Who Fits the ISM?
This integrated activity was created for Art, Language Arts and Social Studies. It includes activities designed to allow students to investigate an Art movement in historical context and to apply their research to a situation where they must judge whether another artist's work and philosophy would be compatible with the movement.
Students will have a choice of product. They will create an interview with drama, art work, letter or WebPages based on their understanding of the tenets or manifesto of the "ism". It is designed to engage learners with different learning styles and exploit their multiple intelligences.
Building skills in:
• expose students to a variety of styles and examples of art forms
• provide opportunities that show how art affects and reflects the environment both historically and culturally
• develop an understanding of the application of art fundamentals
• combine the elements and principles of art into visual images
• analyze works of art and develop an understanding of personal preference and opinions
• interpret a visual experience orally, visually or in written form
• recognize how art can offer an enriching and enjoyable experience throughout one's life
• promote aesthetic awareness of the historical and cultural environment through observation and analytical study
• provide a variety of art experiences so that art becomes one of the options for the individual's continuing exploration and enrichment
Consider Others' Ideas
• articulate, represent, and explain personal viewpoints clearly
• reconsider initial understanding in light of new information, and ask clarifying questions; listen to diverse opinions
• contribute ideas, knowledge, and strategies to help identify group information needs and sources
Identify Personal and Peer Knowledge
• distinguish between fact and opinion when inquiring or researching using a variety of information sources
• recall, expand, and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources
• make notes in point form, summarizing major ideas and supporting details; reference sources
• share own work in a variety of ways; appraise particular aspects such as word choice, description, language usage, organization, audience appeal...) of own and others' work and presentations using pre-established criteria
ELA 4.2.2 Revise
• edit for sentence variety, word choice, and tone appropriate to audience and purpose, and to eliminate misplaced
ELA 4.4.1 Share
Ideas and Information
• explain, share, and present orally using appropriate conventions of public speaking in a variety of settings [such as small-group and whole-class presentations.]; use visual aids to enhance the effectiveness of oral presentations
ELA 4.4.3 Attentive
Listening and Viewing
• express personal reactions to a variety of experiences and texts and compare them with the reactions of others
Cooperate with Others
• demonstrate respect for other people's language, history, and culture
(Depending on student choice a number of these objectives will be met.)
Students will research an art movement in the social political context of the time period. Each student will analyze an art work created by an artist in their chosen art movement. Academically Gifted students will create a time line and plot all other student projects on it and link each project to a world map using MS FrontPage or Macromedia Dreamweaver.
After researching an art
movement and developing an understanding of the artists and their work in the
context of the social political situation they will share their new knowledge through drama,
art, public speaking and website building. This unit integrates Art,
Language Arts, Social Studies, information literacy and computer
Before starting this lesson, students will need to understand the elements of art and principles of design. Students will need to be able to apply these concepts to determine and support their decision in order to communicate it through the interview, letter, artwork presentation or website.
Students will form groups of their own choice. They will survey a number of art movements, discuss what they found and reach consensus on a topic to study further. They will each take on the persona of an actual artist (living or dead). One group member will take on the role of the artist seeking membership in the group. Students will create their choice of response to the research question and self-evaluate the process they used to create it, the actual product and their presentation of it using the rubrics provided.
Each student will do reflections on the process throughout the project and reflect on a multimedia presentation they experience on the web. (They may record their notes and reflection on the reflection page if you make copies for each student on your own server.)
Students often are more successful in learning groups of their own choice based on their own interests, therefore they are permitted to choose their own groups.
The implementation of this unit is best accomplished with the collaboration of Art, Language Arts and Social Studies teachers with the support of the teacher-librarian and /or media coordinator.
colleagues and administrators to the student presentations to advocate for more
participation in integrated, multimedia learning projects.
This WebQuest and print materials from the library
Adequate computer lab time is essential
Computers must have Internet access, word processing software MS FrontPage, Macromedia Dreamweaver or other Web design software
Optional: Video/digital camera, scanner
Students will self-evaluate the process they used to create it, the actual product and their presentation of it using the rubrics provided.
If you want to create your own, check out Rubric
STUDENT START PAGE
It's time to check out the Who Fits the ISM? WebQuest.
For more integrated project ideas check out Janice Biebrich's home page .
Home | Introduction | Task | Process | Evaluation | Conclusion | Resources | Credits | Teacher Page
Posted August 7/03 by Janice Biebrich