This activity, created for MoMA's Art & Activity MOOC, involves students in closely looking at artwork from Post World War I Germany, which they have studied in their world history class. The activity has students looking at artwork in three different group sizes to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal reflection. Students are engaged as investigating, recording, reporting, and reflecting throughout this activity.
The activity relies the following "big question" to frame investigation: Do you think the central idea of this work reflects what you have learned about Post World War I German society?
A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
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This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
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This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
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This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
Kelsey Pennington - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Essential Question Strategies and the Question Formulation TechniqueChristine Miller
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Learning about the Question Formulation Technique in my graduate studies at Texas Womanâs University has been one of the most valuable additions to my teaching toolkit. This presentation has links to one of the developerâs TEDx talk as well as a video that was made in my classroom at the beginning of the yearâs Sculpture I class. You can find out how I have the students return to the essential questions they generated for themselves throughout their creative process, from initial design to their end of project reflection. QFT is a powerful, easy and meaningful way to help our students be more engaged and in charge of their learning.
Kasi Fox - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Their Work Not Mine: The Student Centered Studio ClassroomRebecca MissRoberts
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A presentation about creating a student centered studio classroom environment given by Rebecca Roberts at the Massachusetts Art Education Association 2015 Conference in North Adams, MA.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
Â
This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
Kelsey Pennington - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Essential Question Strategies and the Question Formulation TechniqueChristine Miller
Â
Learning about the Question Formulation Technique in my graduate studies at Texas Womanâs University has been one of the most valuable additions to my teaching toolkit. This presentation has links to one of the developerâs TEDx talk as well as a video that was made in my classroom at the beginning of the yearâs Sculpture I class. You can find out how I have the students return to the essential questions they generated for themselves throughout their creative process, from initial design to their end of project reflection. QFT is a powerful, easy and meaningful way to help our students be more engaged and in charge of their learning.
Kasi Fox - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Their Work Not Mine: The Student Centered Studio ClassroomRebecca MissRoberts
Â
A presentation about creating a student centered studio classroom environment given by Rebecca Roberts at the Massachusetts Art Education Association 2015 Conference in North Adams, MA.
Understanding big ideas as basis for art curriculumLizlangdon
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Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docxherminaprocter
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14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmatesâ postings.
ROSEMARYâS POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, âPBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.â
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geographyâs impact on the three major colonial regionsâ economies. Understand how settlersâ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial regionâs unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial regionâs best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
Lacuna Stories is an exploratory, interactive open source platform and online ecosystem that combines elements such as wikis, forums, text annotation, and blogging with novel scholarly engagement tools and with primary and secondary sources.
This is a supplementary link from my book; 'Hope, Utopia & Creativity in Higher Education: Pedagogical tactics for Alternative Futures' published by Bloomsbury Academic Press (January 2017).
Time to dig deeper. Choose a single explorer to research, focusing on the impact of connection on two of the world zones.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Focusing on a collaborative approach to teaching, participants will sample hands-on, highly engaging integrated arts lessons to introduce students to Chinese language, culture, and history, and will examine methods to increase intercultural and language competencies to enhance the support of Chinese culture and language throughout the school community. Teachers will learn how to use the various arts disciplines to kick-start classroom studies in order to deepen and enrich studentsâ experiences and understanding, to open dialogue for discussion, and to make authentic connections between studentsâ home cultures and those they have chosen to study.
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the âroomâ in which you observe:
Number of children in that âroomâ:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called âPart 3: Personal Reflection.â It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
OBSERVATION INSTRUCTIONS
For each observation you participate in, you will complete an Observation Worksheet. This worksheet is divided into three parts. The following instructions will guide you through the assignment.
Part 1: Running Record of One Child
As part of your observation, you will complete a Running Record. This type of documentation, of your observation, involves recording a detailed description of events or behaviors in a real-time sequence.
· Choose a child on which to focus.
· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use âQuick Notesâ (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your âQuick Notesâ in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your âWrite-Up.â)
· Review your âWrite-Upâ and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your âQuick Notes,â your complete âWrite Up,â as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
For this part of the assignment, you will observe all children but focus on only one area of development, such as those you pinpointed for yo.
Exploring personal values and professional ethics in contemporary librarianship, this slide show represents a framework that could be used to spur conversation and further learning. The content of this presentation center around the main theme of resolving issues that arise around ethical dilemmas in librarianship, whether those dilemmas result from conflicts between personal and professional values or between two professional ethical guideposts.
Banned Books Week: AASL Standards and SignsKate Gukeisen
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This PowerPoint packet contains signs that we used to demonstrate the American Association of School Librarians' Standards for the 21st Century Learner that are supported by our students' engagement with books that contain challenging and controversial material. Feel free to use, share, and build on any of the ideas you find here.
This presentation was prepared for a high school Parent Teacher Organization to inform parents of the social media apps and sites local teens are using in spring 2014. The presentation includes an overview of particular apps and sites, as well as their terms of service and appropriateness for teen users. Parents are also given tips about helping teens develop a good digital footprint and referred to resources that will help them make social media decisions for their own teens.
Kids as Creators Middle School Learning Program for the Public LibraryKate Gukeisen
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The Kids as Creators Workshop Series is a learning activity series focused on the 21st Century learning skills of critical thinking and creativity and is composed of six two-hour workshops for middle school children. The workshops will
be presented in three themed setsâComic Creators, Game Creators, and Duct Tape Creators. The project is designed to address the need, identified through direct communication with Carthage area parents and teachers, for âbeyond-bookâ learning programs for middle school children in the public library. The guiding goal of this workshop series is to provide middle school children with a structured, informally presented, learning environment in which to practice critical thinking and creativity skills. The program will enable participants to gain confidence in their research
abilities, be better prepared for junior high and high school, and improve their academic performance. The program will also attract a wider audience from this age group to the Carthage Free Library, and result in raising awareness of the resources available through the library for use in pursuing personal goals as well as academic.
Visual Literacy: Modern Day Cave PaintingKate Gukeisen
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This slideshow was created for use in a visual literacy library lesson that supports 6th grade world history curriculum by expanding on the unit The Stone Age and Early Cultures. Additional text was included on each side to represent both what I said as the instructor during this lesson, and some of the student responses. The images included in the presentation are used either under CC License or are screen captures of author work that serves as an educational example to students. Feel free to reuse any part of this presentation, or even the whole thing,--as long as you share alike!
Internet Filtering, Intellectual Freedom, & Your School LibrarianKate Gukeisen
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Created for MSLIS "Information Technologies in Educational Organizations," this slide show explores the importance of school librarians to creating effective policies and learning opportunities for all students in online, participatory environments.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Andreas Schleicher presents at the OECD webinar âDigital devices in schools: detrimental distraction or secret to success?â on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus âManaging screen time: How to protect and equip students against distractionâ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective âStudents, digital devices and successâ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Art & Activity: Engaging Visual Literacy Skills & Prior Knowledge to Explore Post WWI German Society
1. ART &
ACTIVITY:ENGAGING VISUAL LITERACY SKILLS & PRIOR KNOWLEDGE
TO EXPLORE POST WWI GERMAN SOCIETY
A lesson inspired by
MoMAâs ART & Activity MOOC.
by Kate Gukeisen
kategukeisen.com
2. ART,
SOCIETY & POLITICS
TARGET LEARNING GROUP:
10TH GRADE
WORLD HISTORY STUDENTS
TARGET LEARNING THEME:
SOCIETY & POLITICS
POST WORLD WAR I GERMANY
3. The big question that provides focus to this lesson is:
Do you think the central idea of the
work you are investigating reflects
what you have learned about Post
World War I German society?
4. ACTIVITY
DESCRIPTION
This activity will involve students closely looking at artwork from a period they have studied in their world history class in three
different phases to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal
reflection.
The groups will use the following big question to frame their investigation: Do you think the central idea of this work reflects what
you have learned about Post World War I German society?
Phase 1:
Students will break out into three large groups where each group will investigate one of three works from German artists created during the
Post World War I era they have studied in their World History course. Students will each record their own observations and group take-
aways through traditional note taking, mind mapping, sketching symbols representative or ideas, or in any other way that student is able to
represent their ideas for recall and reflection later.
Phase 2:
After investigating one artwork with their large group, students will break out into groups of three, composed of one member from each large
group, to discuss, compare, and contrast the artwork and observations they investigated in their large groups.
Phase 3:
The entire class will come together and students will be asked to take a few minutes to think about one Top Take Away--an observation,
reflection, or revelation that they would like to share with everyone about the central idea, the artwork they investigated, or the process of
discussion and idea sharing. Then, each student will be given time to share that Top Take Away with the class.
Reflection:
While students will not share a physical product with the class for this activity, there are multiple opportunities for reflection within the activity
itself. Whether students choose to express themselves primarily orally, through extensive note-taking, or through mapping and sketching
ideas, each student will reflect through discussion with classmates during each phase of the activity. The "main event" for reflection will be
when they orally share their chosen Top Take Away with the class.
5. CONNECTIONS
TO LEARNING STANDARDS & CURRICULUM
Engaging visual literacy skills is an important element of gathering evidence to provide
context to history and social studies curriculum. In this activity, 10th grade world
history students who are studying Post World War I World History will use their visual
literacy skills to explore one work of art from from Germany during the time period
spanning the inter-war period from 1918-1939, and will determine the central idea of
that work of art based on their observation of details in the work and their prior
knowledge of society Post World War I.
When students come to this lesson, they will have explored the way in which the effect
of WWI on the rise of totalitarian leaders in the Soviet Union, Germany, and Italy, and
investigated the social, political, and economic impact of those ideologies in a global
context. Focusing on works of art produced in one country (Germany) during this time
period will provide students with a focused and nuanced comparative discussion.
This lesson was inspired by the Spring Semester curriculum map from the SAUSD Common Core Aligned Curriculum Map for Social
Studies World History Grade 10, which can be found at the following address:
http://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/5397/2013-2014%20Curriculum%20Map%20Grade%2010%20World%20History.pdf
6. CC9-10.RH/SS.2
GRADES 9-10, READING, HISTORY, SOCIAL STUDIES
DETERMINE THE CENTRAL IDEAS OR
INFORMATION OF A PRIMARY OR SECONDARY
SOURCE; PROVIDE AN ACCURATE SUMMARY
OF HOW KEY EVENTS OR IDEAS DEVELOP
OVER THE COURSE OF THE TEXT.
COMMON CORE STANDARDS
This lesson will focus on visual literacy,
rather than written text.
7. 1.1.7
MAKE SENSE OF INFORMATION GATHERED FROM DIVERSE
SOURCES BY IDENTIFYING MISCONCEPTIONS, MAIN AND
SUPPORTING IDEAS, CONFLICTING INFORMATION, AND POINT
OF VIEW BIAS.
2.1.3
USE STRATEGIES TO DRAW CONCLUSIONS FROM
INFORMATION AND APPLY KNOWLEDGE TO CURRICULAR
AREAS, REAL WORLD SITUATIONS, AND FURTHER
INVESTIGATION.
AMERICAN ASSOCIATION OF SCHOOL
LIBRARIANS STANDARDS
Students will make sense of information
individually and in small groups, then will
compare potentially conflicting
information in a larger group to explore
point of view.
Students will draw conclusions and
reflect after individual investigation, small
group exploration, and large group
discussion.
8. ACTIVITY GOAL 1
Determine a central idea using close
looking and prior knowledge.
Students will be randomly divided into three groups for Part I
of this activity. Each group of students will gather
information through close looking at a work from Post World
War I Germany to determine the central idea of the artwork,
considering the context of what they have learned in general
about society during the industrial revolution.
9. ACTIVITY GOAL 2
Draw conclusions from visual information.
Students will draw conclusions, individually and in
large groups, from visual information. They will
then apply that knowledge to discuss, compare,
and contrast their observations and conclusions
with a small group composed of one person from
each of the three initial groups.
10. ACTIVITY INSTRUCTIONS
INTRODUCE & ENGAGE
To begin the lesson:
Ask students to divide into three groups or have students count off "one, two three" and have
all "ones" go to station one, etc..
Explain to students that you are going to engage your visual literacy skills to closely look at
three paintings from a period about which they have been studying in their world history class.
Tell them you are interested in learning whether they think that the artwork created in Germany
during the time they are studying reflects what they have learned about the period or whether
they think it does not.
Reassure students that there is no "right" answer, but that you are looking for their opinion and
their unique observations that support their opinion.
Tell students you will have them work in their large group and that each group will discuss and
share ideas about one work of art, then they will divide into small groups where each member
will have investigated a different artwork. In their large group, they will focus on finding a central
idea, and it is ok to disagree on what the central idea is. In their smaller groups, they will
compare and contrast their findings from large group discussion.
Inform students that during the reflection session, the class will come together as a large group
and each student will be asked to share one Top Take Away from their investigation. This Top
Take Away can be an observation, reflection, or revelation about the central idea, artwork,
subject, or the process of discussion.
11. ACTIVITY INSTRUCTIONS
INVESTIGATE AND RECORD
Ask students to study the artwork together, discuss their
ideas and observations about the work and its central idea,
and to record notes in whatever way they prefer. Remind the
students they may use any materials in the library to look up
further information about the artist and the time period.
Let students know they have about twenty minutes, and that
you will circulate to ask and answer questions about the
process.
12. ACTIVITY INSTRUCTIONS
REPORT, INVESTIGATE, & ANALYZE
After giving students a five-minute "wrap this phase up"
warning and corresponding time to wrap up their discussions,
ask (or assign) students to team up in groups of three--one
student from each large discussion group.
Ask students to share the artwork they studied (either via
handout or on their iPad), and to report the central theme of that
work based on their large group discussion and personal
observations. Let students know they are free to search and
investigate, compare and contrast, share and reflect for the next
thirty minutes with their team of three. Remind them to take
notes so that at the end of the discussion they can identify their
Top Take Away to share with the class later.
Circulate to spur discussion with open-ended questions that
encourage students to investigate the artist or artwork further.
13. ACTIVITY INSTRUCTIONS
REFLECTION & SHARING
After giving students a verbal cue that they should wrap up their
discussion, walk around the room to see if there are any
concerns or questions that should be addressed before large
group reflection. Ask students to come back to the large group
and to take a few moments to reflect and record their Top Take
Away from the activity. You can offer students the opportunity to
read their Top Take Away or to have you read them
anonymously, in which case you will want to collect any
anonymous observations now.
Have each student share a Top Take Away (or you share the
anonymous ones), and encourage students to investigate their
Top Take Away further--as well as to continue the discussion
later about all of the other interesting Top Take Aways.
14. INVESTIGATE &
RECORD
THE NEXT SLIDES FEATURE THE ARTWORK THIS LESSON EMPLOYS TO
ENGAGE STUDENTS. PLEASE TAKE A FEW MOMENTS TO INVESTIGATE THE
NEXT SLIDES.
THINK ABOUT
WHAT YOU SEE.
HOW YOU FEEL.
WHAT YOU NOTICE.
15.
16. George Grosz
(American, born Germany.
1893-1959)
Republican Automatons
(Republikanische Automaten)
Watercolor and pencil on paper
Print, from MoMAâs Prints and Illustrated Books
Dehttp://www.moma.org/collection/browse_results.php?
object_id=34169partment
MoMA Number: 120.1946
Date: 1920
REPUBLICAN
AUTOMATONS
17.
18. Otto Dix
(German, 1891-1969)
Shock Troops Advance under
Gas (strumtruppe geht unter
Gas vor) from The War (Der
Krieg)
Etching, aquatint, and drypoint
from a portfolio of fifty etching,
aquatint and drypoints
http://www.moma.org/collection/browse_results.php?object_id=63260
MoMA Number: 159.1934.12
Date: 1924
SHOCK TROOPS
ADVANCE UNDER GAS
19.
20. Ernst Ludwig Kirchner
(German, 1880-1938)
Winter Moonlit Night
(Wintermondnacht)
Woodcut
http://www.moma.org/collection/browse_results.php?object_id
=70114
MoMA Number: 495.1949
Date: 1919
WINTER MOONLIT
NIGHT
21. REPORT,
INVESTIGATE, &
ANALYZE
CONTINUE TO ASK OPEN ENDED QUESTIONS AND GIVE STUDENTS THE
OPPORTUNITY TO INVESTIGATE THEIR OWN QUESTIONS IN RELATION TO TH E
WORK AND TO WHAT THEY HAVE LEARNED ABOUT POST WWI GERMAN
SOCIETY.
ASK STUDENTS TO THINK ABOUT
WHAT THEY SEE.
HOW THEY FEEL.
WHAT THEY NOTICE.
22. A FEW SUGGESTED
OPEN ENDED QUESTIONS
Preparing at least three open ended questions to ask your students will help you guide
inquiry toward your learning goals, and will provide students the opportunity to express their
different observations and opinions.
Three open ended questions for this lesson are:
1. What do you notice about this work that leads
you to identify your central idea?
2. Do you find that this piece reflects what you
have learned about life and society in Post
World War I Germany?
3. Please tell me about whether you think the
artist was conveying a message with this work.
23. REFLECTION &
SHARING
SHARING WORK AND REFLECTING ON THE ACHIEVEMENT OF A
LESSONâS GOALS IS
INCREDIBLY MOTIVATING FOR STUDENTS
A WONDERFUL WAY TO REINFORCE LESSON CONCEPTS
AN IMPORTANT ELEMENT IN ENCOURAGING FURTHER INQUIRY
24. DIRECTIONS
FOR REFLECTION
While students will not share a physical product with the
class for this activity, there are multiple opportunities for
reflection within the activity itself.
Whether students choose to express themselves primarily
orally, through extensive note-taking, or through mapping
and sketching ideas, each student will reflect through
discussion with classmates during each phase of the activity.
The "main event" for reflection will be when they verbally
share their chosen Top Take Away with the class.
26. PROVIDE
CLEAR DIRECTIONS
Provide an overview of the lesson prior to starting, and
clearly feature the BIG QUESTION
on which you are asking students to focus.
27. PROVIDE
CONTEXT
In this lesson, students will use the resources available in the
library and on their iPads to:
view and closely explore the work of art
investigate the artists and artwork further using the MoMA
website and library encyclopedia and databases
29. PROVIDE
OPPORTUNITIES FOR EXPRESSION
In this activity, students will engage in a variety of discussions with
different sized groups of classmates to:
share their observations
determine central ideas
gain new understanding
incorporate prior knowledge
reflect on what they have learned
30. This lesson could be further enriched by presenting students with art and culture beyond
the visual artwork represented here. For example, having students listen to a variety of
music from this period, and then engaging in similar discussion to that presented here
would be an engaging activity.
Another idea for extending this lesson is to encourage students to place themselves âin
the shoes ofâ an average citizen or particular person of historical significance of this era
and having them create a work of art that represents their feelings, concerns, or lifestyle.
ADDITIONAL
SUGGESTIONS
31. ADDITIONAL
RESOURCES
GEORGE GROSZ:
MOMA | THE COLLECTION: GEORGE GROSZ
HTTP://W WW.MOMA.ORG/COLLECTION/ARTIST.PHP?ARTIST_ID= 2374
OTTO DIX:
THE GUARDIAN | THE FIRST WORLD WAR IN GERMAN ART
HTTP://W WW.THEGUARDIAN.COM/ARTANDDESIGN/2014/MAY/14/FIRST -W ORLD-W AR-GERMAN-ART-OTTO-DIX
ERNST LUDWIG KIRCHNER:
THE ART STORY | YOUR GUIDE TO MODERN ART: ERNST
LUDWIG KIRCHNER
HTTP://W WW.THEARTSTORY.ORG/ARTIST -KIRCHNER-ERNST-LUDW IG.HTM
32. ADDITIONAL
RESOURCES
DIGGING DEEPER INTO THE CONTENT AREA
NEWS WEEKLY | WEIMAR GERMANY: WHY ART FLOURISHED
AND DEMOCRACY PERISHED
HTTP://NEWSWEEKLY.COM.AU/ARTICLE.PHP?ID= 5130
WEIMAR STUDIES NETWORK | RESEARCH ON THE HISTORY,
CULTURE AND SOCIETY OF THE WEIMAR REPUBLIC
HTTP://WEIMARSTUDIES.WORDPRESS.COM
MOMA | GERMAN EXPRESSIONISM : WORKS FROM THE
COLLECTION
HTTP://WWW.MOMA.ORG/EXPLORE/COLLECTION/GE /