Lincoln Center

institute

 

Teaching Artist / John Toth

 

for the arts in education

CCNY: Prof. Dorothy Feldman

 

Art from Nineteenth Century America
 

Teaching Artist: _______/ John Toth                     

 

School/Campus: ___ Hunter College               Course/Professor:Hunter College -Department of Curriculum and Teaching- Prof. DorothyFeldman CEDC 730-001/715FW   Perspectiveson Literacy Across the Content Areas -  E 1203

Arts Discipline: VisualArts

Work of Art:                                             
Emmanuel Luetze, WashingtonCrossing the Delaware,

Mignon and Rossitier.  Washington and Jefferson at Mount Vernon,                                               

Thomas Waterman, The Contraband, The Volunteer and the Veteran,

Albert Bierstadt, The Rocky Mountains, LandersPeak.

 

ON LINE SLIDE SHOW  http:www.InnerEye.net/schools/LCI_Hunter2006/index.html

Performance Date/time/location:       

 

Total number of TA visits    TA visit dates/times/location:

1.Plan                                   Feb.28, 2006           12:00 –2:00             Met,

2. Classroom Visit               March23, 2006        2:00– 3:40                HunterCollege

3. Museum Visit                   April 6, 2006;            2:00-3:40                  MetAmer. Wing

 

 

 


The overarching lineof inquiry:

 

Howdo the artists Luetze, Mignon and Rossitier use, body language, facialexpression, clothing and transformation of color to create a point of view thataffects our own personal interpretation about a moment in history?

 

Curricular or Pedagogicfocus/question:

 

How does storytelling framea point of view about history?

How do engaging students with an aesthetic inquiry ofpaintings support the goals of teaching literacy?

 

What are the goals of this plan inrelation to aesthetic education and the content of this course?

 

This planrelates to Maxine Greene’s notion of social justice in a diverse urban culture.

J. Brooks, Social Justice in the Classroom

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THE PLAN FOR FACULTY AND TA-LED LESSONS AND ACTIVITIES,READINGS, AND ASSIGNMENTS

(Be sure to list all readings andassignments related to understanding and practicing aesthetic education. Thisis important because this course may be part of sequence of AE study. Includethe placement of the performance/museum visit in the plan)

 

Before TeachingArtist’s First Session:

March 16

-  Instruction toenhance text accessibility

-  ASSIGNMENTDUE: PRESENTATIONS: Using picture books to teach content topics, vocabulary,concepts, etc.

 

Prior to this unit the students will have to read a novel ofhistorical fiction. We spoke about two themes: the AmericanRevolution and the Civil War; we identified some paintings whichcould be connected to these themes. The other two themes that the studentscould select are: Native Ameicans and World War II.

 

Wood,Grant (Am.1892-42), “The Midnight Ride of Paul Revere”, 1931

 

 

List activities,readings, and assignments that faculty will facilitate before first TA visit,with dates if possible:

 

- Course overview, requirements, assignments

- Understanding your role and responsibilities in apre-student teaching assignment

- Reviewing the characteristics of a process-orientedclassroom.

 

- Articulating the issues, characteristics, and challengesof reading non-fiction

 

Maxine Greene, Variations on a Blue Guitar

 

P&M, Ch. 4(pgs.80-83)

H&G, Ch.1;pgs.3-13

H&G, Ch. 2;pgs.15-20

 

====================================================

For each session (TA visit) providethe following information. Indicate which activities are TA-led, faculty-led,or co-led.

 

TEACHING ARTIST VISIT #1  

 

Classroom Visit                       March23, 2006       2:00– 3:40               HunterCollege

Toth:

                 

Overarching line ofinquiry (restate):

 

Howdo the artists Luetze, Mignon and Rossitier use, body language, facialexpression, clothing and transformation of color to create a point of view thataffects our own personal interpretation about a moment in history?

 

Activity Focus in the form of aquestion (or the question driving this aspect of your work) related to youroverarching line of inquiry:

 

      Howdoes Facial expression and body languagecan create a sense of catheterization that develops a story?

 

Purpose of sessionactivities in relation to focal work, line of inquiry, and curricular/pedagogicfocus:

 

How does Facial expression and body language help develop literacy?

 

Description (Break down intoactivities as needed. Include use of AE readings, contextual materials andresources)

 

Activity 1:  Facial expression

 

 

 

 

 

 

Activity 2: Body language

Š     Askstudents to make a gesture drawing from the poses of daily experience. Usequality of line that indicates which areas of the body are holding moretension.

 

Questions:

Š     Whatis body language and what does it reveal about the attitude of the person? Howhas the artist transformed the world?

Š     Whatkind of shapes can be used to describe the human body? (squares, circles,rectangles, triangles) What kind of meaning relates to different shapes? Whateffect do transformed shapes have on content?

Š     Namedifferent working or playing activities. How do certain actions effect muscles?  Describeenergy held in body muscles.

Š     Isbeauty relative? (Fashion trends, ethnic differences, historic changes) Howdoes fashion affect meaning?

 

Activity 3:  Clothing thatrelates to body language

 

Activity 4: Reading the Work of Art

Activity 4: Whole Class reflection:

 

 

READING

 

Maxine Greene, Variations on a Blue Guitar

 

Related discussion questions tobe considered or included:

 

How do aspects of leadership that connect the course with the content ofthe work of art?

===================================================

AFTERLAST TA VISIT

Whatfollow-up has been planned after the TA visits?

                                

Follow-up assignments/reading forthis session: (TA- or faculty-led)

 Describe activities, readings, and/or assignments related toaesthetic education that are to be carried out by faculty after the last TAinstructional session.

 

Workin groups of 6-7.

Takeseveral pictures that create a sequence. Use “framing” as a technique topresent a situation that involves; a leader, a protagonist, an antagonist andadditional roles that amplify and affect the meaning of the situation. (useclose-up and far-away shots to focus the meaning of the story)