Art

&
Literature
Cross-Curricular
Unit Plan

Kristin Donato & Erin Nelan

EDMC 538

December 2016

Our Rationale:
Representative of our graduate level learning and work experience
Value of story and the importance of visual representation in order to express learning
Benefit to professional experience through collaboration and co-teaching, and also student learning
Challenging to us as educators

Unit Goals

Designed to provide an opportunity for students to see the connection of how artists communicate in literature
versus visual art.

Students demonstrate knowledge of the English Language Arts and the art curriculum standards

The ELA portion of the unit focuses on the literary element of symbolism, as well as writing technique, and
presentation skills.

Art focus was on visual representation and communication of ideas through application of acrylic painting
techniques, as well as reflective writing through the creation of artist statements.

Promoted hands on learning and benefited many of the diverse learners in our classrooms. Students were very
motivated throughout the lessons knowing that their work would be displayed for their peers.

The Process
Frequent teacher meetings to brainstorm, plan lessons, and reflect on student products and progress.
Gaining approval from administration in order to paint ceiling tiles

Unit organization
This unit is divided in two:
Five lessons are art specific:
Lesson 1: Introduction to Narrative Art
Lesson 2: Introduction to symbolism in art
Lesson 3: Composition
Lesson 4: Painting techniques
Lesson 5: Artist statements

Five are English Language Arts specific

Lesson
Lesson
Lesson
Lesson
Lesson

1:
2:
3:
4:
5:

Symbolism introduction
Symbolism response to text
Edit and revision process
Co-taught class, focus on the active reading strategy of visualization
Presentation skills and final presentations

Visual Arts Standards

National Core Art Standards:
VA:Cr1.1.7a Apply methods to overcome creative blocks.
VA:Cr2.1.7a Demonstrate persistence in developing skills
with various materials, methods, and approaches in
creating works of art or design.
VA:Cr2.3.7a Apply visual organizational strategies to design
and produce a work of art, design, or media that clearly
communicates information or ideas.
VA:Re7.1.7a Explain how the method of display, the
location, and the experience of an artwork influence
how it is perceived and valued.

Visual Arts Standards

MA Visual Arts Standards
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the
range of effects possible within each medium
2.11 For space and composition, create unified 2D compositions that demonstrate an understanding
of balance and emphasis.
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal
invention, and/or conveys ideas and emotions
4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear
schematic layouts; and to organize and complete projects
4.6 Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and
reflect on work orally and in writing, and to revise work based on criteria developed in the
classroom
5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics
of their own work and that of others

English Language Arts Standards

Reading Literature: Grade 7
CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RL.7 Compare and contrast a written story to its multimedia version, analyzing the effects of techniques unique to each
medium (color, focus)
CCSS.ELA-LITERACY.RL.MA.8.A Interpret a literary work by analyzing how the author uses literary elements (e.g., mood, tone, point of view,
personification, symbolism)
Writing: Grade 7
CCSS.ELA-LITERACY.W.7. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content
CCSS.ELA.-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS.ELA.-LITERACY.W.7.MA.3.A Write short narratives, poems, scripts, or personal reflections that demonstrate understanding of the literary
concepts of mood, tone, point of view, personification, or symbolism.
CCSS.ELA.-LITERACY.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

English Language Arts Standards

Language: Grade 7
CCSS.ELA-LITERACY.L.7. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing
Speaking and Listening: Grade 7
CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions
CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study
CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points

Co-Teaching
Unique opportunity for co-teaching across the 7th grade curriculum.
Teacher learning:
Understanding of alternate curriculum, teaching methods, and scheduling
Student learning:
Interconnected nature of learning, through teacher interactions and frequent references to
both subjects.
Time-lapse video of visualization co-teaching: https://www.youtube.com/watch?v=mKA0-f9XJuw

Student examples

Writing examples

Artist Statement student example

The goal was to create a ceiling tile that represented The Giver using symbolism. The goal was also to give the incoming 7th
graders a preview of what they might be reading this year. Our artwork looks like half of a face in Jonass point of view. This side is
in complete color with all of the core memories Jonas had. However the other half of the face is from the communitys point of
view. This side is all grey. This is because the community doesnt see color and has no feelings. We used memories to help devote
the base of the tile. We thought about how the community interpreted the things in life, then we colored the communitys side
only in black and white.
We made this piece with acrylic paints, because they dry faster than temporary paints and since it is easier to blend with them.
Acrylic paints do not rub off, like tempera either. Using key parts of The Giver, we showed the main ideas through the artwork.
Seth did the apple blending red and black together, the sail boat with sky adding value to Gabes first memory, and water and
touched up the face. Jayden did the hill for the sled, and helped with the no color houses on the right. Ella finished the houses and
added some texture. Irina painted the sled and the snowflakes around it. Elise worked on the houses and the elephant. Jack did
the clouds and sky on the dark side of the community. Irina and Katie worked on the sky in the color version. We all did the
sketches and came up with similar ideas.
We showed the memories, and the differences between Jonas and the communitys lives, this added value to the ceiling tile. The
colors and memories took a major role in the book. The symbol is communicated by us paying extreme attention to detail, by not
using green on the leaf of the apple because Jonas couldnt see any other color than red at the time when he saw the apple.