{"id":2839,"date":"2010-04-15T19:22:16","date_gmt":"2010-04-15T19:22:16","guid":{"rendered":"http:\/\/hub-dev.bates.edu\/museum\/?page_id=2839"},"modified":"2019-12-04T13:30:18","modified_gmt":"2019-12-04T18:30:18","slug":"pam-damon-auburn-middle-school-picasso-and-beyond","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/museum\/education\/thousandwordproject\/lesson-plans\/pam-damon-auburn-middle-school-picasso-and-beyond\/","title":{"rendered":"Picasso & Beyond"},"content":{"rendered":"

The Thousand Words Project (Colors and Vocabulary),<\/a>\u00a0<\/span>Pamela Damon 7th Grade Language Arts, <\/span>Auburn Middle School<\/span><\/strong><\/p>\n

Let Me Share What I See, Hear, and Feel When I Look at a Work of Art<\/p>\n

Objectives<\/h3>\n
    \n
  • To become familiar with the artwork of Pablo Picasso and other modernist artists whose works are in the collections of the Bates College Museum of Art.<\/span><\/li>\n
  • Explore the work of young artist Alexandra Nechita<\/span><\/li>\n
  • To look at a modernist work and convey in writing what one sees, hears, and feels from the experience<\/span><\/li>\n
  • To communicate these senses in a well developed essay<\/span><\/li>\n
  • To learn to use graphic organizers<\/span><\/li>\n
  • To use rich vocabulary<\/span><\/li>\n<\/ul>\n

    MaineLearning Results<\/h3>\n

    Middle Grades 5-8<\/h3>\n

    E 1-3<\/span><\/p>\n

    Students will demonstrate the ability to use the skills and strategies of the writing process.<\/span><\/p>\n

    1. Identify specific personal strategies, strengths, and weaknesses in writing, and use direct feedback from peers and teachers to revise and polish the content of their finished pieces.<\/span><\/p>\n

    2. Use planning, drafting, and revising to produce, on demand, a well-developed, organized piece that demonstrates effective language use, voice, and command of mechanics.<\/span><\/p>\n

    3. Ask questions and apply personal interpretations in class discussion following speeches and oral presentations.<\/span><\/p>\n

    Material<\/span><\/strong><\/h3>\n
      \n
    • Laptops<\/span><\/li>\n
    • LCD projector<\/span><\/li>\n
    • Classroom materials<\/span><\/li>\n
    • Websites<\/span><\/li>\n
    • Read 180 lessons<\/span><\/li>\n<\/ul>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Procedure<\/h3>\n

       <\/p>\n

        \n
      1. Presentation by the Bates College Museum of Art staff focusing on students exploring works of art by direct, active viewing.<\/span><\/li>\n
      2. Students will gain an understanding of modernism as it applies to visual art.<\/span><\/li>\n
      3. The class will critically examine information gathered from an Internet search on the young artist Alexandra Nechita, whose work students were introduced to during Read 180 class work.<\/span><\/li>\n
      4. The grading rubric will be provided and discussed before students begin their work.<\/span><\/li>\n
      5. Students will view artworks pre-selected by the teacher.\u00a0 These will be by artists from the Bates collection whose work, like Nechita\u2019s, is of styles similar to one of Picasso\u2019s.<\/span><\/li>\n
      6. Students will make a list of factual observations of the work.<\/span><\/li>\n
      7. Students will make a list of subjective reactions to the work.<\/span><\/li>\n
      8. As a group, students will develop a set of questions about the artwork they have seen which they must answer through their essay.<\/span><\/li>\n
      9. Students will compare Nechita\u2019s work with the work from the museum\u2019s collection.<\/span><\/li>\n
      10. As a group, students will develop an outline\/graphic organizer with information gathered during their Internet search.\u00a0 This information will be used by the class to discuss the formation of a well-written essay.<\/span><\/li>\n
      11. Students will follow the writing process of brainstorming with the graphic organizers, developing a rough draft, peer\/teacher editing, and a final essay.\u00a0 These essays will speak on how this artist\u2019s work affects them individually: what do they see, hear, and feel while viewing the piece of art incorporating the vocabulary and information they have learned through the TWP.<\/span><\/li>\n<\/ol>\n

        Assessment<\/span><\/strong><\/h3>\n

        The Auburn Writing Prompt Developmental Continuum will assess students on the quality of the piece of writing.<\/span><\/p>\n\n\t\t