Writing a Collage
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Transcript of Writing a Collage
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Writing a CollageIntegrating Visual Arts and Language Arts
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Agenda• Overview• Small Groups– Museum Visit, 4th Grade– Visiting Artists, 8th Grade
• Wrap-up
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Why integrate? • Academic benefits– Strength in critical thinking translates across content
areas– Students who are able to think more complexly will
perform better
• Aesthetic benefits– Fine arts activities stimulate both sides of brain– Field experiences provide cultural interactions that
some students can’t access outside school
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How did this begin?• Museum trip: Lauren• Teaching artists: Dianne
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Which group should I chose?
• Either group will work K—12• Museum 4th
• Teaching artists 8th • 40 minutes in small group• Return to large group to wrap up
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A4L Model• Cycles of creation, reflection, and revision• Layer arts experiences with literacy
strategies• Art and literacy instruction are interwoven
to leverage learning
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Critical Thinking: The Writing Connection
• Written rationale for design choices• Presentation component
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Customized Instructional Plan
• “Everyday Heroes” A4L unit• “The Challenges of Heroism” SpringBoard
unit, featuring The Giver
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Terms and Skills• Collage Terms– Color– Shape– Line
• Literacy Skills– Imagery– Synthesis– Reflect– Revise
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Training• Teacher– One day– Planning meetings
• Students– One period– Ongoing
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Line: From the Eye of the Camera…
• “a dot making its way through space”• Longer in length than breadth• Long, short, wavy, zigzag, fat, thin, swirling,
diagonal, series of dots• Horizontal and vertical: static• Diagonal: create movement and energy• Zigzags: forceful and dynamic
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To the Hand of the Artist Donna B. Gray
• Curved: gentle, graceful, full of life; natural• Thick: bold, daring, heavy• Thin: delicate, well-mannered• Vague: more dynamic
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Color• Warm colors: red, yellow, orange: sun, fire• Cool colors: blue, green: water, grass, sky• Viewers associate things in their daily lives
with the colors chosen.Green: grass, leaves; Red: warmth, fire
• Example: If an alien were colored green, he would be perceived differently than if he were colored red.
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Shape• Curved forms: living (organic), comfortable;
trigger emotions• Geometric forms: perfection or the ideal;
trigger the mind• Angular forms: remind us of sharp, painful
things
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Write Your Collage• Listen while I read.• Visualize the lines and shapes in the words, and
think about what color those lines might be.• Build your collage. • Revise your collage.• Write your rationale.
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Spring ISD 4th Grade Field Trips
The Pearl Fincher Museum of Fine Arts and Spring Independent School District jointly sponsor a visual and literary arts field trip for fourth graders to the museum. The field trip supports preparation for the TAKS Writing Test.
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• The field trip consists of an introduction to the exhibition and museum manners, a looking and discussion period with selected paintings, sketching the painting, and a creative writing project.
• Unlike a usual museum tour in which would include multiple pieces, students focus on one painting during their visit.
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• The museum education director, the fine art supervisor, and elementary language arts supervisor select four paintings that will be the focus of the field trip.
• The paintings are selected according to their adaptability to the field trip activities, age appropriateness, and gallery location.
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• A docent leads the students through a looking exercise and talks to them about the history of the painting and what the painting depicts.
• The students create an art project based on the painting and write about the painting.
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• SISD Directors prepared museum staff for writing expectations, as modeled in our classrooms:
1. Snapshots2. Thoughtshots3. Sensory Imagery4. Story Structure
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Thoughts a character has related to the actions in the story.
Thoughshot
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A description of something that puts a “picture” in your head focused on sensory imagery.
Snapshots
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Viewing
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Sketching
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Collage
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• The students will write a paragraph in the voice of one of the characters in their painting. This will be a rough draft that they can edit back in the classroom.
Writing
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Try it out!
Viewing
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Sketching
Try it out!
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Collage
Try it out!
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Writing
Try it out!
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•http://www.pearlmfa.org/index.php?option=com_content&task=view&id=91&Itemid=1
•What are we doing this year?
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Wrap-up• What might the benefits be of including
collage experiences in your language arts classrooms?
• What questions do you have for us or your colleagues?
• Thank you so much for your attendance today!
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Contact Information• Lauren Thompson, Director for Elementary Language Arts, Spring
ISD, 281-891-6197, [email protected]• Dianne Brazell, Director for Secondary Language Arts, Spring ISD,
281-891-6198, [email protected]• Rick Ghinelli, Director for Visual and Performing Arts,
Spring ISD, 281-891-6127, [email protected]• Rosemary Hickman, Education Director, Pearl Fincher Museum of
Fine Arts, 281-376-6322, www.pearlmfa.org• Mary Mettenbrink, Director of Education and Programs, Young
Audiences of Houston, 713-520-9267 ext. 109, [email protected]