
STUDENT MATERIALS
Pencil
Paper
Charcoal
ARTISTS IN CONTEXT
EE
=EarlyElementarygradesK3
LE
=LateElementarygrades46
MS
=MiddleSchoolgrades69
EHS
=EarlyHighSchoolgrades1011
LHS
=LateHighSchoolgrade12
Level3:ART309&StudentTeaching
Key Artists
Key Artworks
Vocabulary
Language Functions
Language Demands
TonyOrrico
HeatherHansen
EgonShiele
Daumier
WillemdeKooning
TonyOrrico
8Circles(40x26)
EgonShiele
SelfPortrait,1913
HeatherHansen
HarmoniousSeries
EgonShiele
Describewhatyousee
Whatdoesthefacesay?Ishehappy?Sad?
Howdothelinesfeel?Frantic?Energetic?
Whoistheintendedaudience?
HeatherHansen
Describewhatyousee
Thispicturesarelarge,wouldtheybedifferentiftheyweresmaller?
Whatmaterialdoyouthinkisbeingused?
Howisherbodymovementchangingthepiece?
Dothedrawingslooklikeanythingspecific?
TonyOrrico
Describewhatyousee
Compare/contrastthesedrawingstoHeatherHansen
Whatarethesimilarities?
Namesomeofthedifferences?
Dothedrawingsevokeanyemotionorfeeling?
Ifthelinescouldtalk,whatwouldtheybesaying?
Level3:ART309&StudentTeaching
Launch
Teacherisaskstudentstogiveexamplesoffastmovement,slowmovement,
movementtheyexperienceonthewayhere..etc.
teacherwillaskstudentsaboutline:
whatitlookslike
definition
differenttype
whatitisusedforetc.
Instruction
Teacherinstructsstudentsthroughlineisadotthatwentforawalk
Teacherhasstudentsdrawalineonthepaperthatconnectstodifferentimages
Studentsthenwriteastorythatgoeswiththedrawingsformthelinetheymade.
Teacherdebriefsactivitydiscussingwithstudentsabout:
howlineshaveapurposeorstory
energyandmovementthroughline
howbodymovementmaybesimilartoline
howtheydrawingsreflecttheprevioustopics
Teacherreferstopowerpointandpresentstostudentswhatlineisanditsproperties.
Teacherthenplaysdifferentgenresofmusicandinstructsstudentstomakealine
basedonthemusictheyarehearing.
Whilestudentsaredrawingteacherquestions
whatitfeelslike
howthemusicischangingtheirmovements
discusshowdifferentlineschangedependingontheenvironment
Teacherdiscusseswithstudentsabouttheirexperiencewiththelinedrawing
exercise.
TeacherrefersbacktopowerpointandintroducesItalianFuturism
Teachertalkstostudentsabouttheimportanceof:
movementandbodyoflineinItalianFuturism
howfastpacetimeisreflectedinpaintings
Teacheranalyzesartworkswithstudents
Teachersthenmodelquickposesforstudentstopracticegesturedrawing
Teachersreferstopowerpointanddiscussthemeaningandcharacteristicsofgesture
drawing.
Teachersanalyzeartworksorcontemporaryartistsandhowtheyapplytoline,
movementandgesture.
Teachersshowspowerpointandintroducesymmetrytostudents.
Teachersinstructstudentstomakethreedifferentshapeswithbothhandsonan8x11
sheetofpaperthataresymmetricaltoeachother.
Studentsareinstructedtomakelifesizegesturaldrawings
studentswilldrawalifesizedrawingwhilelisteningtoatypeofmusictheteacher
putson.
studentswilldrawalifesizedrawingontopofthepreviousonelisteningtoadifferent
typeofmusictheteacherputson.
studentswilldrawalifesizedrawingontopoftheprevioustwowhilelisteningtoa
differenttypeofmusicthattheteacherputson.
Instruction Methods
DirectInstruction
GroupWork
Instruction Methods
DirectInstruction
GroupWork
Individual
EE
=EarlyElementarygradesK3
LE
=LateElementarygrades46
MS
=MiddleSchoolgrades69
EHS
=EarlyHighSchoolgrades1011
LHS
=LateHighSchoolgrade12
Level3:ART309&StudentTeaching
Teachergiveseachstudentsalargeamountofstring.
Studentstiestringtoacentralpointintheroom
studentsareinstructedtowalkaroundtheroomandtanglethestringupinwhatever
placetheyseefit.
Studentstakestingoutoftheclassroomandtieittothetopofthestaircasebefore
theyleave.
Closure
Teachersasksstudentsaboutlesson:
Whatwastheirfavoritepart
Whattheylearned
Whatartistsweretalkedabout
Reviewconcepts
Symmetry
Gesture
ItalianFuturism
stringsimulation
Instruction Methods
DirectInstruction
WholeGroup
Visual:powerpointsandteacherexamples
Verbal:lectureanddirectinstructionofmaterial
Social:groupworkandcollaborationonartmakingactivities
OBJECTIVEDRIVEN ASSESSMENTS
StudentsorallydescribedhowmovementandlineshapeItalianFuturism.
Givenan8/12x11sheetofdrawingpaperstudentsdemonstratedanunderstandingofgesturebydrawingsubjectmatterusing
blindcontour.
Giveninformationonfourartistsstudentsorallydescribeonesimilarityandonedifferenceonartistsrepresentationofline.
Given3differentstylesofmusic,studentscreatedalifesizegesturedrawingthatshowstheirunderstandingoflineinrelationto
music.
Studentsdemonstratedtheirunderstandingofsymmetrybymirroringwithbothhandstodrawatleast3differentshapesonan
8x11sheetofpaper.
INTERDISCIPLINARY CONNECTIONS
math
dance
theatre
REFERENCES
http://www.heatherhansen.net/currentexhibition/2014/12/10/jizeuzz31ens7dy0ze7gjgsu8394gs\
http://www.theartstory.org/movementfuturism.htm
http://tonyorrico.com/
EE
=EarlyElementarygradesK3
LE
=LateElementarygrades46
MS
=MiddleSchoolgrades69
EHS
=EarlyHighSchoolgrades1011
LHS
=LateHighSchoolgrade12
Level3:ART309&StudentTeaching
https://www.khanacademy.org/humanities/art1010/wwIdada/artgreatwar/a/italianfuturismanintroduction
*Developedandwrittenby
(LeahKuhnandAnnaJahncke)
,ArtEducation,IllinoisStateUniversity,2014*
EE
=EarlyElementarygradesK3
LE
=LateElementarygrades46
MS
=MiddleSchoolgrades69
EHS
=EarlyHighSchoolgrades1011
LHS
=LateHighSchoolgrade12