Escolar Documentos
Profissional Documentos
Cultura Documentos
THOUSAND WORDS
BY: LUCIAN MINER
BIG IDEA:
TELLING STORIES ABOUT A PERSON IN
HISTORY WITH PICTURES
GRADE LEVEL 5
IN THIS LESSON, CHILDREN WILL BE COMBINING VISUAL ARTS, LITERACY & SOCIAL STUDIES. THEY WILL
LEARN ABOUT PORTRAIT WORK OF CHUCK CLOSE, AS WELL AS VIEW EXAMPLES BY ANDY WARHOL AND
THE SOCIAL EXPERIMENT BY CANON, INC. THEY WILL READ HISTORICAL AND/OR BIOGRAPHICAL TEXTS
ABOUT A HISTORICAL FIGURE (19TH CENTURY TO PRESENT), AND ANALYZE THESE TEXT(S) TO WRITE A
SMALL BIOGRAPHY ON THEIR CHOSEN FIGURE. THE STUDENT WILL ANALYZE THEIR CHOSEN FIGURES
ROLE AND IMPACT IN HISTORY TO INFORM THEIR ARTISTIC DECISIONS. STUDENTS WILL USE A
PHOTOGRAPH OF THEIR HISTORICAL FIGURE AND USE A VARIETY OF MEDIA, INCLUDING PHOTOGRAPHY
MANIPULATION AND/OR PHYSICAL MIXED MEDIA (E.G. COLLAGE, PAINT) TO EVOKE EMOTION AND TELL A
VISUAL STORY ABOUT THIS INDIVIDUAL. STUDENTS WILL PRESENT THEIR PHOTOGRAPH AND PARTICIPATE
IN A GROUP CRITIQUE TO EXAMINE IF THEY EFFECTIVELY CONVEYED THEIR MESSAGE VISUALLY.
ESSENTIAL QUESTIONS
HOW DOES THE WAY A PHOTOGRAPH IS TAKEN AFFECT OUR PERCEPTION OF
THE PERSON?
HOW CAN THE COMPOSITION OF A PHOTOGRAPH IMPACT OUR EMOTIONS?
HOW DO I TELL A STORY WITH A PICTURE?
PORTRAIT: DEFINE PORTRAIT ART AND PHOTOGRAPHY, HOW DOES COMPOSITION IMPACT THE
VIEWERS EMOTION AND PERCEPTION OF THE FIGURE, HOW TO TELL A STORY IN A PORTRAIT.
2. LITERACY
BIOGRAPHY: HOW TO RESEARCH A HISTORICAL FIGURE, HOW TO WRITE A BIOGRAPHICAL
PARAGRAPH, HOW TO DEFINE AN INDIVIDUALS CONTRIBUTION TO HISTORY.
3. SOCIAL STUDIES
HISTORICAL TEXT: HOW TO RESEARCH, INTERPRET AND SUMMARIZE HISTORICAL TEXT(S) ABOUT A
CHOSEN FIGURE, HOW TO IDENTIFY AN INDIVIDUALS HISTORICAL IMPACT.
KEY CONCEPTS
1.
VISUAL ART:
THE STUDENTS WILL LEARN ABOUT THE WORK OF CHUCK CLOSE.
THE STUDENTS WILL EXAMINE PHOTOGRAPHS FOR KEY FEATURES AND COMPOSITION.
2. LITERACY:
STUDENTS WILL READ ABOUT A FIGURE FROM THE 19TH CENTURY TO PRESENT.
STUDENTS WILL USE THEIR KNOWLEDGE TO WRITE A SMALL BIOGRAPHY ON THE HISTORICAL
FIGURE THEY CHOSE.
3. SOCIAL STUDIES:
STUDENTS WILL RESEARCH A HISTORICAL FIGURE AND LEARN ABOUT THEIR IMPACT ON
HISTORY.
LESSON OBJECTIVES
1. VISUAL ART: THE STUDENTS WILL BE ABLE TO . . .
USE MULTIPLE MEDIA TO TELL A STORY ABOUT A PERSON UTILIZING A
PHOTOGRAPH
2. LITERACY: THE STUDENTS WILL BE ABLE TO . . .
3. SOCIAL STUDIES
RESEARCH AND EVALUATE THE HISTORICAL IMPACT OF THEIR CHOSEN
HISTORICAL FIGURE
OPENING
OPENING (GAINING ATTENTION, WHAT WILL YOU SHOW, OR DEMONSTRATE)*:
ASKING STUDENTS WHAT DOES THE PHRASE, A PICTURE IS WORTH A THOUSAND WORDS?
MEAN? AND DISCUSS. DISCUSS HOW THE PORTRAYAL OF AN INDIVIDUAL IN A PHOTOGRAPH
AFFECT YOUR VIEW OF THAT INDIVIDUAL? VIEW PHOTOS FROM THE CANON EXPERIMENT AND
COMPARE & CONTRAST THE DIFFERENT EMOTIONS EVOKED IN EACH PHOTOGRAPH.
WRITTEN PARAGRAPH
MANIPULATED PHOTO
PEER CRITIQUE
PROCESS
I chose my person
and photograph to
work with.
FINAL WORD
WHEN MAKING THIS PIECE I WANTED TO SHOW HOW I FEEL COBAIN SHOULD
BE REPRESENTED AND TELL HIS STORY. I SEE A MAN WHO BLINDLY GIVES HIS
HEART TO OTHERS THROUGH HIS WORDS AND HIS ART. BUT HE IS WEIGHED
DOWN BY HIS DEPRESSION AND EVEN WITH EVERY THING SEEMING TO BE
GOING RIGHT FOR HIM, HE IS SAD. HE IS EMOTIONAL AND IN PAIN.
THIS IS WHAT I WANTED TO GET ACROSS.