| 6 , 7 , 8 | Visual Art |
| Visual Art | English |
| Both Grade Level and Arts/PE Program | Alignment |
| 1 | 60 min |
| 1 | 60 min |
| In-School Workshop | |
| Availability: All year. | In-School, |
| $10 | 0 |
| yes | Phone , Email |
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Book pages, demonstration materials examples of altered books, some extra color pencils. Resources for teachers.
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Pencils, erasers, tape, scissors, glue and/or glue sticks; color pencils if available, markers if available. Paper towels.
Students may wish to bring photographs and collage materials for the Art room second visit. (I.e. magazines, pieces of fabric, family photos). |
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Students at individual desks or tables of 4-6 students so materials can be shared. Table for artists' materials and demonstrations. White board and marker for demonstration and notes. A place for artwork between visits.
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I can combine words creatively to create personal meaning.
I can use color, shape, and line to create visual movement on a page. I can re-purpose old book pages into artwork. |
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In Altered Books and Found Poetry students explore a transformative process to turn a page torn from a book into visual art that exhibits new and personal meaning. From available vocabulary on the book pages, students select and connect words to create meaning that is unique to them. They change the meaning that is on the page. To clarify their meaning, students use visual art elements such as color and line to guide the reader through their word combinations. Artistic and Language Arts conventions addressed will be modified for grade levels so that all students are successful. The text and design information will vary to accommodate reading levels. For upper grades, more emphasis will be placed on complexity of word choice and language arts conventions such as metaphor, simile, etc. As grade levels step up, a broader spectrum of design elements will be introduced. Process: Artist facilitates student discussions of Altered Book examples to preview elements students will be using in class. Students work primarily on their own, but can share and exchange ideas. The artist and classroom teacher circulate during the lesson to assist students and extend the creative content and process.
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This workshop is a delightful example of how student choice is student voice. This process lends itself to focusing on curriculum topics or goals; for example, a class studying refugees created poems and pages that incorporated their learning about refugees.
A Hartford teacher wrote "it gives students the ability to make poetry out of words that they do not need to think up which can be especially helpful to ELLs and SPED students." |
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Caregivers and volunteers can hand out supplies; ask students clarifying questions about process and assist students who need help making choices or making their choices clear.
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Grade 6 |
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Grade 7 |
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Grade 8 |
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