Artists Books & Arts Integration

Maria Barbosa

Book Arts Installation Art

works withGAIN, Global Arts Integration Network

(Director)Arts in Education, MD State Arts Council

Kennedy Center Teaching ArtistYoung Audiences of Maryland

Anne Arundel County Public Schools

Purpose of Workshop Introduce an art form: Artist’s BooksCreate Artist’s BookHelp students improve reading comprehension skillsCommunicate in the visual modeOrganize ideas and thoughts

RationaleCreating art work is a personal experienceStudent uses personal resources to generate

resultBook arts emphasize visual mode of

communication

(WARNING: THIS WORKSHOP IS NOT ABOUT FOLDING PAPER!)

Knowledge ObjectivesSkills Objectives

Overview of WorkshopEnduring UnderstandingsEssential Questions

Activity 1The “Guess what?” book

Organizing ThoughtMaking Inferences

Knowledge ObjectivesThat books help organize ideas and narrativesHow students can use hand-made books to

improve their reading comprehension skills such as making inferences

That visual communication is effective

Skills ObjectivesAssemble one book structureUse the book to organize thoughtUse the book to help students question,

determine importance, infer, and synthesize ideas

Communicate in the visual mode

Procedure Assembly

• Form groups of 4-5 students• See diagram on page 17• Follow instructor's

demonstration (with children, you may use a printed pattern)

• Assemble the "Guess what?" book

1

The Book

✕ ✕

1 ✓ 2☜

☝

☟3

4

☞

2, 3 & 4 ➔ SHAPES

COLOR

• Choose an object in the room• Determine what is the top, bottom, and

side of your chosen object• Observe visual characteristics of the

object (clues/attributes)• Dominant color (1)• Dominant shape in side view (2)• View from the top (use only shapes,

no texture or shading) (3)• View from the bottom (use only

shapes) (4)

2

1 ✓ 2☜

☝

☟3

4

☞

2, 3 & 4 ➔ SHAPES

COLOR

• Follow instructions on the flaps

• Draw unerneath the flaps:• #1: Dominant color• #2: Dominant shape - side

view• #3: Shapes seen on the top of

the object• #4: Shapes seem on the the

bottom of the object

3

• Give new title to the book

• Place title on the cover

• Write your name and date on back cover

4

Procedure The Game

• Discuss with group what should be included in the group's book

• Create group's book

1

• Exchange books with another group2

• Guess what object is described in the other group's book

• Consult with the other group• Verify your answer3

• Back in original small groups

• Discuss the success of your book and of your guess

• Examine how clues helped decisions

4

Reflection QuestionsFEEL Do you feel that the ”Guess what?” book could help your

ESOL students improve their reading comprehension skills? THINK Thinking back on the activity, could you recall instances that

would help students question, determine importance, infer, and synthesize?

 TRANSFORM What changes would you make to the ”Guess what?” book

activity to help your students?

Activity 2Defining The Artist’s Book

Knowledge ObjectivesWhat an artist’s book isThe difference between a book and artist’s

bookThe character of an art object

Skills Objectives Identify an artist’s bookDifferentiate between a book and an artist’s

book Identify an art object

Procedure: Defining the Artist’s Books

• Examine the two books shown on page 25

• Use the checklist on page 26 to identify the artist's book1

• Select the book you believe to be the artist’s book2

Book #1

Book # 2

CHECKLIST – Find the Artist’s Book

DESCRIPTION CRITERIA BOOK 1 BOOK 2The title and the images on the cover describe or suggest the most important idea in the book

Main Idea

The text, images, and book structure describe or suggest the underlying statement the author is trying to convey

Theme

The text, images, and book structure are arranged to aid understanding

Organization

The text, images, and book structure communicate the author’s feelings and/or point of view

Voice

The text, images, and book structure awake the viewer’s feelings (e.g., happiness, sadness, peacefulness)

Mood

The book is a container of information FunctionThe use of the elements of art (color, line, form, shape, space, texture, and value) strengthen the book’s theme, mood, and sequence

Use of elements of Art

The images represent the mood, characters, and setting

Image selection

The book was assembled with the most careful attention to visual and structural detail

Craftsmanship

The artist’s book is

Criteria through images1 2

43

5

• Share your findings with a group of 4 -5 teachers3

• On page 27, write what you believe to be the attributes of the artist’s book. Write your group conclusion on a large paper

• Post the large paper for all to see. The list of attributes will be read aloud and discussed with the whole class.

4

Reflection QuestionsFEEL How do you feel an artist’s book is different from a common

book?THINK Think about and write down a definition for artist’s booksTRANSFORM Share the definition with your small group (4-5 teachers),

and write a group definition on a large paper. Your group will share their definition in a classroom discussion.

Activity 3Creating The Artist’s Book

Knowledge Objectives That artists sketch or create models before they work

on their final work That artist’s books are created by artists to express

thoughts, feelings, and experiences That artists question, probe, infer, make choices,

consider cause and effect when creating artwork That an art work is the synthesis of an artist’s thoughts,

feelings, or experiences That students can communicate visually That we learn about the artist when looking at her/his

artwork

Skills Objectives Create a model of the artist’s book Create an art object to express thoughts, feelings, and

experiences Question, probe, infer, and select effective images and

composition Combine (synthesis) and organize images into an

artist’s book Visually represent a central idea and a ground situation Visually describe their neighborhood and home Learn about other teachers

Procedure: Creating the Artist’s Book

• See diagram on page 32 and exemplar

• Follow instructor's demonstration

• Use printed pattern to assemble the book

• Observe that the house has an inside and an outside

1

•Start by working on the outside of the book•Visualize your neighborhood and how your home fits in it•Think of what makes your neighborhood different from any other•Use the elements of art to represent your neighborhood•Place your house on the front of the book.•Make sure the opening of the book matches the opening of the house

2

• Work on the inside of the book

• Think of what makes your favorite place in your home so special

• Use the elements of art to represent your favorite place

• Include yourself in the drawing

3

• Use checklist on page 33 to assure you have done everything you need to do

• Use the analytical rubric on page 34 to see where you are in the process of creating the book

• On page 35, write a title for your book, and, in a paragraph, describe what your book is about

• KEEP THIS INFORMATION TO YOURSELF

4

CHECKLIST – Creating the Artist’s Book

DESCRIPTION CRITERIA ✓The title and the images on the cover describe or suggest the most important idea in the book

Main Idea

The text, images, and book structure describe or suggest the underlying statement the author is trying to convey

Theme

The text, images, and book structure are arranged to aid understanding

Organization

The text, images, and book structure communicate the author’s feelings and/or point of view

Voice

The text, images, and book structure awake the viewer’s feelings (e.g., happiness, sadness, peacefulness)

Mood

The use of the elements of art (color, line, form, shape, space, texture, and value) strengthen the book’s theme, mood, and sequence

Use of elements of Art

The images represent the mood, characters, and setting

Image selection

The book was assembled with the most careful attention to visual and structural detail

Craftsmanship

Reflection Questions The title of my book is…

My book describes…

FEEL At this point, do you feel that creating an artist’s book will

help your students improve their reading comprehension skills?

THINK How do you think this activity may help your students?

TRANSFORM What could you adapt this activity to the needs of your

students?

Activity 4“Reading” The Artist’s

Book

Knowledge Objectives Artist’s books communicate the artist’s ideas,

thoughts, and experiences A “reader” of an artist’s book use her/his experiences

and previous knowledge to decode the message A “reader” of an artist’s book questions, probes,

infers, makes choices, and considers cause and effect Diverse readers may interpret the artist’s book in

different ways The clarity of the message depends on the proper use

of the elements of art, and on the cultural make-up of the “readers”

Skill Objectives “Read” or decode an art object Recognize meaning on visual images and on the book as a

whole Make connections between themselves and the artist’s

book Question, probe, and understand the selection of images,

composition, and structure Understand the importance of the elements of art as the

basis for visual communication Understand the effect of culture on communication Learn about each other

Procedure: ”Reading” the Artist’s Book

• Exchange your artist's book with someone on your table

• Examine ("read") your partner's artist's book

• Give a title to your partner's book. Place it on page 40

• Also on page 40, write a sentence to describe your partner's book

1

Exercise sheet, page 40The title of my partner’s book is…

My partner’s book describes…

• Ask your partner to tell you about her or his book

• Talk about how much your reading coincides with, or differ from, your partner's intention

2• Use rubric on page 34 to discuss how

to refine your visual narrative3

Exercise sheet, page 40Was my interpretation similar to my

partner’s

intention?

Reflection QuestionsFEEL At this point of the workshop, do you feel that

creating and reading artist’s books could help your students improve their reading comprehension skills?

THINK How do you think this activity may help your

students?

TRANSFORM What could you do to adapt this activity to the needs

of your students?

ClosureEXHIBITION OF ARTIST’S BOOKSREVIEW OF ACTIVITIES