Creating Meaning Through Text and Image - Chantal Hardychantalhardy.weebly.com/uploads/4/5/5/6/45569641/hardy_ela... · • Watercolor, gouaches, india ink • Brushes • Colored

Creating Meaning Through Text and Image

Grade 8 Interdisciplinary Unit Plan: The Visual & English Language Arts

Tim Rollins and K.O.S. Workshop for Amerika IX, 1987

Lesson 1: My Life is an Open Book

Lesson 2: What’s the Story?

Lesson 3: All Together Now

Chantal Hardy March, 2015

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Creating Meaning Through Text and Image Grade 8

William Blake, Urizen With His Book, 1794

• Unit Map p. 3 • Unit Plan Outline p. 4 • Lesson Plan 1 p. 9 • Lesson Plan 2 p. 16 • Lesson Plan 3 p. 23 • Rubric p. 32

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Creating Meaning Through Text and

Image

Working independently to construct a narrative Lois Lowry,

Jacob Lawrence, William Blake, Comic books

Acrylic painting

Shakespeare, Tim Rollins & KOS

Mixed Media and Collage

Collaborating together to interpret a text

Frida Kahlo, Leonardo Da Vinci, Guillermo Del Toro

Personal reflections in text and art

Artist’s Journal

Lesson 2 What’s the Story?

Lesson 3 All Together Now

Lesson 1 My Life is an Open Book

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Creating Meaning Through Text and Image: The Visual & English Language Arts Grade 8 Interdisciplinary Unit Plan

STAGE I – DESIRED RESULTS

UNIT TRANSFER GOAL – Students will be able to independently use their learning to:

• Make connections between text and image to tell stories, both their own and others’

• Create meaning and communicate with an audience through collaboration

ENDURING UNDERSTANDINGS - Students will understand that: • Both the visual and language arts communicate meaning

symbolically • Combining text and image can create meaning • Artists can collaborate to convey a story

ESSENTIAL QUESTIONS

• How do artists and writers express themselves through text and image?

• How can artists communicate a narrative? • How can artists collaborate to communicate symbolically?

STANDARDS ADDRESSED ENGLISH LANGUAGE ARTS STANDARDS:

Writing Standards for Literature Grade 7 o 3. Write narratives to develop real or imagined

experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

o 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)

Reading Standards for Literature Grade 7 o 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.

o 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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o 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

o 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

VISUAL ARTS STANDARDS:

o PreK–12 STANDARD 1 Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

o PreK–12 STANDARD 2 Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design.

o PreK–12 STANDARD 3 Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.

o PreK–12 STANDARD 6 Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.

o PreK–12 STANDARD 10 Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.

ACQUISITION/ UNIT OBJECTIVES – • Lesson 1: Students will be skilled at basic bookbinding techniques.

They will be familiar with different types of artist’s books, and will know that the book is both a physical object and a vehicle for communication.

• Lesson 2: Students will be skilled at using acrylic paint. They will know that images can interpret written text. They will understand that multiple components can come together to create a narrative.

• Lesson 3: Students will be skilled at using collage and mixed media to create a piece of art. They will understand that individuals can work together to create art, and that images can interact with text and story to create meaning.

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STAGE 2 – ASSESSMENT EVIDENCE

PERFORMANCE TASKS/PRODUCTS AS EVIDENCE: • Lesson 1: Artist’s book containing both visual art and text that

explores the inner life and interests of individual students.

• Lesson 2: Acrylic painting on masonite panel interpreting a single

scene from a book. Each student will illustrate a different pivotal moment from a single story; when the multiple panels are joined together, the narrative is complete.

• Lesson 3: Based on the work of Tim Rollins and the Kids of Survival

(KOS), students join forces to create a large, collaborative mixed-media work on collaged book pages, interpreting a single text.

Jacob Lawrence, Migration Series, 1940-1941

Tim Rollins and KOS, The Scarlett Letter, 1987

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STAGE 3 – LEARNING PLAN • SCOPE AND SEQUENCE OF LESSONS:

o Lesson 1: My Life is an Open Book The first lesson challenges 8th graders to look inwards and connect with the inner self through the creation and execution of an artist’s book, meant for personal use. Students will be introduced to several different artists’ books and basic bookbinding technique. They will create an accordion book, then fill it with visual images and text created in response to verbal prompts, written prompts (egg. poetry), and personal exploration.

o Lesson 2: What’s the Story? The second lesson explores how meaning can be created through combining multiple frames. Each student is given to read a pivotal scene from a single text (ideally one they have not encountered), which they then illustrate in acrylic paint on masonite. The group combines the panels together to create a sequential visual narrative. Meaning emerges through joining individual components, which though stylistically diverse come together to create a larger story.

unknown. Retrieved from http://d3pgt5ahe89h4u.cloudfront.net/wp-content/uploads/AMotyl4.jpg

Artist

Chai29, The Giver, retrieved from deviantart.net Lucy Knisely, The Giver chapter 9

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o Lesson 3: All Together Now

The third lesson is a communal, mixed-media work applying a visual interpretation of a text directly on its pages: students work together to reconfigure meaning by painting and drawing symbolically on collaged pages from that same book. Moments of dissent are recorded as visual representations of the possibility of multiple viewpoints.

William Kentridge, from Second Hand Reading, 2013

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“My Life is an Open Book”


Chantal Hardy March 2015

Retrieved from http://www.coloringbooksandjournals.com/about

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•Ms. Hardy •Grade 8 Visual Arts, 20 Students •Class Period: 50 minutes •Lesson topic & description: In “My Life is an Open Book,” students will make an artist’s book, then fill it with original artwork and text. The book will explore the inner world and personal stories of individual students, who will respond visually and in writing to prompts created in partnership with an English Language Arts teacher. STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS: • Combining text and image can communicate

personal meaning B. ESSENTIAL QUESTIONS:

• How do artists and writers express themselves through text and image?

C. STATE STANDARDS ADDRESSED: Writing Standards for Literature: Grade 7 Students will:

o 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

o 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.

o 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.

Massachusetts Visual Arts Standards: Grade 8 Students will:

o 1.6 Create artwork that demonstrates an awareness of the range and purpose of tools

o 1.8 Maintain the workspace, materials, and tools responsibly and safely

o 3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions

Leonardo da Vinci

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o 10.2 Continue to integrate knowledge of dance, music, theatre, and visuals arts and apply the arts to learning other disciplines; apply knowledge of other disciplines in learning in and about the arts.

D. ACQUISITION/ LEARNING OBJECTIVES: • Students will be skilled at basic bookbinding techniques. • Students will be familiar with different types of artist’s books • Students will understand that a book is both a physical object and a vehicle for

communication STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be an artist’s accordion-fold book, filled with the student’s artwork and text created in response to creative writing prompts. The dimensions of the book are up to the student, as are the materials used to complete the artwork. A successful example will have: decorated front and back covers; no blank pages; and include both text and images.

B. CONTINUUM OF ASSESSMENTS: • Instructor will meet one-on-one with students halfway through the lesson to

check for progress and understanding • Instructor will make informal observations and checks for understanding during

the course of each class • Students will participate in a book swap at the end of the project; they will

respond to their partner’s book in writing and/or imagery using a prompt • Students will fill out a self-reflection form at the end of the assignment • Students will demonstrate respect for their class, teacher, and peers by

employing good listening skills, being courteous, following the rules of the art room, and cleaning up after themselves

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C. CRITERIA: • Is the student’s book constructed with care? • Are the book’s front and back covers decorated? • Did the student use both image and text in the book? Do the contents reflect

thought and care? • Is the student familiar with different types of artist’s books? • Does the student demonstrate, through their imagery and text, that they

understand that the book is vehicle for communication? • Was the student respectful for their instructor, peers, and artroom etiquette? • Did the student participate in the book swap, and does their written or illustrated

response demonstrate thought and care? • Does the written self-reflection demonstrate a careful and considered

assessment of the student’s work in relationship to the goals of the lesson?

Guillermo del Toro

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STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: • Paper (decorative for cover, vellum/bristol/printmaking for interior) • Bone Folder • Ruler • Pencil • X-Acto knife • Cardboard • PVA glue • Cutting mat • Pen and ink • Watercolor, gouaches,

india ink • Brushes • Colored pencil • Graphite B. RESOURCES: • C. Fuentes (2005). The Diary of Frida Kahlo: An

Intimate Self-Portrait. New York: Abrams. • D. Gregory. (2008). An Illustrated Life: Drawing

Inspiration from the Private Sketchbooks of Artists, Illustrators and Designers. HOW books.

• G. Del Toro and M. Zicree. (2013). Cabinet of Curiosities. New York: Harper Design.

• Basic bookbinding techniques, instructions, and lessons: http://booklyn.org/booklyn-ed-manual/

• Accordion book tutorial: http://www.designsponge.com/2013/03/bookbinding-101-accordion-book.htmlUnkown

C. VOCABULARY WITH DEFINITIONS:

• Artist’s Book: Work of art in book form • Accordion Fold: Zig zag fold used in bookbinding • Gouaches: Opaque watercolor • Medium: The material used to create an artwork (plural: media) • Mixed media: A single artwork created with multiple media (i.e. acrylic paint,

colored pencil, and collage) • Collage: Artwork created by pasting a surface with multiple materials. Also

refers to the act of making a collage.

Retrieved from http://ambergibbsart.typepad.com

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D. TEACHER INSTRUCTION: • Instructor will explain the project: to create and fill an artist’s book with text and

images in response to prompts; these are meant to tell personal stories, but will be shared with classmates

• Instructor will show several different types bound books • Instructor will lead a short discussion about the purposes and forms of books in

students’ lives, using questions to generate conversation • Instructor will show images of artist’s book and explain the purposes of each

book. Suggested artists include Frida Kahlo (Mexican painter, personal journal), Guillermo del Toro (Mexican filmmaker, ideas for movies), and Leonardo da Vinci (nature studies, technology)

• Instructor will demonstrate how to create an accordion book • Instructor will explain expectations for project, and hand out instruction sheets • After books have been created, instructor will provide writing prompts at the

beginning of each class that have been generated by an English Language Arts teacher

Frida Kahlo

Frida Kahlo

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E. QUESTIONS TO GENERATE DISCUSSION: • What was the last book you picked up? • What is a book? What are they for? • What different forms do books come in? • What is an artist’s book? What is it used for? • Does anyone here keep a sketchbook? How

about a diary or journal? • What is an artist’s book/journal? • How can paired text and image enhance each

other? • Can anyone guess what an accordion-fold

book looks like?

F. LEARNING ACTIVITY: • Students will participate in a conversation

about the purposes and forms of books • Students will see different types of artist’s

books, and learn what they are used for • Students will watch a demo on how to create an accordion book • Students will create their books. They will:

o Determine the dimensions and size of their book o Measure and cut paper for the accordion o Fold paper with bone folder o Cut front and back covers from book board o Glue accordion to covers o Choose decorative paper for covers and secure with glue o Let glue dry o Students can add interior paper if they wish during the course of the

project, should they need more space to work • Every class meeting students will be given a writing prompt: they will respond in

text and image, using media of their choice (dry or wet media, mixed media, collage)

G. DIFFERENTIATION: • Present instruction in multiple ways so all learners can access them. Give step-

by-step instructions both verbally and in written form (distribute to students, or post on a board)

• Read out loud any written supporting materials • Demonstrate processes; show samples of a variety of finished work • During groupwork give opportunities to, but also be accommodating of, students

who may have challenges with speech or who are on the autism spectrum (and for whom appropriate social interactions and communication can be a challenge)

• Give the option for a verbal rather than written self-reflection • Assign a peer to assist English Language Learners or those who could benefit

from a “buddy”

William Blake

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“What’s the Story?”



Retrieved from http://rinime-kafu.deviantart.com/art/The-Giver-Collage-360327012

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•Ms. Hardy •Grade 8 Visual Arts, 20 Students •Class Period: 50 minutes •Lesson topic & description: “What’s the Story?” is a narrative painting lesson. The final product is an acrylic painting on masonite panel interpreting a single scene from a book. Each student will illustrate a different pivotal moment: when the panels are joined together the narrative is complete. Suggested text: “The Giver” by Lois Lowry. STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS: • Both the visual and language arts communicate meaning symbolically

B. ESSENTIAL QUESTIONS:

• How can artists communicate a narrative? C. STATE STANDARDS ADDRESSED: Reading Standards for Literature: Grade 7 Students will:

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Massachusetts Visual Arts Standard: Grade 8 Students will:

o 1.8 Maintain the workspace, materials, and tools responsibly and safely o 2.7 For color, use and be able to identify hues, values, intermediate

shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective students from life an free-form abstractions that employ relative properties of color

o 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects


D. ACQUISITION/ LEARNING OBJECTIVES: • Students will be skilled at using acrylic paint • Students will know that images can interpret written text. • Students will understand that multiple components can come together to create a

narrative

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STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be an acrylic painting on masonite board depicting a pivotal scene in a narrative book. A successful final product will demonstrate skilled use of acrylic paint, and convey character, setting, and story through composition and color choice.

B. CONTINUUM OF ASSESSMENTS: • Instructor will meet one-on-one with students halfway through the lesson to

check for progress and understanding • Instructor will make informal observations and checks for understanding during

the course of each class • Students will participate in a group showing of the assembled panels, and will

participate in a group discussion • Students will fill out a self-reflection form at the end of the assignment • Students will demonstrate respect for their class, teacher, and peers by


C. CRITERIA: • Did the student brainstorm ideas and create preparatory sketches prior to

working on their final piece? • Does the final work reflect a considered use of color and composition to convey

character, mood, and story? • Was the student respectful for their instructor, peers, and artroom etiquette? • Did the student participate in group discussion? • Does the written self-reflection demonstrate a careful and considered


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A. MATERIALS AND EQUIPMENT: • Masonite panels • Gesso • Acrylic Paint • Brushes • Water containers • Palette • Palette knife

B. RESOURCES:

• L. Lowry (1992) The Giver. HMH Books for Young Readers.

• The Giver in comic book form by Lucy Knisely: http://picturebookreport.com/category/the-giver/ & http://www.lucyknisley.com

• Jacob Lawrence Migration Series online: http://www.phillipscollection.org/migration_series/

• Calendar pages of Tres Riches Heures du Duc de Berry: http://www.ibiblio.org/wm/rh/

• E. Erwin (2014). Sequentially Yours. New York: teNeus Publishing

Lucy Knisely, The Giver

Jacob Lawrence, Migration Series, 1940-1941

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C. VOCABULARY WITH DEFINITIONS: • Illustration: An image made by an artist to represent text • Landscape (orientation): the painting is longer than it is wide • Portrait (orientation): the painting is taller than it is wide • Narrative: a report of an event or series of events; a story • Narrative art: art that tells a story, either as one event in an ongoing

narrative or as a sequence of events unfolding over time • Sequence: the order in which things happen or are presented • Sequential art: art that uses images in sequence to tell a story • Palette: A board or surface on which artists mix paints • Palette knife: A tool for mixing paints, usually made from flexible steel

D. TEACHER INSTRUCTION: • Instructor will explain the project: to illustrate a book. Each student will be given a

pivotal scene to paint. All students will work from the same book, but be given different scenes. They will all come together in the end to tell a story.

• Teacher will lead a VTS discussion of narrative artwork. Suggested art includes Jacob Lawrence’s Migration Series), Tres Riches Heures du Duc de Berry, and comic books. Teacher will give historical context for the works.

• Teacher will distinguish between illustration (meant to be displayed with text) and narrative artwork (shown without text)

• Instructor will ask for a volunteer to make a running list of ideas for the next discussion

Tres Riches Heures du Duc de Berry, ca. 1416-1419

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• Teacher will lead discussion about what elements need to be considered when illustrating a story (i.e. character appearance, setting, mood conveyed through color, composition to convey relationships and set tone)

• Instructor will review process of brainstorming and sketching ideas for the books

• Teacher will then demonstrate gessoing of masonite panels

• Teacher will demonstrate use of materials

• Teacher will distribute materials for the lesson

• Teacher will distribute scenes to be illustrated to each student

• Teacher will ask if there are any questions, then direct students to begin brainstorming and sketching ideas

E. QUESTIONS TO GENERATE DISCUSSION: • What do you see? Where do you see that? What do you wonder? • Can you think of artwork that tells stories? What is distinctive about it? • What things do we need to think about when illustrating a story? • Why is it important to think about these things? • How can we start the process of creating an image based on our reading? F. LEARNING ACTIVITY: • Students will participate in a VTS discussion of narrative artwork • Students participate in a discussion about story elements and how to approach

creating an image based on a story; a volunteer will keep a running list on a large sheet of paper

• Students will watch instructor gessoing of masonite board • Students will watch instructor demo use of materials • Students will read their scene • Students will brainstorm ideas for their painting and make sketches • Students will start on final work after consulting teacher

G. DIFFERENTIATION: • Present instruction in multiple ways so all learners can access them. Give step-

by-step instructions both verbally and in written form (distribute to students, or post on a board)

• Read out loud any written supporting materials

John Tenniel, Alice’s Adventures in Wonderland

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• Demonstrate processes; show samples of a variety of finished work • During groupwork give opportunities to, but also be accommodating of, students

who may have challenges with speech or who are on the autism spectrum (and for whom appropriate social interactions and communication can be a challenge)

• Give the option for a verbal rather than written self-reflection • Assign a peer to assist English Language Learners or those who could benefit

from a “buddy”

Eliott Erwitt, from “Sequentially Yours”

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“All Together Now”



Tim Rollins and K.O.S. Workshop for Amerika IX, 1987

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•Ms. Hardy •Grade 8 Visual Arts, 20 Students •Class Period: 50 minutes •Lesson topic & description: “All Together Now” is based on the work of Tim Rollins and the Kids of Survival (KOS). Students join forces to create a large, collaborative mixed-media work on collaged book pages, interpreting a single text. STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS: • Artists can collaborate to convey a story

B. ESSENTIAL QUESTIONS:

• How can artists collaborate to communicate symbolically?

C. STATE STANDARDS ADDRESSED: Reading Standards for Literature: Grade 7 Students will:

o 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

o 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.

o 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text

Massachusetts Visual Arts Standards: Grade 8 Students will:

o 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.

o 1.8 Maintain the workspace, materials, and tools responsibly and safely o 2.10 For space and composition, create unified 2D and 3D compositions

that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony and emphasis

o 3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas

o 6.3 Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history


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D. ACQUISITION/ LEARNING OBJECTIVES: • Students will be skilled at using collage and mixed media to create a piece

of art • Students will understand that individuals can work together to create art • Students will understand that images can interact with text and story to

create meaning. STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a large, mixed-media work created on collaged book pages. A successful example will be a visually compelling work that demonstrates, in its form and content, an engagement with the source text. Student participation in the collaborative process is a considerable factor in the assessment of a successful piece.

Tim Rollins and KOS, The Scarlett Letter, 1987

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B. CONTINUUM OF ASSESSMENTS:

• Instructor will meet with student groups halfway to check for progress and understanding

• Instructor will make informal observations and checks for understanding during the course of each class

• Students will participate in a group critique at the end of the • Students will fill out a self-reflection form at the end of the assignment • Students will demonstrate respect for their class, teacher, and peers by


C. CRITERIA:

• Are the collaged book pages completely glued down to the canvas? • Does the design reflect engagement with the source text? • Is the final product visually engaging? • Does the final piece reflect an engagement with the text? • Did the student actively and vocally participate in discussion of the text and in

planning stages? • Did the student actively participate in the execution of the work? • Was the student respectful of their instructor, peers, and artroom etiquette? • Does the student’s self-reflection demonstrate thought and care? • Does the written self-reflection demonstrate a careful and considered


William Kentridge, from Second Hand Reading, 2013

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A. MATERIALS AND EQUIPMENT:

• Books • Ruler • Pencils • X-Acto knife • PVA glue • Acrylic paint • Brushes • Canvas

B. RESOURCES:

• http://www.lehmannmaupin.com/artists/tim-rollins-and-kos

• Video: “Kids of Survival: The Art and Life of Tim Rollins + K.O.S"

• William Kentridge: Art 21 http://www.pbs.org/art21/artists/william-kentridge

• Massachusetts ELA Frameworks recommended texts grades 6-8: Mark Twain’s “The Adventures of Tom Sawyer,” Shakespeare’s “A Midsummer Night’s Dream,” Mildred Taylor’s “Roll of Thunder Hear My Cry,”

• Boston Latin School Reading 7 selected reading list: To Kill a Mockingbird, Alice's Adventures in Wonderland, The Giver

• Boston Latin School Reading 8 selected reading list: Fahrenheit 451, Julius Caesar, Inherit the Wind, Twelve Angry Men, Anne Frank: Diary of a Young Girl, Farewell to Manzanar

• Boston Public School Yearlong Curriculum Overview by Grade Level: http://www.bostonpublicschools.org/Page/4316

C. VOCABULARY WITH DEFINITIONS: • Collaboration: Working together towards a single purpose • Symbol: Using one thing to represent something else (an idea, image, belief,

or thing); a sign • Medium: The material used to create an artwork (plural: media) • Mixed media: A single artwork created with multiple media (i.e. acrylic paint,

colored pencil, and collage) • Collage: Artwork created by pasting a surface with multiple materials. Also

refers to the act of making a collage.

Tim ROLLINS & K.O.S. (1955) "THE RED BADGE OF COURAGE", 1987 oil on book pages on linen 53 x 91

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D. TEACHER INSTRUCTION:

• Instructor will explain the project: to collaborate as a class on visually interpreting and transforming a single text

• Teacher will introduce students to the work of Tim Rollins and KOS by showing images of their work and clips of the video “Kids of Survival: The Art and Life of Tim Rollins + KOS”

• Instructor will introduce the text to be discussed and distribute copies of the book

• Teacher will distribute a project timeline • Teacher will lead a discussion about the similarities, differences, and

connections between literature and visual arts. • Teacher will lead a brainstorming session on establishing groundrules for

working collaboratively, focussing on respect for others, strategies to accommodate differing interpretations of the text or visions for the final piece

• Each class, teacher will conduct a reading of the text and lead students in discussions focussed on teasing out the themes of the text, understanding its historical context, and making connections with students’ lives

• Teacher will give drawing prompts to have students make connections between the text and visual imagery

• Teacher will lead students in brainstorming a final design for the project • Teacher will demo use of materials and outline procedures for final work:

cutting up book pages, gluing to canvas, gessoing paper, transferring the final design from a sketch, and painting the final piece

William Kentridge. Portage (detail), 2000; Collage on book pages, eighteen panels

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• Instructor will oversee a discussion on how to approach the execution of the final project, including division of labor, sequence of activities, and organization of materials

• Teacher will oversee execution of final work • Teacher will lead a group discussion after work is complete

TIM ROLLINS and K.O.S. Adventures of Huckleberry Finn - In the Cave (after Mark Twain), 2011 matte acrylic, book pages on canvas 46 x 60 inches

E. QUESTIONS TO GENERATE DISCUSSION:

• Does artwork need to be made by only one person? • How have artists drawn on literature for inspiration? • How have artists and writers collaborated? • What are the similarities between a book and a painting? • What are the differences between a book and a painting? • How is making a painting like reading a book? • How do books reflect the time and place they were created? • How does visual art reflect the time and place they were created? • How can we make connections between what we read and our own lives? • Is there one “right” viewpoint when reading a work of literature? Looking at a

work of art? • What questions should we be asking when approaching a text? A painting? • How can we take into consideration potential differing interpretations or

opinions when making our collaborative work of art?

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F. LEARNING ACTIVITY:

• Students will view artworks created by Tim Rollins and KOS, watch portions of the video “ “Kids of Survival: The Art and Life of Tim Rollins + KOS”

• Students will participate in brainstorming session to establish groundrules for working collaboratively, strategies to accommodate differing interpretations of the text and dealing with differing visions for the final piece

• Students will participate in a group discussion about the similarities, differences, and connections between literature and visual arts.

• Students will read out loud from the text to their classmates; they will discuss the symbolism and themes emerging from the text, and make connections to their own lives

• Students will make sketches in response to the book, making connections between the text and visual imagery

• Students will brainstorm a final design for the project • Students will discuss how to approach execution of the final project, including

division of labor, sequence of activities, and organization of materials • Students will execute the final piece: cutting out book pages, gluing them to

canvas, gessoing the paper, transferring the final design from a sketch, and painting the final piece

• Students will participate in a group discussion after work is complete • Students will do a self-reflection

William Kentridge: Tear, Repair, and Repeat

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G. DIFFERENTIATION: • Present instruction in multiple ways so all learners can access them. Give

step-by-step instructions both verbally and in written form (distribute to students, or post on a board)

• Read out loud any written supporting materials • Demonstrate processes; show samples of a variety of finished work • During groupwork give opportunities to, but also be accommodating of,

students who may have challenges with speech or who are on the autism spectrum (and for whom appropriate social interactions and communication can be a challenge)

• Give the option for a verbal rather than written self-reflection • Assign a peer to assist English Language Learners or those who could

benefit from a “buddy”

Tim Rollins and KOS, Midsummer Nights’ Dream

32

Total possible points: 20

Criteria 4 3 2 1

Criteria 1: Effort Worked hard; managed time well; put in extra work

Worked hard; managed time well

Adequate work and time management

Easily distracted; talks more than works; poor time management

Criteria 2: Creativity Takes risks; demonstrates innovation; create an original statement in a surprising way.

Thinks creatively to fulfill the requirement of the lesson; unique use of text and image

Fulfills the requirements of the lesson; begins to integrate text and image

Needs work to make an original statement; does not integrate text and image

Criteria 3: Craftsmanship

Completed book with care; demonstrates exploration of materials beyond expectations

Completed book with care; cover and contents are thoughtfully executed

Mostly completed the assignment; more work is needed to create a finished product

Did not complete assignment; binding unfinished and pages largely blank, or superficially filled

Criteria 4: Reflection Self-reflection is thoughtful, well written, and includes insight that will help in further artistic development

Self-reflection is thoughtful and well-written, and carefully considers work done

Self-reflection is too short, but demonstrates some consideration of work done

Self-reflection is too short, and/or does not demonstrate careful consideration of work done

Criteria 5: Community

Respectful and supportive classmates and the instructor; cleans up tools and workstation; very vocal in critiques/group work

Respectful of classmates and the instructor; cleans up tools and workstation; actively participates in critiques/group work

Needs more work on being more respectful to classmates or instructor; and/or needs to clean up tools and workstation more thoroughly

Not respectful of classmates or instructor; and/or does not clean up tools or workstation

RUBRIC FOR ARTIST’S BOOK LESSON

Documents

Creating Meaning Through Text and Image - Chantal Hardychantalhardy.weebly.com/uploads/4/5/5/6/45569641/hardy_ela... · • Watercolor, gouaches, india ink • Brushes • Colored