Creating Language Art: A Classroom Lesson

Creating Language Art

Lesson Overview:

Students will engage in creating art from words. They will choose a word and transform it into some kind of artistic image. This single word can be selected from a weekly vocabulary list, or simply a word that has significance to them, or invokes a particularly emotion they would like to express they may have stumbled across in their assigned reading. The teacher may chose to have students pick a word they do not know the meaning to and look up the definition to decide what sort of image will represent it.

Length:

One 45-minute period

Grades:

5-8

Visual Art

- Understanding and applying media, techniques, and processes

- Understanding the visual arts in relation to history and cultures

- Choosing and evaluating a range of subject matter, symbols, and ideas

- Reflecting upon and assessing the characteristics and merits of their work and the work of others

- Making connections between visual arts and other disciplines

Other Subjects:

This lesson plan can be used to correlate ANY subject. The purpose is to enhance language comprehension, and because language is the foundation if learning in general, this lesson is applicable in any subject. For example:

Social Studies (History, Geography) - Historical Interpretation: Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. Students can use visual aids to highlight a moment in history with a single word and present their interpretation and understanding of it. Or, they can highlight a term from their assigned reading chapter.

Students will:

- Be able to select a word from a list of selected vocabulary terms given by the instructor. Students should choose a word they find interesting and would like to learn more about.

- Be able to convert the meaning of a word they choose to a representative visual aid by using the definition and creating a visual context in which it would be appropriate.

- Be able to use class art materials in a constructive, responsible way. This includes taking proper care of the materials, and returning them to their place when the student is finished using the materials.

Supplies:

- 11x16 white paper

- Paint and brushes

- Crayons

- Colored pencils

- Chalk

(Note: Some students may wish to bring in their own art supplies for their projects.)

Materials:

- Dictionary

- Source for words, if using a vocabulary list or novel as possible choices

Instructional Plan:

(5-10 mins) The teacher will start by explaining the objective of the lesson by using an adjective as an example. "HOT" could be written in big red letters with flames shooting out, or "COLD" could be written out blue and icy. The teacher will demonstrate this one a dry erase board with blue and red markers. Students will be asked to come up with generic adjective words and describe how you might visually represent them.

The teacher will inform the students where they are to find their word - whether it is from a book, a vocabulary list or just a word they like. They can search for meanings in the dictionary. Once the students understand, they are encouraged to work together in order to share art supplies. By pushing desks together, they will be able to share crayons, paint or whatever else they decide to use.

(30 mins) Students will be given the entire class period to work on their art projects. They are encouraged to use the entire class and not rush the assignment. They should be creative and original, and put effort into conveying the artistry of their chosen word. The assignment should not be due at the end of the period, but rather at the next class meeting. If they need more time, they can come in during designated times to use art supplies.

Clean up:

(10 mins) Students must put up the art supplies and get the classroom back in order before leaving. All students will gather up supplies within their group. One student will be assigned to each material (such as paper or scissors) and will be responsible for returning them to their designated spot.

Assessment:

The basic assessment is whether or not it is apparent in the artwork that the student understands the meaning of the word they represented. If it is not obvious, the student should ask the student in person to describe their artwork, and define the word so the teacher can base an assessment based on true understanding. A secondary assessment will look at the student's effort and time spent on the artwork. If it is obvious a student gave the assignment no more than a few minutes effort, they should not receive a high mark.

Extensions:

Extensions may include repeating lesson weekly as new words are introduced in class, or for each chapter in an assigned book. Or, lesson can be a one-time activity.

Internet Resources:

ARTSEDGE Standards

Web Address: http://www.artsedge.kennedy-center.org/teach/standards.cfm

National Standards for Arts Education

Visual Arts (K-12)

1. Understands and applies media, techniques and processes related to the visual arts

2. Knows how to use structures and functions of art

3. Knows a range of subject matter, symbols and potential ideas with visual art

5. Understands the characteristics and merits of one's own artwork and the artwork of others

Art Connections (K-12)

1. Understands connections among the various art forms and other disciplines

Other National Standards

Foreign Language (K-12)

1. Uses the target language to engage in conversation, express feelings and emotions and exchange opinions and information

3. Presents information, concepts and ideas to an audience of listeners or readers on a variety of topics

5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages.

Language Arts (K-12)

5. Uses the general skills and strategies of the reading process

6. Uses reading skills and strategies to understand and interpret a variety of library texts

7. Uses reading skills and strategies to understand and interpret a variety of informational texts.

Mathematics (K-12)

9. Understands general nature and uses of mathematics

Social Studies (History, Geography)

Historical understanding (K-12)

1. Understands the historical perspective

Sources:

Web:

California Dept. of Education - Content Standards

http://www.cde.ca.gov/be/st/ss/

ARTSEDGE Standards

http://www.artsedge.kennedy-center.org/teach/standards.cfm

Mid-Continent Research for Education and Learning (McREL)

http://www.mcrel.org

Author:

Chico State University

Chico, Ca