Visualizing and Building Context and Connections (Literacy)

This project is done in all classes at all levels

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Building clay skills
  • Drawing images from words
    • The teacher reads a book in class and students are to illustrate some of the things they hear. Dr. Seuss books like: To Think that I Saw in on Mulberry Street, McElligot's Pool, or "If I Ran the Zoo".

    This lesson is done with varying media: Sometimes we'll have clay and the students sculpt something they hear in the book. Or sometimes we'll use pencils and paper. Or paints, or pastels, etc.

    Before the end of the hour, we take some time to make an "Art Museum" where students push their chairs in, form a line, and we walk through the room looking at each of the artworks made. Some discussion is had afterward if we have time, as to which works were most successful or intriguing.

    Evaluation:
    This is a participation lesson. Everyone will get points for participating properly and doing their best work.

    Drawings and sculptures below are from a reading of McElligot's Pool








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