Expressivism Integration adaptations

Here is a short list of changes that were made to either the artists discussed or the 5th grade standards met by the original expressivism lesson plan:

1. Danielle Fairbanks

Discuss:       The Chicano movement (Define Chicano)
                  Art created by Judithe Hernandez and Congress of Artists

               
  http://artpilsen.blogspot.com/2011/01/la-vida-sobre-papel- judithe-...
  http://www.chicanoart.org/dia05.html
                  Current events that can apply
                  Any current local murals
Transition
Art can be worked on together and can be used to send a message.

 2.  Melissa Hafen
Expressivism & Health Education
Grade: 5
Time Needed: 45 minutes
Objective:  Students will learn to understand the importance of health in their lives as well as in the lives of others through the creation of art.


State Standards:

Grade 5 Physical Education
Standard 3
Students will understand and apply the health-enhancing benefits of physical activity and proper nutrition.
Objective 1
Demonstrate and apply knowledge of physical fitness

Grade 5 Health Education
Standard 3
The students will understand and respect self and others related to human development and relationships.
Objective 1
Demonstrate qualities that help form healthy interpersonal relationships.

Grade 5 Visual Arts
Standard 2
The student will analyze, reflect on and apply the structures of art.
Objective 1
Analyze and reflect on works of art by their elements and principles.

http://www.uen.org/core/


National Standards:
Grade 5 Physical Education and Health Standards
Students will demonstrate the ability to use interpersonal communication skills to enhance health-
Demonstrate effective verbal and non-verbal communication skills to enhance health.
Demonstrate effective verbal and non-verbal communication skills to enhance health.          
Describe how the behavior of family and peers affects interpersonal communication.
Demonstrate healthy ways to express needs, wants and feelings.
Demonstrate ways to communicate care, consideration, and respect of self and others.
Demonstrate communication skills to build and maintain healthy relationships.
Demonstrate refusal and negotiation skills to enhance health.
Analyze the possible causes of conflict among; youth in schools and communities.
Demonstrate strategies to manage conflict in healthy ways.
NPH-H.5-8.5 USING COMMUNICATION SKILLS TO PROMOTE HEALTH


http://www.educationworld.com/standards/



Procedure:
Materials Needed
Powerpoint
Example of art from Tony Orrico and Wassily Kandinsky 


Introduction
Show a PowerPoint presentation of different kinds of expressionistic art work by a variety of artists as Kendell and Mallory had done.  But in addition, show additional slide visualizing the different movements of the body.  Have the students express in their own words as a group what expressionistic artwork is and have them write down on a paper the different body movement they make in a typical day.
Example of body movements

Artist: Joseph Minton                


Artist: James Osterberg


Example of Expressionistic Paintings

Lesson Focus 1
Tony Orrico
Watch a variety of clips of Tony Orrico while he is creating his art. Have the children circle the movements they watched Tony make from their list of daily movements.  Explain to them that art can be used to keep us active and moving.
Lay large pieced of paper on the floor and allow them to create an art piece like Tony.
Ask them how they feel after creating a physically engaging art piece. Stress how we feel better when we’re active.

Lesson Focus 2
Wassily Kandinsky
View a variation of his art.  Discuss how his art is very active.  Point out the use of creative angels, curves and color.  Ask them what body movements come to mind then they look at the different art.

Transition
What makes relationship hard?  How can use physical involvement to build relationship and help understand others?

Assignment
Drawing Prompt:  Draw a picture of a sporting event or activity involving physical movement that helps to form friendships and strengthens relationships.  Talk about the energy it takes to participate in that particular activity and good food we can eat to give us proper energy.  Have them make a list on the back of their picture of good food to eat.


3. Ally Adams
Introduction

• Show powerpoint presentation of different art pieces. Have the students write down one emotion they feel while looking at the piece.
• Discuss in groups: What did you feel while looking at this art? What made you feel like that? Colors, staging, lighting, emotion, expression etc.

Lesson Focus
Civil Rights Movement: Display pictures and art work about the Civil rights movement. Discuss what the students feel when they look at the art work, and discuss what the Civil Rights Movements was about.


Read parts out of Child of the Civil Rights Movement. Display the cover painting and have students discuss how they would feel if they were a child during the Civil Rights Movement. Discuss the emotions they can see on the little girls face, or how the colors of the flag make them feel.

Talk about Martin Luther King Jr. and his I have a Dream Speech. Play his speech at http://www.youtube.com/watch?v=gdTpU5WZHHM Discuss with students how his feelings toward equal rights helped him help his people, and how emotions can led to social awareness.

• Jacob Riis & Child Labor Reforms

• Teach about what child labor is, what initiated the reform, what laws were made, what the laws prevented/changed. (history lesson)
• Discuss how he used his pictures to bring national attention to child labor in his book How the Other Half Lives
• Inspired politicians to make changes

Display other pictures and talk about the emotions felt by just looking at the pictures, talk about how the children look, how they may be feeling, or how the students would feel if they were these children.


As a class come up with a solution to help these children. What would they do as a class to end child labor and prevent it from happening again? How could they help children all around the world?



Transition
What are some social issues now? What problems do you see around you?
Assignment:
Write a short story about a character either during the civil right movement, a child who is being forced to work, or any other movement we have discussed. After writing your story, create a water color painting of your character with emotion, and feelings by using warm and soft colors, and facial expressions.
Materials:
Paper
Pencils
Water color paint
Painting paper
Assessment

• Students write in their journals.
• Writing prompt: What emotions did you feel and hope that your audience would feel when looking at your art? What change would you like to see and why would these emotions lead to this change?
• Assesses their understanding that their picture can evoke emotion and awareness of social issues and how.
• Have student's share their Character painting, discuss the emotions they used and how they displayed those emotions through color and expressions.

4. Rachel Saunders
State Standards:
Social Studies
Standard 5: Students will address the causes, consequences and implications of the emergence of the United States as a world power.
Objective 1: Describe the role of the United States during World War I, The Great Depression, and World War II.
 Indicator A: Review the impact of World War I on the United States.

Visual Arts:
Standard 3 
(Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.
Objective 1: Explore possible content in art prints or works of art.
Indicator A: Determine the context by examining the subject matter, themes, symbols, ideas, and meanings in significant works of art.

National Standards:
Grade 5 Social Studies
What are the Roles of the Citizen in American Democracy?
What is citizenship?
What are the rights of citizens?
What are the responsibilities of citizens?
What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?
How can citizens take part in civic life?


http://www.uen.org/core

Procedure:
Materials Needed: pictures of expressive, World War I art.
PowerPoint showed in class

1. Introduction-Show PowerPoint of different expressivity art pieces. Have students write down what they feel. What makes them feel that way? Color/lighting/medium etc. First discuss in groups then as a whole class.

World War I:
Have posters of different artwork that depicts World War I around the room in centers. Have students go around in groups to the different centers and talk about what each picture makes them feel and why. Then use the pictures to discuss what happened during World War I:




Why do you think the women are now working?
What do you think the children did during WWI?


How do these pictures make you feel? What do you think it would have been like to be a child during WWI?


Talk to students about Trench Warfare. Explain the effects of WWI on U.S.
            As a result of the USA joining the war in 1916, industry production in America boomed.  Manufacturers had to keep production up to the pace needed to support the war.  In order to produce more material in a short amount of time, new technologies were developed to help manufacturers meet the needs of the government and people.  Also more employment opportunities opened for women and African-Americans.  In the absence of most of the able-bodied men in American, women became the main population of the factories, and African-Americans migrated to the cities to find jobs (“Factory Workers” 1).  During this time as industry boomed, so did the economy.  More previously unemployed people held jobs, and the finances of the public, which had been poor since the recession of 1897, improved.  However, as the war ended, and soldiers started to return home, the industry production began to slow, and there was less need for workers in factories.  Many women stopped working, but even so there were not enough jobs for the men returning home from Europe.  This rising unemployment after a time of industry and economic prosperity, planted the seeds of the coming Great Depression (“The Results of First World War” 9).

Assessment:
Think back to what we talked about and all of the pictures that we looked at. I want you to create a story about what life would have been like as a man, a child, or a woman during WWI. How would your life be different? Would anything be the same? Once you have written your story, I want you to create a symbol using water color paints that expresses and represents how you feel. Use different colors and shapes to do this.

Have students discuss and explain their symbols in groups, once they have finished.