The Great Migration
Migration
This piece was inspired by the illustrations and captions in Jacob Lawrence's book The Great Migration. I was especially inspired by the way that he illustrated the act of migrating through birds flying through the sky.
Art Production Experience Reflection
I can document and reflect upon the mini-lessons and art production experiences I completed this semester in ITE 326, Visual Arts, Elementary.
I can create a title for this art experience: Migration (Inspired by Jacob Lawrence)
I can describe the instructional strategies used as a motivation for creating my own work of art:
The instruction included a lot of enthusiasm about the topic and project which motivated me.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.K.1.2 How the Arts are Organized: Use appropriate art media, tools and processes.
I can list the materials I used:
Construction paper (new and used), scissors, glue
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I was not super into this art experience, because the directions were a little unclear. But, if my students were not happy with the way that their piece turned out, I would remind them that Jacob Lawrence's artwork was not fancy but simple also.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students can read and analyze a smaller amount of pages in The Great Migration book.
2. Older students can choose one painting from the book that they would replace and create a painting that would replace it.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Physical Education- physically acting out a migration
2. Science- study plant growth and factors in the environment (flood) that affect it
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Material management- having students come up for supplies by table/group
2. Student-centered- having students read book on own instead of being read to
I can attach a photograph of my completed artwork: √ Yes No
I can create a title for this art experience: Migration (Inspired by Jacob Lawrence)
I can describe the instructional strategies used as a motivation for creating my own work of art:
The instruction included a lot of enthusiasm about the topic and project which motivated me.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.K.1.2 How the Arts are Organized: Use appropriate art media, tools and processes.
I can list the materials I used:
Construction paper (new and used), scissors, glue
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I was not super into this art experience, because the directions were a little unclear. But, if my students were not happy with the way that their piece turned out, I would remind them that Jacob Lawrence's artwork was not fancy but simple also.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students can read and analyze a smaller amount of pages in The Great Migration book.
2. Older students can choose one painting from the book that they would replace and create a painting that would replace it.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Physical Education- physically acting out a migration
2. Science- study plant growth and factors in the environment (flood) that affect it
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Material management- having students come up for supplies by table/group
2. Student-centered- having students read book on own instead of being read to
I can attach a photograph of my completed artwork: √ Yes No