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Art and Literacy : Ruby the Copycat Katie Hildreth

Art and Literacy : Ruby the Copycat

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Art and Literacy : Ruby the Copycat. Katie Hildreth. Class : 4 th Grade, Art Classroom, time of year does not matter Time Allocated: 2 class periods - PowerPoint PPT Presentation

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Page 1: Art and Literacy : Ruby the Copycat

Art and Literacy:Ruby the Copycat

Katie Hildreth

Page 2: Art and Literacy : Ruby the Copycat

Class: 4th Grade, Art Classroom, time of year does not matter

Time Allocated: 2 class periods

Subject: Reading Ruby the Copycat by Peggy Rathmann and making a self-portrait to demonstrate what makes us each unique and special, with inspiration from the Spanish artist, Frida Kahlo’s self portraits

Page 3: Art and Literacy : Ruby the Copycat

Art History

This lesson is inspired by the Spanish artist Frida Kahlo.

Her famous self-portraits show her in very unique ways.

Born on July 6, 1907 and died July 13, 1954, both in Mexico City, Mexico.

Frida was a self-portrait artist and was and still is admired as a Feminist Icon.

She married the artist Diego Rivera.

Page 4: Art and Literacy : Ruby the Copycat

I paint self-portraits because I am so often alone, because I am the person I know best.”

- Frida Kahlo

Page 5: Art and Literacy : Ruby the Copycat

Supplies: One 16x 20 sheet

of paper per student (tan if available)

Side walk chalk Colored pencils Pencils Erasers

Equipment: Projector Screen

Page 6: Art and Literacy : Ruby the Copycat

Objectives

Theoretical Goals- Cross Discipline of Literacy and Art Practical Skills- By having students use chalk as a

medium, it will help polish their fine motor skills, along with blending and smearing the chalk, which will encourage movement of the arm, wrists and fingers.

Behavioral Objectives in Art- By doing rough sketches of their portraits before doing the final piece, it helps students polish craftsmanship skills and encourages a higher level of thinking by portraying a mood or theme in their piece.

Page 7: Art and Literacy : Ruby the Copycat

Notice and describe different visual effects resulting from art

making techniques.

Identify, select and vary art materials, tools and processes to achieve desired results in their artwork

Identify qualities that contribute to the design and meaning of their artworks and the works of others.

Determine a theme of a story, drama or poem from details in the text; summarize the text.

Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (e.g., a character or action.

Benchmarks/Standards

Page 8: Art and Literacy : Ruby the Copycat

From this lesson, students will read Ruby the Copycat by

Peggy Rathmann, learn a brief background about Frida

Kahlo, share and critique Frida Kahlo by sharing their

thoughts on her work, use sidewalk in a different way than

they usually do, practice speaking and sharing thoughts by

sharing the meaning of their work with others in the class.

From this lesson, students will take away how to create

meaning in their artwork by a certain theme or mood, like

Frida Kahlo did in hers.

Learner Outcome

Page 9: Art and Literacy : Ruby the Copycat

Safety Too much inhalation

of chalk particles for those with sensitive sinus?

Alternatives Larger pieces of chalk if

there is difficulty grasping chalk

Gloves if the feeling of chalk upsets them

If a student gets done early, encourage them to go back and try to do more details in their work

If student gets upset about not being as realistic as they want, offer a mirror or a grid of a picture of themselves as helping equipment

Page 10: Art and Literacy : Ruby the Copycat

Procedure

Part 1 Read Ruby the Copycat as a class Have a group discussion of what the meaning of the story is Part 2 Briefly introduce Frida Kahlo Show examples of her works Share what feelings or mood they get from looking at her

works Part 3 Pass out sheets of practice paper Allow students to practice drawing their self-portrait and

experimentation with chalk

Page 11: Art and Literacy : Ruby the Copycat

Part 4 Pass out sheet of paper to each student Pass out box of chalk to each student Help as needed Be sure to have examples of Frida Kahlo’s work up as a reference/

inspiration Keep pushing the idea that everyone is unique- “What makes YOU unique?” Work as needed dclass periodsclass period as needed)s unique- "he story is ive sinus? Put away chalk Collect drawings Part 5 Spray with fixative (or hairspray) Part 6 Have each student write a few sentences describing their work. Ex. The

mood they were going for, etc. Have each student briefly describe what makes them unique that they put

in their self-portrait

Procedure Cont.

Page 12: Art and Literacy : Ruby the Copycat

Student Self-EvaluationEvaluation

Did student complete self-portrait?

Did student get a general understanding of what was trying to be taught?

Did student share to class about their work?

Did student write about it on back of piece?

Was there some effort in creating a theme or mood to their piece?

Does it seem as though there was effort put into their final piece?

What can be adjusted to make the lesson better?

What were some good/bad things about the lesson?

Did students seem to enjoy or dislike this lesson?

Was the lesson too easy for some students and harder for others?

What can be added to make the lesson more challenging for students who found the lesson too easy?

What can be taken away to make the lesson easier for students that found this lesson too difficult?

Were the materials appropriate for the lesson?