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2012 ccss ss_arts


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CCSS 2012
Burstein and Knotts

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2012 ccss ss_arts

  1. 1. Integrating Visual Arts LiteracySkills with Social Studies Content Joyce H. Burstein & Gregory Knotts California State University, Northridge March 3, 2012
  2. 2. Why Social Studies and the Arts? Use cultural anthropology as a lens for teaching (Burstein & Knotts, 2011; Skelton, 2004); Brings expressive culture to life through the 4 art forms (Aaron, 1994; Scheld, 2011; Wenner, 1976); Use the visual-performing arts as a vehicle to teach social studies concepts (Jones, 2005); Use of multiple intelligences (Gardner, 1989); Teaches participation and social skills- both goals of social studies and the arts (Abril, 2007).
  3. 3. True Integration Guidelines Choose content standard(s) for History-Social Science first Choose Visual or Performing arts content standard to compliment the skill or concept being taught in HSS Create an objective for both the HSS content and Arts content Use and teach academic content vocabulary for both Create performance based assessment Make sure the criteria is clear for both HSS and VPA content and skills
  4. 4. 5th Grade Immigration Stories and Mixed Media Art Style of Robert RauschenbergNational Geography Content Standards#9- The characteristics, distribution, and migration of human population on the Earth’s surface#12- The processes, patterns, and functions of human settlementCA Visual Arts Content Standards5.2.5- Assemble a found object/sculpture or a mixed media 2D composition that reflects unity and harmony and communicates a theme
  5. 5. Lesson Steps Students create questions to interview parents and grandparents about immigration/ migration Teach interview techniques in class- model and role play Students interview family Bring data to class to analyze patterns and reasons for immigration/migration Write family story and record on audiotape
  6. 6. Connect Social Studies with Visual Arts Introduce Rauschenberg and mixed media art- slideshow Students collect artifacts, photos, and writing about immigration/ migration of the family Use found pictures and phrases in magazines and newspapers to express story Teach visual arts concept of mixed media Field trip to Museum of Contemporary Art (MOCA) Students start mixed media piece using collected primary sources and found art Create a gallery- students do gallery walk of family immigration/ migration story with audio tape playing in front of art piece Critique- art and social studies commentary of pieces
  7. 7. 4 Grade: Gaining th Perspective The social influences of art, from Michelangelo to Ansel Adams
  8. 8. Short- and Long-Term CA H/SS Standards  4.4.9 Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne). CA Visual Arts Standards  1.4 Describe the concept of proportion (in face, figure) as used in works of art.  2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.  3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).  3.3 Research and describe the influence of religious groups on art and architecture
  9. 9. Lesson Steps Guiding Question: How has art influenced your life and/or beliefs? Students brainstorm ideas of how TODAY’S art (movies, TV, magazines) has impacted their choices and/or beliefs Influence of art on society (ad campaigns for drugs; social movements: Going Green) Influence of religious groups on art and architecture: religious depictions in the CA missions; Michelangelo and the Sistine Chapel The first Going Green movement: Ansel Adams
  10. 10. Integration of Visual Arts Post small pictures on the roof of the classroom; students try to decipher pictures Students pair up and draw pictures to be held on opposite sides of the classroom (to be seen from far away) Use of proportion Students draw and paint pictures a la Michelangelo (precursor to photo montage) Ansel Adams photography (context, history) Students create photo montage of an issue important to them in order to influence the beliefs of others
  11. 11. Drawing Like Mike (A’Langelo)
  12. 12. Gaining a new perspective
  13. 13. Student GAINS  Student engagement  A historical lens  Art as influencer  Critical consciousness about how art is used to manipulate THEIR perspective
  14. 14. CA Native American CultureHistory-Social Science and Visual Arts Content Standards 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre- Columbian societies. 1.Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. Diversity of the Visual Arts 3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to Californias history and art heritage.
  15. 15. Lesson Steps Do a KWL to access prior knowledge about CA Indians Model photoanalysis process using visual evidence to draw conclusions Students analyze images of CA Indians to identify and analyze cultural artifacts Teacher teaches lesson on visual arts elements and principles: line, color, form, pattern, in relationship to cultural aspects of regional tribes in CA (e.g. Chumash, Yokut, Miwok, Cahuilla, Yurok, Pomo)
  16. 16. 4th Grade: Analyzing Native American Art
  17. 17. 2 Grade: Critical nd Consumers H/SS:ECONOMICS  2.4.2: Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills by understanding the role and interdependence of buyers (consumers) and sellers (producers) of goods and services. VPA: ARTISTIC PERCEPTION & HISTORICAL/CULTURAL CONTEXT  2.1.3: Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.  2.3.3: Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.
  18. 18. Lesson Steps Display advertisements, brochures, and movie posters on front board Ask students to choose an ad and write down how they feel about it and why the ad made them feel that way (evidence-driven) Discussion of consumer/producer; advertising Get in teams of two and design a product to advertise Create brochure to advertise product (draw, write, montage of existing images) Present product to persuade people (use of language)
  19. 19. Integration of Visual Arts What are advertisers doing to highlight the product? (line, color, shape/form, texture, and space) Arts vocabulary can be introduced here or reinforced from previous lessons, depending on familiarity with the art concepts; no need to highlight ALL concepts if this is an introduction of terms (space and color!) Examples from ads, posters, and brochures
  20. 20. Work groups of ad sales
  21. 21. Color & Space to motivate the Consumer
  22. 22. Student Gains  Student Engagement  Becoming a Critical Consumer  Critical consciousness about how art is used to manipulate THEIR perspective  Debate and Persuasive Language
  23. 23. Let’s Get Started!Primary Source photographs – using visual cues 8th grade: Learning about the DepressionVisual Art – utilize visual literacy skills 6th grade: Ancient Egypt Historical Inquiry – integrating the visual arts in order to gain access to history/social studies content
  24. 24. THANKSJoyce H. Burstein: Greg Knotts: Find Reclaiming social studies for the elementary classroom at