Pop-Up Museum Curriculum Guide · Children’s Museum of the Arts 103 Charlton St, NYC 10014 (212)...

Children’s Museum of the Arts 103 Charlton St, NYC 10014 www.cmany.org (212) 274-0986

Pop-Up Museum Curriculum Guide LOOK MAKE SHARE

Dances in Kafristan, Fatima Bashir, Age 12, Presentation Convent School, Pakistan

By Zahra Ahmed

This project was made possible by the Institute of Museum and Library Services (IMLS) MA-04-12-0074.


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Table of Contents

LOOK MAKE SHARE Introduction Pop-Up Museums………………………………………………………………………………4 Pop-Up Museum Exhibition Themes Vocabulary & Social Context……………………………………………………………..5-6 Curriculum Overview LOOK, MAKE, SHARE…………………………………………………………………………7-9 5th Grade Common Core Standards Select Standards for English Language Arts……………………………………………..10 5th Visual Arts Standards Blueprint Standards & Benchmarks for Arts Learning…………………………………..11 PART 1: Spaces and Places: Landscapes…………………………………….........12 – 16

Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Landscapes…………………………....….13 Lesson 2: Research & Investigation Exploring Landscapes in Your Community……………………………………..14 Lesson 3: Project Based Learning Reimagining Landscapes in Your Community for Change…………..….15-16 Key Words & Ideas Exploring Visual Arts & ELA Literacy through Landscapes…………………...17 Pop-Up Museum Artworks Looking at Landscapes…………………………………………………………18-20

PART 2: Characters and Faces: Portraits……………………………………...........21 – 26

Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Portraits…………………………....………..22 Lesson 2: Research & Investigation Exploring Portraits in Your Community…………………………………………...23 Lesson 3: Project Based Learning Reimagining Portraits in Your Community…………..…………………………..24 Key Words & Ideas Exploring Visual Arts & ELA Literacy through Portraits…………………...........25 Pop-Up Museum Artworks Looking at Portraits………………………………………………………………26-29


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PART 3: Objects and Subjects: Still Lifes…………………………….......................30 – 36 Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Still Lifes…………………………....……….31 Lesson 2: Research & Investigation Exploring Still Lifes in Your Community…………………………………………..32 Lesson 3: Project Based Learning Reimagining Still Lifes in Your Community…………..…………………………..33 Key Words & Ideas Exploring Visual Arts & ELA Literacy through Still Lifes…………………..........34 Pop-Up Museum Artworks Looking at Still Lifes………………………………………………………………35-36

Student Assessment Learning Outcomes & Approaches……………………………………………………….37 Works Cited LOOK, MAKE, SHARE………………………………………………………………………….38 Acknowledgements Special Thanks to Participating Professionals and Students………………………….39


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Introduction

Pop-Up Museums Background The Children’s Museum of the Arts (CMA) launched a series of three Pop-Up Museum exhibits that were supported by the Institute of Museum and Library Services (IMLS). The goal of the Pop-Up Museum Series was to broaden exposure and access to the arts by sharing the diversity of CMA’s permanent collection of children’s artwork with the New York City (NYC) community through a travelling collection of children’s artwork along with art-making workshops. Exhibits of the Pop-Up Museum celebrated the cultural diversity of CMA’s collection dating back 80 years with art from over 50 countries that showcase a range of historical subjects, mediums and narratives. ‘Personal identity’ was selected as the overarching theme of the Pop-Up Museum exhibits with a sub-theme for each of the three exhibits including: (1) Spaces and Places (landscapes), (2) Characters and Faces (portraits), and (3) Objects and Subjects (still lifes). Purpose of this Curriculum The purpose of this curriculum is to provide an online resource for educators to use with students that are based on concepts of CMA’s Pop-Up Museum exhibits, such as the importance of expressing identity through art and the ability to create your own pop-up museum in your school community. For example, images of artworks from CMA’s Pop-Up Museum provided throughout this curriculum can be printed out and displayed in the classroom to encourage students to LOOK, MAKE, and SHARE art. Each of the units in this curriculum guide includes activities to expand the Pop-Up Museum collection through research (e.g. sketches and photographs) and making their own works of art. These artworks can be displayed along with artworks from CMA’s Pop-Up Museum to create a dialogue between the pieces. Another example of a Pop-Up Museum is a collection of special objects, which students collect over time and keep in a shoebox and/or journal in the classroom. Through archiving, curating, and labeling these special objects, students will learn that their own personal objects can be specimens or artifacts that reflect their self-identity and can come together to make a collection of their group identity. Students will also learn that collections have evolving histories, stories, and meanings, as well as social context.


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Pop-Up Museum Exhibition Themes

Vocabulary & Social Context

3 Exhibition Themes Landscapes: Spaces and Places The Spaces and Places exhibit and associated curriculum explore the different ways that artists represent scenes and create a sense of place in their environments, landscapes, or the different kinds of spaces they inhabit, whether it is a natural place, an urban environment or an imaginary location. A “placescape” is a picture that shows the artist’s interpretation of a place. Just like faces, places are full of variety. The word “place” can mean anything from the corner of a drawer to a neighborhood, from a kitchen to a forest, from a backyard to the moon. By looking at various placescapes, including landscapes and cityscapes or interiors and exteriors, we can become more aware and appreciative of our surroundings. Portraits: Characters and Faces The Characters and Faces exhibit and associated curriculum focus on self and identity through the different decisions that artists make when they represent a figure as their subject. How do artists use faces to express themselves and their world? In these works of art, we find a parade of faces where no two faces look alike. The works in this exhibit can help us understand how people from different cultures and times have viewed themselves. Collectively, the Characters and Faces exhibit represents the diversity of self-expression and identity across the world over time. Still Lifes: Objects and Subjects The Objects and Subjects exhibit and associated curriculum engage young artists in the process of examining everyday objects and subjects through painting and drawing. Students are introduced to the concept of a still life. A still life is a picture of objects that don’t move, such as images of vases, bowls of fruit and bottles. Artists create still life drawings or paintings by setting up objects in a space where they can to do a 'study' of these objects. Next, the artist carefully observes the objects and studies their shape, color, where the light falls, and the shadows the objects make in relation to the other objects. The final product is a reflection of the artist and what the artist finds important. The traditional idea of a still life drawing or painting can be “reimagined” to become a “still of life” that captures a moment in time that depicts everyday life. How can we create a “still of life” of a particular moment in


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everyday life? This is the central question posed by the artwork in the Objects and Subjects exhibition. Looking at, and thinking about, objects helps us learn about the people who made them, the people who use them, and the people who save and collect these objects.

Key Words & Ideas from 3 Exhibition Themes

Identity: a sense of self, which can reflect one’s internal qualities, such as personality, interests, emotions, and culture, and external qualities, such as physical characteristics and attire. Self identity reflects a person’s own identity and group identity reflects the identity of more than one, such as a class or community. Community: a group of people who share something in common, such as having a particular interest, attitude, or goals, living in the same neighborhood, or attending the same school. Also, it is a group of people that works together through teamwork.


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Curriculum Overview

LOOK MAKE SHARE Umbrella Objective Through comparing and contrasting, exploring, and reimagining landscapes, portraits, and still lives, students will learn that they can create art from observations and their imagination in order to express their self and group identity. Rationales CMA’s interdisciplinary curriculum facilitates the arts being integrated across disciplines towards the learning goal of enhancing creativity in the classroom as well as teaching students about the societal, cultural, and historical significance of art. This curriculum infuses the arts in core subjects, including language arts, social studies, and science. The focus on the theme of personal identity draws from a long history of art-making examining identity through landscapes, portraits, and still lifes. Each of the lessons is situated in the social context of students’ lives and embed higher order critical thinking throughout by encouraging learners to question, make connections, and engage in real world activities. Students will learn the vast possibilities of what a landscape, portrait, and still life can be and how they can take many diverse forms. CMA’s curriculum has been specially designed to be appropriate for a fifth-grade audience by building on foundations developed in previous grades and aligning with the Common Core Standards for English Language Arts (p.9) and Blueprint Standards for Teaching and Learning the Visual Arts (p.10). Curriculum Methodology The Pop-Up Museum curriculum uses Project Based Learning (PBL), Universal Design for Learning (UDL), Visual Thinking Strategies (VTS), and multiple modalities. These approaches to learning guide students to look at artworks, engage in dialogue, make connections to their lives, and express their identity through making art. This resonates with CMA’s pedagogy of LOOK, MAKE, SHARE. The Pop-Up Museum curriculum units and lessons are structured in a sequence and build on prior learning by activating students’ background knowledge from previous lessons. Each of the units has a parallel structure and encourages students to investigate self and group identity by comparing and contrasting, exploring, and reimagining landscapes, portraits, and still lifes from the real world and their imagination.


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LOOK: In the first unit, students explore landscapes in their community and reimagine spaces and places for positive social change. MAKE: The second unit on portraits enables students to examine a special person in their community who has had a positive impact. Students create narratives of characters from their imagination interacting in a real word landscape. SHARE: In the third unit on still lifes, students personify personal objects as characters interacting with each other in their favorite landscapes.

Supporting Research Fifth grade marks an important age of development for children where they are becoming more independent thinkers and it is thus beneficial to foster an exploration into self and group identity with this age group. Fifth graders reflect the “gang phase” in which students, ages nine through twelve, perceive social groups as an important part their life and they begin to depict human relationships in their compositions (Burton 2011). As students become aware of being social, they enjoy doing group and collaborative work. They may also like creating a dialogue with their classmates work. They also want to portray these relationships between themselves and the friends or objects that they have created bonds with. The pre-adolescent stage extends from ages ten through thirteen. During these years, we begin to see how children’s art and their style and exploration changes. Puberty plays a large role in shaping a child’s development and we can see this in how children approach art. Children become more self aware of their drawing. We may begin to notice that some children may think that their art is ‘child-like” and may begin to shy away from producing art. During the earlier years, children are more comfortable exploring and are less self-conscious. Students at this age are “self critical” since they value what their fellow peers think and are more concerned with how others perceive them and their work (Lowenfeld 1975). Therefore, the teacher should provide multiple ways for students to feel comfortable to reflect on and share their work. Students at this age may also like creating a dialogue with their classmates work. For example, during the reflection of a project, one can ask students, “Pick someone’s artwork that has captured who they are.” It is important to make sharing conducive to students who don’t want to share with the entire class and provide them with the opportunity to share with just a few of their peers. Students can go to different parts of the


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room to share their story with a partner and when they are finished sharing they can share with another pair of partners. Art of the 21st century often deals with the question of what is real. Adolescents today grapple with their identities between self and their place in the world. Art can help to ease this tension and can be used to help explore the role of self identify and group identity. Themes using imagination tied to pop culture pervade adolescent artistic and creative practice. Also, themes that emerge from their work focus on self and social group identity and practices. These themes enable students to use creativity to explore their inner and outer worlds (Burton 2011).


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Fifth Grade Common Core Standards The Pop Up Museum Curriculum supports Fifth grade Common Core Standards for English Language Arts. Listed below are a few examples of select standards: Key Ideas & Details

CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft & Structure

CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


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Fifth Grade Visual Arts Blueprint Standards The Pop Up Museum Curriculum supports Strands and Benchmarks of Arts Leaning in the Blueprint Standards. Listed below are a few examples of the way that Visual Arts support students in the Fifth grade: Art Making Students begin sequential unit projects; extend knowledge of art media and compositional and design elements; choose new ways of using familiar tools and materials; and deepen imaginative capacities, observational and expressive skills. Developing Art Literacy Students hone observation skills and discuss works of art; develop visual arts vocabulary to describe art making, the tools and techniques used to produce art, and the elements and principles of design; read and write about art to reinforce literacy skills; interpret artwork by providing evidence to support assertions; reflect on the process of making art. Making Connections Through Visual Arts Students recognize the societal, cultural, and historical significance of art; connect the visual arts to other disciplines; apply the skills and knowledge learned in visual arts to interpreting the world. Community and Cultural Resources By working with a variety of school staff, students access primary resources in the community, the borough, and the city to extend their learning beyond the classroom. Exploring Careers and Lifelong Learning Students gain an awareness of careers in visual arts; recognize personal, social and professional goals; develop a career plan; learn to work independently and in teams; gain an appreciation of art as a source of enjoyment and lifelong learning.


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PART 1: Spaces and Places

Landscapes

Untitled, Zurubena, Age 14, Russia Yaroslavl School 59, Russia

What defines a landscape? Lessons 1) Critical & Visual Thinking: Comparing & Contrasting Diverse Landscapes 2) Research & Investigation: Exploring Landscapes in Your Community 3) Project Based Learning: Reimagining Landscapes in Your Community


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Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Landscapes

Objective: Through looking at artworks that depict diverse landscapes and comparing and contrasting them to landscapes in their community by making a list of words or images, students will be able to reimagine the concept of a landscape and share connections made to their daily lives and surroundings. Opening Statement: When I was walking to school this morning, I noticed that my surroundings kept changing from the outdoors to the inside of buildings. What did you notice about the different landscapes around you when coming to school? What are landscapes in your neighborhood or our school? How are these landscapes similar or different to the landscapes in the artworks in our Pop Up Museum? LOOK: Students will look at artworks from the Pop-Up Museum collection of diverse landscapes such as natural (Fig. 1), urban (Fig. 2), and imaginary spaces (Fig. 3). MAKE: Lists of Similarities & Differences Create a line to divide your paper down the middle. Put the word “similarities” on the left side and the word “differences” on the right side. Individually write down five words/images that you feel describe how this space is similar to your community’s landscape and five words/images that describe how it is different. SHARE: Turn to your partner/group members and circle the words that you have in common. You will then get the chance to share your interesting findings with the class. What impacts could this space have on your community?


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Lesson 2: Research & Investigation Exploring Landscapes in Your Community

Objective: Through looking at landscapes in one’s own community and by making poems and drawings, students will learn that they can share how these spaces reflect aspects of their individual and collective identity (i.e. interests, personality, and emotions). Opening Statement: When I was walking to school this morning, I noticed that there were a variety of different landscapes that I passed from quiet and green areas with lots of trees to busy streets with many cars and people. What are landscapes in your community? Expanding the Pop-Up Museum Collection: Research and document (i.e. sketch or photograph) special landscapes in your community that are natural, urban, and imaginary. LOOK: Using words or short phrases, write two observations on your index card, which are the first things that come to mind when thinking about landscapes in your community. Swap your card with the person next to you and transform both of their words or phrases into one sentence. MAKE: Collaborative Poems Break up into groups of 4-5 people and arrange your sentences into a poem. SHARE: How can you bring your poem to life? Presentation of Animated Poem

1) Performance (i.e. acting out a skit) 2) Digital Story (i.e. creating an animated film or slide show) 3) Audio (i.e. making a soundtrack)


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Lesson 3: Project-Based Learning Reimagining Landscapes in Your Community

Objective: Through looking at spaces for change in their community and making a drawing of their own new space for change, students will learn that they can share the process of reimagining spaces and ideas can be generated from both their imagination and the real world. Opening Statement: Everyday, I notice new structures and buildings that are in the process of being constructed. I am always curious about what the purpose of these new spaces is and how they will impact people in the surrounding community. What are spaces in your community that make a positive change? How do these spaces improve your life and/or the lives of other people? Expanding the Pop-Up Museum Collection: Research, document (i.e. photograph or sketch) spaces for change that can benefit a community. LOOK: Carefully look at spaces in your community that you would like to change. Why and how would you transform this space? MAKE: Proposal Drawings Create a drawing proposal of how this space can be transformed as a space for positive change. Brainstorming Research Questions Artists are often asked to collaborate on creatively solving a problem in the community. Work with your group to investigate the following questions: 1) What are some social issues that these landscapes depict? How are they reflected in the design of the spaces? What is their purpose and how do you think they could benefit a community, such as a particular person or groups of people? 2) What is a place in your community that has a positive impact on people? Why? 3) What is a change that you want to see happen in your community? How do you think building a new space could bring about a change in the community?


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4) If you could design a space that does not already conventionally exist in your own community that could bring about a positive change, what would it be? Who would you design it for? Who would be affected? Where in your community would it be located? Why? 5) What types of materials will your space be made out of if it were to be built? What purpose would these materials serve? 6) What types of facilities/features will this new space offer? Use your imagination and think of things that don’t already exist and relate it to the real world of what you would like to see. SHARE: You will pitch your proposals to the members of the community (your classmates) in a 2-minute presentation where you will describe:

1) Function: What change will your new space bring to the lives of its prospective residents and community?

2) Form: Why is it is a unique space that does not already exist in your community? What materials will be used to build the space? What are the features and facilities inside and outside of the space?

Continued Learning After we have voted on a space as a class, over the course of the next few weeks we will work to try to build this space collaboratively as a class. We will brainstorm ideas of how we can physically build this space by transforming recycled materials (cardboard, foam, plastic, etc.) with our own hands and tools.


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Key Words & Ideas: Landscapes Exploring Visual Arts & ELA Literacy

Landscape: a place that can be an exterior space, such as an outdoor environment, or an interior space, such as the corner of a drawer. Form: a shape of a person, place, or object Function: the purpose of a person, place, or object


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(Fig. 1) Rising Temple of Tibet, Phurbu Tsering, Age 13, Tibetan Children's Village School, India


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(Fig. 2) Untitled, Barry Harwich, USA, Age 13, 1930's


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(Fig. 3) Untitled, Zurubena, Age 14, Russia Yaroslavl School 59, Russia


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PART 2: Characters & Faces

Portraits

Susan Sanchez, Beth, Fiona, and Jane, Saubt Aloysius College, Australia

What defines a portrait? Lessons 1) Critical & Visual Thinking: Comparing & Contrasting Diverse Portraits 2) Research & Investigation: Exploring Portraits in Your Community 3) Project Based Learning: Reimagining Portraits in Your Community


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Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Portraits

Objective: Through looking at artworks of portraits and making poses like the portraits, students will learn that they can share their identity with others using facial features, physical posture, and gestures. Opening Statement: When I was looking at our school yearbook from last year, I noticed that everyone expressed themselves in their photo in a different way. This year, how will you express yourself in your photo? LOOK: Carefully observe the portrait from the Pop-Up Museum (Fig. 4) by noticing the facial expression, physical posture, and gestures. How would you describe the portrait using five adjectives? MAKE: Portrait Poses Pose like the figure in the portrait. How did the pose make you feel? What do you think the person in the portrait’s day was like? SHARE: How can a pose in a portrait impact a viewer’s emotions?


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Lesson 2: Research & Investigation Exploring Portraits in Your Community

Objective: Through looking at portraits of an important person in their life and making a collage portrait using magazines, students will learn that they can share their own representation of a face. Opening Statement: When I was in Washington DC, I saw many portraits of American Presidents who have all made a change in our country. Who is an important person that has made a positive change in your life? Expanding the Pop-Up Museum Collection: Research and document (i.e. photograph and interview) an important person in your life. LOOK: Carefully examine the research of your important person. How does the photograph reflect the person’s identity? What images emerged from the interview (i.e. interests, colors, favorite objects, places). MAKE: Abstract Portrait Collage Create a portrait collage of your important person by using magazines and textured papers. What types of pieces will you use to reflect their identity? How can you transform objects, symbols, and patterns to create parts of the face? How will you assemble the pieces to create your portrait? (Refer to Fig. 5 of an artwork for inspiration for students & Fig. 4 of examples of student artwork for teachers). SHARE: How can you bring your portrait collage to life?

Presentation of Animated Portrait Collage 1) Performance (i.e. acting out a skit) 2) Digital Story (i.e. creating an animated film or slide show) 3) Audio (i.e. making a soundtrack)


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Lesson 3: Project-Based Learning Reimaging Portraits in Your Community

Objective: Through looking at images of a special character and making exquisite corpse drawings of new characters, students will learn that they can share their idea in a collaborative artwork. Also, students will learn that they can combine aspects from their imagination and the real world to create a story. Opening Statement: When I was at home flipping through the channels on the TV, I noticed lots of diverse characters ranging from real people on the news to cartoon characters. How do you think the characters and stories I saw on these stations might have been different? Expanding the Pop-Up Museum Collection: Research images of your special character. LOOK: Carefully observe the images of your special character. What do you notice about the character that reflects his/her identity? MAKE: Collaborative Exquisite Corpses In teams of three people, you will depict body parts of a person, animal, and or imaginary creature. 1) Divide your piece of paper into three equal horizontal sections. Brainstorm three adjectives that describe your identity. Write one adjective on the left side of each section of the paper. 2) On the first section, draw a head/s and neck/s. Draw short pencil lines on the second section showing where the neck ends and where the body begins for the next person to draw. Fold the first section over and pass your paper to the second person, on your left. They will then repeat this process for the second section (body/ies and arm/s). Pass it onto the third person, who will draw the third section (leg/s and feet). Open up your paper to see all the three parts and be surprised! (See Fig. 7 for an example of student projects.) SHARE: How would these two characters impact a landscape that is either natural, urban, or imaginary?


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Key Words & Ideas: Portraits

Exploring Visual Arts & ELA Literacy Portrait: a picture of a person or group of people that may be shown through face/s and/or figure/s. A self-portrait is a picture that one creates of themselves.

Character: a real or imaginary person, animal, or creature that is a subject in a story.

Exquisite Corpse: a portrait where people work collaboratively to make a figure while following a rule.

Pose: a way of positioning one’s body such as through sitting or standing.

Gesture: a movement of a particular part of the body that expresses meaning.

Abstract: a form of art that is not realistic and represents subjects through shapes, forms, and colors.


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(Fig. 4) I Am in My Parlor, Rashidual Islam Kham Sumon, Age 11, Madar Bux Ideal Art School, Bangladesh


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(Fig. 5) Rudolf II as Vertumnus, Guiseppe Arcimboldo, Oil on Canvas, 1590


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(Fig. 6) Examples of Student Artwork


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(Fig. 7) Example of Student Exquisite Corpse Projects


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PART 3: Objects & Subjects Still Lifes

Birthday Congratulation, Age 12, Switzerland

What defines a still life? Lessons 1) Critical & Visual Thinking: Comparing & Contrasting Diverse Still Lifes 2) Research & Investigation: Exploring Still Lifes in Your Community 3) Project Based Learning: Reimagining Still Lifes in Your Community


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Lesson 1: Critical & Visual Thinking Comparing & Contrasting Diverse Still Lifes

Objective: Through looking at two different artworks of still lifes and making a collective class chart of each individuals’ responses, students will learn that they can share their personal observations and compare and contrast them with those of their classmates. Opening Statement When I look at our class picture in the school yearbook, it creates a narrative in my mind. I can remember lining up, everyone laughing and having big smiles. The class picture is a “still of life” as it captured a moment of time and tells many stories about our class. How are these images a “still of life”? LOOK: What grabbed your attention when you saw the still lifes from the Pop-Up Museum? Where would you find these objects? How would they be used? MAKE: Collective Charts of Individual Responses Write an observation (word, sentence, or phrase) about the first still life (Fig. 8) on a Post-It. On another Post-It, write an observation about the second still life [Fig. 9]. Place your Post-Its on our two class charts for each still life. SHARE: What do you notice is similar or different about our responses to the pieces?


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Lesson 2: Research & Investigation Exploring Still Lifes in Your Community

Objective: Through looking at personal special objects and making a collaborative sculpture of special objects in small groups, students will share how they transformed their personal objects into a community sculpture. Opening Statement Everyday in our classroom we use many of the same objects, such as our notebook, pencil case, eraser, textbooks, and binder. As I look at my notebook from the start of the school year, it is full of notes and is no longer crisp. My binder is now so full of pages and it is edges are rough and scratched up. Each of these objects is a big part of our day to day and starts to tell a story that reflect our identities. How do these special objects reflect our identity? Expanding the Pop-Up Museum Collection: Collect, archive, and curate personal objects as artifacts. LOOK: Select a special object from your backpack, pencil case, or desk. How do your personal objects reflect your identity? Make a label for your object. Give it a title/category and describe the materials used to make it, the date you imagine it was made and include the dimensions of the object (length, width and height). MAKE: Collaborative Sculptures of Special Objects Now, in groups, arrange the objects to create a sculpture. When the group has decided on the final form, make one label for your collaborative artwork. SHARE: How has the meaning of your personal special objects changed by becoming part of a group still life? How does the group still life reflect both self and group identity?


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Lesson 3: Project-Based Learning Reimagining Still Lifes in Your Community

Objective: Through looking at collaborative sculptures of special objects and making a drawing of it in a landscape, students will learn that they can share their representation of the sculpture. Expanding the Pop Up Museum Collection: How will you create a label for your collaborative still life sculpture? (title, dimensions, materials and a description of its purpose, function, and materials). How will you curate your sculptures? Opening Statement: This past weekend, I went to the American Museum of Natural History where I saw ancient artifacts, skeletons of dinosaurs, and natural forms like shells and crystals. How do you think these objects were displayed? LOOK: Carefully observe your collaborative still life sculptures. What does the form of the sculpture remind you of? Where do the light and shadows fall on the object? MAKE: Drawing of Still Life Sculpture in a Landscape Sketch or paint your sculpture. How would your sculpture function in a landscape? SHARE: How has the meaning of your personal special objects changed by being part of a group still life? How does the group still life reflect both self and group identity?


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Key Words & Ideas

Exploring Visual Arts & ELA Literacy through Still Lifes Inanimate: describes something that is not alive or moving like a person or animal. Object: an inanimate material that can be seen and touched. Subject: someone who is the focus of a drawn or written composition or topic of a discussion. Still Life: an image of an arrangement of inanimate objects.

Study: an observational sketch of a still life. Still of Life: an image that captures a moment of life through objects, subjects, and/or places.


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(Fig. 8) Life, Roland Stevenson, Age 11, American Embassy School, India


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(Fig. 9) My Family, Phigoon Sankoat, Age 10, Lemsuree Primary School, Thailand


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Student Assessment Learning Outcomes & Approaches

Pop-Up Museum Student Art Exhibition The projects and presentations from each unit are used to evaluate students’ learning and understanding of concepts presented. A Pop-Up Museum exhibition of the students’ artwork will be the final cumulative assessment that reflects the concepts of all three units. The written narratives help highlight student thinking and go hand in hand with the artwork. This helps to embed literacy into the art-making process. An important component of the assessment is to have students make a presentation of their visual narratives that express their individual and collective identity. Work from the cumulative assessment can be displayed in the classrooms and/or hallways to celebrate student work and share it with the school community. Showcasing student work around the school helps build a culture that values student art just like the Pop-Up Museum. Learning Approaches

Project-Based Learning (PBL): enables students to engage in an extended project to investigate and problem solve real world situations by making meaningful connections. There are four C’s that make this approach to learning successful including critical thinking, collaboration, communication, and creativity (Boss 2013).

Universal Design for Learning (UDL): provides a framework to make learning accessible for all types of learners including those with special needs through multiple means of representation, action and expression, and engagement. UDL recognizes that each individual has their own learning style and that learning can be customized by making adaptations to best support students (Harris & Graham 2012).

Multiple Modalities of Learning: encourages different sensory experiences and entry points into learning (visual, auditory, tactile, kinesthetic) (Dunn & Dunn 1978). This relates to developmental psychologist, Howard Gardner’s theory of Multiple Intelligences in which, there are 7 types of intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (Gardner 2000).


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Works Cited Burton, J. M. (2011). Creative and Mental Growth Revisited. In press. Boss. S. (2013). PBL for 21st Century Success: Teaching Critical Thinking,

Collaboration, Communication, and Creativity. Buck Institute for Education.

Dunn, R & Dunn K (1978). Teaching Students Through Their Individual Learning

Styles. Reston Publishing Company. Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st

Century. Basic Books.

Harris, K & S Graham (2012). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.

Lowenfeld, V. (1975). Creative and Mental Growth. Sixth Edition.

Macmillan Publishing Co., Inc. Blueprint for Teaching and Learning in Visual Arts. New York City Department of

Education. http://schools.nyc.gov/offices/teachlearn/arts/Blueprints/VAbp2007.pdf

English Language Arts Standards: Reading and Literature. Common Core State

Standards Initiative. http://www.corestandards.org/ELA-Literacy/RL/5/


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Acknowledgements Special Thanks To Participating Professionals and Students

A special thanks to the Institute of Museum and Library Services for funding CMA’s Pop-Up Museums and the participating professionals and students for all their contributions and efforts towards inspiring and developing this curriculum. CMA Staff

Michelle Lopez, Project Director

Rachel Rappoport, Former Project Director (2013 – 2014)

Jil Weinstock, Curator of Pop-Up Museums

Caroline McAuliffe, Fine Arts Teaching Artist

Katie Courtien, Former School Programs Manager (2012 – 2013)

Joe Vena, Media Lab Creative Director

Emily Collins, Media Lab Manager

Jenn Williams, Fine Arts Teaching Artist

Elizabeth Stehl Kleberg, Fine Arts Teaching Artist

Sarah Martin, Media Lab Coordinator and Senior Teaching Artist

Sean Dunn, Media Lab Teaching Artist

Partners

Charlene Melville, Director of Education of Broadway Housing

Communities

Dawn DeCosta, Principal of Thurgood Marshall Academy Lower School

Debra Turner & Her 5th Grade Class from TMALS (2013-2014)

Alice Hom, Principal of PS 124

The 5th Grade Classes at PS 124 (2013-2014)

Charisse King, Youth Program Supervisor at Henry Street Settlement’s

Urban Family Center

David Carr, Project Evaluator


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ABOUT CMA

The mission of the Children’s Museum of the Arts is to extend the benefits of the arts to all children and their communities and to secure the future of the arts by inspiring and championing the next generation of artists and art lovers. Since its founding in New York City in 1988, CMA has worked to actively engage children and their caregivers with the arts through family-friendly art exhibitions, hands-on art workshops led by professional teaching artists, and an array of school and community programs. The Museum serves over 150 local schools and provides free services to some of the most vulnerable children in New York City, including those who are homeless or in foster care, as well as youth on the autism spectrum and those with physical disabilities. In 2011, the Museum relocated to a newly renovated 10,000 square foot space in Lower Manhattan, which doubled the number of people served in the first year alone. These figures continue to grow, with over 112,000 people served, more than 27,000 through free programming.

CMA is committed to providing access to the arts for children regardless of their ability or socioeconomic status. Hence, the Museum offers free services whenever possible and a high level of individualized instruction to help youth learn at their own pace and in response to their interests. Unlike more traditional models, CMA fosters a unique and non-judgmental process-based approach that emphasizes the process of creation rather than the resulting product (a finished artwork), which fosters a positive and engaging environment. The organization strives to provide access to and context about visual art, assist youth in creating their own artworks to take home as a point of pride, and generate opportunities for children to make visual art side-by-side with their families. More information is available at www.cmany.org. Children’s Museum of the Arts 103 Charlton Street New York, NY 10014 (212) 274-0986 www.cmany.org

Pop-Up Museum Curriculum Guide · Children’s Museum of the Arts 103 Charlton St, NYC 10014 (212)...

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Transcript of Pop-Up Museum Curriculum Guide · Children’s Museum of the Arts 103 Charlton St, NYC 10014 (212)...