Thursday, July 21, 2016
Wednesday, July 20, 2016
Monday, July 18, 2016
Walker Art Center
http://schools.walkerart.org/arttoday/index.wac?id=2138
Writing through Art
Grades 4 - 12
Writing through Art uses contemporary art to engage students in writing activities. Beginning with the works of art, students will look carefully, think critically, and interpret what they see. The artwork then becomes an inspiration and prompt for writing essays, stories, and poetry.
Writing is a process that begins with thinking and brainstorming ideas and continues through composing, revising, editing, and finally publishing a finished piece. Writing through Art activities will first focus on generating ideas for writing, engaging in prewriting discussions and activities, and creating a first draft of an essay, poem, or other type of writing. The composing processes of revising, editing, and publishing will be continued in the classroom.
How do writers generate ideas for their work?
How do writers become inspired?
How are the processes of creative writing and creating art similar?
Writing is a process that begins with thinking and brainstorming ideas and continues through composing, revising, editing, and finally publishing a finished piece. Writing through Art activities will first focus on generating ideas for writing, engaging in prewriting discussions and activities, and creating a first draft of an essay, poem, or other type of writing. The composing processes of revising, editing, and publishing will be continued in the classroom.
How do writers generate ideas for their work?
How do writers become inspired?
How are the processes of creative writing and creating art similar?
Gallery tour at the Walker Art Center
2003
2003
Arts Integration
Multiple Means of Representation
The arts, in their many forms (dance, drama, music, visual arts, literary arts, and media arts), offer alternative means for representing information.
Arts integration offers a variety of ways for teachers to represent content through multiple learning modalities—visual, aural, and kinesthetic—and as a result, reach a wider range of learners. For example, in the visual arts, teachers use line, shape, color, texture, and form to represent content. In music, teachers use rhythm, melody, and sound patterns to represent content; and in dance, content is represented through bodily motion with varying forms of energy in space and time. In drama, teachers use both language and physical expression as a means of representing content.
Multiple Means of Action and Expression
The creative process is accessible to all learners. It’s flexible and can be altered and adapted to fit an individual student’s needs. Students can enter the process at different places and move within it at different rates and in different sequences. While the creative process is flexible, it is not unstructured. Students plan and carry out strategies to reach a goal. Throughout the creative process students monitor their progress and make adjustments along the way to better reach a goal.
Writing and Art
| Author's Word Choice | Artist's Brushstrokes, Color, and Medium Selected |
| Author's Point of View | Artist's Perspective |
| Author's Purpose | Artist's Purpose |
| Author's Main Idea | Artist's Subject |
| Author's Setting-time, place |
Artist's period, time, place
STUDENT ASSESSMENT/REFLECTIONS
Impressionism was inspired by the music of Modest Petrovitch Moussorgsky who translated Russian literature into musical genres. Understanding of the similarities between the creative processes of composition—writing, art, and music—could be assessed through extended synthesis, after listening to Moussorgsky's "Pictures at an Exhibition" (Maurice Ravel's 1922 orchestration). Student responses could be noted through contributions to a large group discussion or reflective journal entries (written or drawn).
The students' written responses to the painting (or other art form) can be assessed with a rubric based on:
See lesson plan: http://www.readwritethink.org/classroom-resources/lesson-plans/creative-communication-frames-discovering-10.html?tab=4#student-assessment
Students could be given the option to demonstate their understanding by creating an original art form—computer generated, mixed media, musical piece or mix, etc.—accompanied by a written piece that could be used as a gallery print release about a "newly recognized artist". The written piece would address the artist's perspective/point of view; choice of media; purpose; focual point/main idea; and technique. These pieces could develop into a classroom or school exhibit—a form of publication.
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Tuesday, July 12, 2016
Music and Writing
Monday, July 11, 2016
Why Art?
AGENDA:
1. Review course criteria/lab procedures and rules
2. Awesome! https://www.youtube.com/watch?v=RwlhUcSGqgs
3. Discuss the following excerpt and questions:
https://www.youtube.com/watch?v=1M5hs6ahcKU
"By awakening our imagination, art intensifies and complements our own experience. Art represents people, cultures, values, and perspectives on living, but it does much more. While bringing us pleasure, art teaches us. While reading or contemplating a painting our minds go elsewhere. We are taken on a journey into a world where form and meaning are intertwined.
Form matters and gives pleasure. How a work of art is organized — its technique, its verbal or visual texture, its way of telling — gives pleasure. So does the inextricable relation between form and content. The form of imaginative art, as well as the form of well-written non-fiction, organizes the mess (if not the chaos) of personal life as well as that of external events. Form not only organizes and controls art but also other bodies of knowledge within the humanities. Form imposes structure that our own lives — as we move from moment to moment through time — may lack.
Narrative — sequential telling — imposes form as it orders and gives shape. Indeed, in the sense that each of us is continually giving shape to the stories we tell to and about ourselves, there is continuity between what we read and see and our own lives. Put another way, what we read teaches us to find narratives within our own lives and hence helps us make sense of who we are. Our seeing shapes and patterns in stories and other kinds of art helps give interpretive order — in the form of a narrative that we understand — to our lives. We live in our narratives, our discourse, about our actions, thought, and feelings.
While there is always a gulf between imagined worlds and real ones, does not the continuity between reading lives and reading texts depend on our understanding reading as a means of sharpening our perceptions and deepen our insights about ourselves? Reading is a process of cognition that depends on actively organizing the phenomena of language both in the moment of perception and in the fuller understanding that develops retrospectively."
Daniel Schwartz, Huffington Post
Aesthetics/So Why is this Art?
http://schools.walkerart.org/swita/
The nine key questions are:
1. What is art?
2. Should art be beautiful?
3. Does art have to tell a story?
4. Should art be realistic?
5. Which comes first, the art or the idea?
6. Does art express emotions?
7. Is art an object or is it a process?
8. What is the difference between art and popular culture?
9. Can art change society?
Questions in Aesthetics
(a partial list for the course and for your project):
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Thursday, July 7, 2016
Writing Territories
Don't try to figure out what other people want to hear from you; figure out what you have to say. It's the one and only thing you have to offer. ~ Barbara Kingsolver
In Collecting Your Writing Territories, Consider . . .
memories: early, earlier, and recent favorites, now and then
obsessions pets,
now and then
idiosyncrasies teachers,
now and then
problems places:
school, camp, trips, times away with friends and relatives
dreams hobbies
itches sports
understandings music
confusions games
passions books
sorrows poems
risks songs
accomplishments movies
fears writers
and artists
worries food
fantasies pet
peeves
family, close
and distant beloved
things-objects and possessions, now and then
friends, now
and then all
the loves of your life
fads
Adapted from Lessons That Change
Writers by Nancie Atwell
Other ideas:
http://smoran.ednet.ns.ca/writing/writing_territories.htm
Other ideas:
http://smoran.ednet.ns.ca/writing/writing_territories.htm
Welcome/Classroom expectations
Welcome to CW7
1) Treat others as you would like to be treated. RESPECT ALL NOUNS (People, objects, ideas)
2) Respect other people and their property (e.g., no hitting, no stealing).
3) Laugh with anyone, but laugh at no one.
4) Be responsible for your own learning.
5) Come to class and hand in assignments on time.
6) Do not disturb people who are working.
In addition:
No food or drink in classroom or computer lab.
No cell phones.
2) Respect other people and their property (e.g., no hitting, no stealing).
3) Laugh with anyone, but laugh at no one.
4) Be responsible for your own learning.
5) Come to class and hand in assignments on time.
6) Do not disturb people who are working.
In addition:
No food or drink in classroom or computer lab.
No cell phones.
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