What's the Story?

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What's the Story?

Description:

Students will observe how artists used continuous and sequential narratives in three different works of art. They will focus on color, and then choose whether they want to illustrate one main character in a continuous narrative in a landscape setting or an architectural setting, or in a sequential narrative (similar to a comic strip). Students will then illustrate their narrative story and later write the story. This lesson is adaptable to younger students (K-2) and older elementary students (grades 3-5).

Education Levels:

1, 2, 3, 4, 5, Kindergarten

Subject:

Visual Arts, Writing (composition)

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

The J. Paul Getty Trust

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Keywords:

Getty Museum, Landscapes, Paintings, Stories, Narratives

Mediator:

Elementary school teachers

Publisher:

The J. Paul Getty Museum

Is Part Of:

http://www.getty.edu/education/teachers/classroom_resources/curricula/

Language:

English

Subjects/Topics

P21 Subject:

Arts

Learning Outcomes:

Conforms To

Arts Education Learning Standards (2008)

Visual Arts Standards

4. Respond to, analyze, and make judgments about works in the visual arts. (Aesthetics, Valuing & Perspectives of Art)

Meaning and Informed Judgments

Describe what is seen, including both literal and expressive content, in selected works of art.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts

Diversity of the Visual Arts

3.3 Look at and discuss works of art from a variety of times and places.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Derive Meaning

4.2 Analyze the form (how a work of art looks) and content (what a work of art communi-cates) of works of art.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Skills, Processes, Materials, and Tools

2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Skills, Processes, Materials, and Tools

2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Communication and Expression Through Original Works of Art

2.7 Use visual and actual texture in original works of art.

Conforms To

Arts Education Learning Standards (2008)

Visual Arts Standards

5. Connect and apply what is learned in the visual arts to other art forms, subject areas, visual culture and communications and to careers. (Connections, Relationships, Applications)

Visual Literacy

Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.

Conforms To

English Standards of Learning for Virginia Public Schools (2010)

Reading

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

f) Identify characters, setting, and important events.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Communication and Expression Through Original Works of Art

2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.

Conforms To

Indiana's Academic Standards English/Language Arts (2006)

Standard 7
LISTENING AND SPEAKING: Skills, Strategies, and Applications

Organization and Delivery of Oral Communication

Retell stories, including characters, setting, and plot.

Conforms To

English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1997)

Reading

3.0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.

Conforms To

California Career Technical Education Model Curriculum Standards (2005)

Arts, Media, and Entertainment Industry Sector

Foundation Standards

1.0 Academics
Students understand the academic content required for entry into postsecondary education and employment in the Arts, Media, and Entertainment sector.

1.3 History–Social Science

Specific applications of World History, Culture, and Geography: The Modern World standards (grade ten):

(10.3.7) Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Skills, Processes, Materials, and Tools

2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.

Conforms To

History-Social Science Content Standards (1998)

World History, Culture, and Geography: The Modern World

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts

Skills, Processes, Materials, and Tools

2.1 Use texture in two-dimensional and three-dimensional works of art.

Conforms To

Visual and Performing Arts Content Standards for California Public Schools (2001)

Visual Arts

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Derive Meaning

4.1 Construct and describe plausible interpretations of what they perceive in works of art.

Conforms To

English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1997)

Writing

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.

Conforms To

New Mexico Curriculum Framework Language Arts (2000)

Strand: Writing and Speaking for Expression
Content Standard II: Students will communicate effectively through speaking and writing.

What's the Story?

What's the Story?

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Learning Outcomes:

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