Using GLAD Strategies in the Art Classroom Marie Spiegeland  December 12, 2011
L esson  O verview  <ul><li>Overview:  2nd Grade Art classroom at Thomas G. Connors Elementary, Hoboken School District.  ...
GL A D Strategies (Yatvin, 2007) <ul><li>Strategy One:  Use of Song </li></ul><ul><li>Strategy Two:  Building a Multilingu...
S t rategy One:  Use of Song <ul><li>Initial Goal:  to help students remember the three primary colors and their function....
Strategy Two:  B uilding a  M ultilingual Word W a ll <ul><li>Key vocabulary words and art terms are posted in both Englis...
Strategy Three:  Using Students’ Background Knowledge <ul><li>Using prior knowledge of street layout in Hoboken, students ...
Strategy Four:  P artner   Tal k <ul><ul><li>Students collaborate to: </li></ul></ul><ul><ul><ul><li>Review assignment </l...
Strategy Four:  P artner   Tal k <ul><ul><li>Students will pair up at end of lesson to work on assessment worksheet in pai...
References and Resources <ul><ul><li>References </li></ul></ul><ul><li>Freeman, Yvonne S., David E. Freeman, and Reynaldo ...
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GLAD Strategies in the Art Classroom

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GLAD Strategies in the Art Classroom

  1. 1. Using GLAD Strategies in the Art Classroom Marie Spiegeland December 12, 2011
  2. 2. L esson O verview <ul><li>Overview: 2nd Grade Art classroom at Thomas G. Connors Elementary, Hoboken School District. </li></ul><ul><li>Unit: Line, Shape & Color: Neighborhood Maps Inspired by the Art of Piet Mondrian </li></ul><ul><li>Time Frame: 4 fifty-minute class sessions </li></ul><ul><li>Objectives: </li></ul><ul><ul><li>Define the elements of design art terms: Line, Shape and Primary Colors and the concept of Abstraction. </li></ul></ul><ul><ul><li>Identify these elements in the work of Piet Mondrian. </li></ul></ul><ul><ul><li>Use these elements of design in Art marking activity. </li></ul></ul>
  3. 3. GL A D Strategies (Yatvin, 2007) <ul><li>Strategy One: Use of Song </li></ul><ul><li>Strategy Two: Building a Multilingual Word Wall </li></ul><ul><li>Strategy Three: Using Students’ Background Knowledge </li></ul><ul><li>Strategy Four: Partner Talk </li></ul>
  4. 4. S t rategy One: Use of Song <ul><li>Initial Goal: to help students remember the three primary colors and their function. </li></ul><ul><li>Establishes prior knowledge of fundamental principles of color theory that will be expanded on in future units through additional verses. </li></ul><ul><li>Acts as ice breaker for class discussion and activity to follow. </li></ul><ul><li>The Color Wheel Song </li></ul><ul><li>(Sung to the tune of The Wheels on the Bus) </li></ul><ul><li>The Primary Colors are Red, Yellow, Blue </li></ul><ul><li>Red, Yellow, Blue </li></ul><ul><li>Red, Yellow, Blue </li></ul><ul><li>The Primary Colors are Red, Yellow, Blue </li></ul><ul><li>They make other colors. </li></ul>
  5. 5. Strategy Two: B uilding a M ultilingual Word W a ll <ul><li>Key vocabulary words and art terms are posted in both English and Spanish. </li></ul><ul><li>Teacher will write definitions in students’ own words. </li></ul><ul><li>Students are invited to illustrate word wall. </li></ul><ul><li>Word Wall will remain posted on the classroom wall. </li></ul>Grid Block Street Map Represent Abstract Blue Yellow Red Primary Colors Square Rectangle Shape Line
  6. 6. Strategy Three: Using Students’ Background Knowledge <ul><li>Using prior knowledge of street layout in Hoboken, students will use Twiddla website to make maps of their home in relation to the school inspired by the art work of Piet Mondrian. </li></ul><ul><li>Using this prior knowledge to introduce the concept that in art, sometimes a line or symbol represents something else. </li></ul><ul><li>In the process, the students will be learning the elements of design in a way that will be meaningful to them. </li></ul>
  7. 7. Strategy Four: P artner Tal k <ul><ul><li>Students collaborate to: </li></ul></ul><ul><ul><ul><li>Review assignment </li></ul></ul></ul><ul><ul><ul><li>Determine steps to prepare </li></ul></ul></ul><ul><ul><ul><li>Assist each other in making marker and paper “sketch” of art making activity that will be completed in the computer lab alone next session. </li></ul></ul></ul>
  8. 8. Strategy Four: P artner Tal k <ul><ul><li>Students will pair up at end of lesson to work on assessment worksheet in pairs. </li></ul></ul><ul><ul><li>Worksheet Questions </li></ul></ul><ul><li>1. Please label this work of art with the following art terms from the word wall: Line, Shape, Primary Colors </li></ul><ul><li>2. If you were the artist, what would you name this piece? </li></ul><ul><ul><li>Worksheet questions stay the same, the art work changes. </li></ul></ul>
  9. 9. References and Resources <ul><ul><li>References </li></ul></ul><ul><li>Freeman, Yvonne S., David E. Freeman, and Reynaldo Ramírez. Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students across Content Areas, English Language Learners, Students with Disabilities, Gifted/talented Students . Portsmouth, NH: Heinemann, 2008. Print. </li></ul><ul><li>Heard, D. (2011, October 14). Art Backpacks . Lecture presented at Art Backpacks in Franklin Elementary School, Newark, NJ. </li></ul><ul><li>Yatvin, Joanne. English-only Teachers in Mixed-language Classrooms: a Survival Guide . Portsmouth, NH: Heinemann, 2007. Print. </li></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>www.twiddla.com </li></ul></ul>

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