Unit 3: Stories
Thomas Hart Benton and Diego Rivera:
Completed using a piece of paper and colored pencils
Completed using a piece of paper and colored pencils
Faith Ringgold:
Completed using crayons, paint, brushes and slices of paper for the surrounding squares.
Completed using crayons, paint, brushes and slices of paper for the surrounding squares.
Jean Shin:
Completed using found objects: plastic bottles, newspaper clippings, and aluminum cans.
Completed using found objects: plastic bottles, newspaper clippings, and aluminum cans.
Unit Reflection:
The studios connected to the big idea (stories) by having the artist convey a story through their artwork. For example the political cartoon required the artist to tell a story through a cartoon, and then the quilt assignment required the artist to tell a story that they were a part of and do that through water crayons. And then the last studio of the unit required the artist to find found items in which they could convey a story through. So these three studios did a great job connecting to the big idea of the power of stories.
One way that I would integrate visual art into my classroom using these studios would to use an idea “Made for Math-Graffiti Board” article, “My first graffiti board was a pre-assessment.” I would use the graffiti board and ask my students as they enter the class to quickly draw something that they included in their art project the night before. And then another way to integrate visual art with these studios would be as described in the “Mathematical Quilting” article we would “A study of quilts offers the chance to investigate tessellating shapes and an opportunity to apply transformational geometry.” Like the quilting studio we did in class, I would have my students use geometric shapes in their assignment to understand the shapes better.
The studios connected to the big idea (stories) by having the artist convey a story through their artwork. For example the political cartoon required the artist to tell a story through a cartoon, and then the quilt assignment required the artist to tell a story that they were a part of and do that through water crayons. And then the last studio of the unit required the artist to find found items in which they could convey a story through. So these three studios did a great job connecting to the big idea of the power of stories.
One way that I would integrate visual art into my classroom using these studios would to use an idea “Made for Math-Graffiti Board” article, “My first graffiti board was a pre-assessment.” I would use the graffiti board and ask my students as they enter the class to quickly draw something that they included in their art project the night before. And then another way to integrate visual art with these studios would be as described in the “Mathematical Quilting” article we would “A study of quilts offers the chance to investigate tessellating shapes and an opportunity to apply transformational geometry.” Like the quilting studio we did in class, I would have my students use geometric shapes in their assignment to understand the shapes better.