WinslowHomer workshop

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  • 1871 School teacher/city girl working at mill in fancy clothes, others in homespun, Farm to factory, loneliness of independence, wealth over social tradition, industrial age over farm community. Woman left rural past for modernityhttp://artgallery.yale.edu/pages/collection/popups/pc_amerps/details18.html
  • 1865 soldiers return to farming after civil war, scythe like grim reaper. War’s harvest was death, great wheat crop, union jacket and wheat as northern crop – northern victory, but sad horizontals even if sunnyhttp://www.metmuseum.org/toah/hd/homr/hd_homr.htm
  • 1865 soldiers return to farming after civil war, scythe like grim reaper. War’s harvest was death, great wheat crop, union jacket and wheat as northern crop – northern victory, but sad horizontals even if sunnyhttp://www.metmuseum.org/toah/hd/homr/hd_homr.htm
  • 1899 after time in Bahamas, gulf stream waters are darker, mast broken, oarless, typhoon, ship blood in water, black man in peril, reconstruction, solitudehttp://www.metmuseum.org/works_of_art/collection_database/american_paintings_and_sculpture/the_gulf_stream_winslow_homer/objectview.aspx?collID=2&OID=20011479
  • 1865 soldiers return to farming after civil war, scythe like grim reaper. War’s harvest was death, great wheat crop, union jacket and wheat as northern crop – northern victory, but sad horizontals even if sunnyhttp://www.metmuseum.org/toah/hd/homr/hd_homr.htm
  • WinslowHomer workshop

    1. 1. Using Technology to Bring the Art of Winslow Homer into Your Classroom<br />This workshop will introduce you to<br /> paintings by Winslow Homer that can be used to <br /> enrich and inform standards-based instruction in<br /> Language Arts, history, and science. Strategies for<br /> creating your own lessons will be shared, as well as<br /> how to locate lessons that others have prepared for<br /> you. In addition, you will learn how to save files and<br /> create a writing template with an image.<br /> <br />Presented by Betsy Lambert and Liz Wernig<br />
    2. 2. Workshop Schedule<br />Morning Bell and Fall of a Cowboy - Backwards Design<br />Breezing Up – Visual Thinking Strategies<br />Veteran in a New Field – Note Taking<br />Gulf Stream – Multiple Intelligences, Point of View<br />Compare and Contrast paintings <br />Fog Warning – Story Elements<br />How to save files and create a writing template<br />How to locate existing lessons<br />Close and Evaluation <br />
    3. 3. Backwards Design<br />Identify Desired Results: <br /> (portions of Mass Framework theme #6) <br /> [Students will understand] the development of technology and its effects on people’s standard of living, economic growth, communal life, and the environment.<br />
    4. 4. 2. Determine Acceptable Evidence <br />Assessments that would show student understanding of how the development of technology effected:<br />Standard of living<br />Economic growth<br />Communal life<br />Environment<br />
    5. 5. 3. Plan Learning Experiences and Instruction (and identify appropriate art work)<br />Fall of the Cowboy <br />Remington 1895<br />Morning Bell, Winslow Homer 1871<br />
    6. 6. Breezing Up, 1876<br />
    7. 7. Visual Thinking Strategies<br />What's going on in this picture?<br />What do you see that makes you say that?<br />What more can you find?<br />
    8. 8. Blooms Taxonomy<br />Evaluation: defends, justifies<br />Synthesis: revises, modifies, combines<br />Analysis: compares, contrasts, analyzes<br />Application: produces, uses, applies<br />Comprehension: explains, gives examples, interprets<br />Knowledge: identifies, names, lists <br />
    9. 9. Veteran in a New Field, 1865<br />
    10. 10. Veteran in a New Field, 1865<br />
    11. 11. Visual Note Taking<br />Design Elements: <br /> Space <br /> Line <br /> Balance <br /> Shape<br /> Value<br />Key elements:<br />Composition <br />Balance <br />Rhythm<br />Observation- Free Sketch<br />Artful Thinking Program- Free Write<br />What do you see?<br />What do you think about that?<br />What does it make you wonder?<br />
    12. 12. Gulf Stream, 1899<br />
    13. 13. Applying Howard Gardner’s Multiple Intelligences to ‘The Gulf Stream’ <br />Bodily-kinesthetic<br />Logical-Mathematical<br />Interpersonal<br />Linguistic<br />Musical<br />Naturalist<br />Spatial<br />Intrapersonal<br />Existentialist<br />
    14. 14. Point of View<br />Intrapersonal: Assume the identity of the man on the deck- what is he thinking? What does he see?<br />Existentialist: Where is he going?<br />
    15. 15. Analysis, Evaluation and Creation <br />Graphic Organizers: <br />Compare and Contrast Making Connections<br />
    16. 16. The Fog Warning 1885<br />
    17. 17. Fog Warning - Story Elements<br />Setting Character Plot Conflict Ending<br />
    18. 18. Visual Thinking Strategies<br />What's going on in this picture?<br />What do you see that makes you say that?<br />What more can you find?<br />
    19. 19. MOODLE<br />www.m-ums.com/moodle<br />
    20. 20. Credits<br />Backwards Design http://digitalliteracy.mwg.org/curriculum/process.html<br />Breezing Up: http://www.nga.gov/fcgi-bin/timage_f?object=30244.0&oimage=0&c=<br />Blooms taxonomy:<br />http://edweb.sdsu.edu/courses/edtec470/sp09/5/bloomstaxanomy.html<br />Fall of a Cowboy http://www.cartermuseum.org/Inspiring_Visions/Remington/remington1895_art.html<br />Fog Warning http://www.mfa.org/collections/index.asp<br />
    21. 21. Credits, continued<br />Gulf Stream http://www.metmuseum.org/toah/works-of-art/06.1234<br />Morning Bell http://artgallery.yale.edu/pages/collection/popups/pc_amerps/enlarge18.html<br />Multiple Intelligences<br />Veteran in a New Field http://www.metmuseum.org/toah/works-of-art/67.187.131<br />Visual Thinking Strategies http://vtshome.org/<br />
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