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This lesson on violence involves creating memorials for September 11th through poems & painting
Art, Language Arts, Social Studies
Title – Memorial for September 11th
By – Stephanie Slatner
Primary Subject – Art
Secondary Subjects – Social Studies, Language Arts
Grade Level – 6-8
A Lesson on Violence
September 11, 2001 Tragedy Strikes
Poems and Paintings
Using descriptive words can put a picture in your mind.
Descriptive – serving to describe
Violence – Physical force exerted for the purpose of violating, damaging, or abusing: crimes of violence. Abusive or unjust exercise of power
Tragedy – A disastrous event, especially one involving distressing loss or injury to life: an expedition that ended in tragedy, with all hands lost at sea.
Emphasis – Special forcefulness of expression that gives importance to something singled out
Mood – A pervading impression of an observer: the somber mood of the painting.
Tone – A general quality, effect, or atmosphere: a room with an elegant tone.
Cognitive – The Student will create works of art by representing and interpreting ideas from other fields of knowledge.
Affective – The students will express their feelings toward the tragedy of September 11, 2001. Psychomotor – Students will use various painting techniques to produce a work of art.
Activity or Product:
Students will start by writing a descriptive poem describing their feelings on the World Trade Center tragedy. Then the students will pair up with one other person and trade poems.
The student will then read their partner’s poem and illustrate it with a painting as he/she sees it in their own mind.(If there is time in this class period, or in a later one as students are working on their paintings, they can use the computer to type up their poem to display with the painting.)
Supplies – Lined Paper, Bristol Board, Acrylic Paints, Brushes, Cups, Water, Paper Towels, Computer, and Printer Resources:
Computer Internet sites of poems written about the event at http://old.post-gazette.com/forum/20010919poems8.asp .
I will introduce myself and tell them what the main points of this aesthetic experience will be. I will also talk about what an moral aesthetic experience is and why we could call that art.
Motivation and Presentation:
I will read to them some of the poems that others have written about the tragic event and explain how descriptive words will help the illustrator decide what to paint.
I will also tell them about emphasis in a piece of art and where their emphasis will lie should be based on the emphasis in the poem.
The tone and mood of their painting will also be important in determining how the writer feels about what has happened to America.
Demonstration of Techniques, Tools, and Materials:
I will create a demo model in Four Stages.
1. Poem ideas page – brainstorming
2. Rough Sketch for Painting
3. Painting Techniques
4. Finish product mounting
Assessment Procedures and Instruments:
I will be using an Assessment Rubric that lists each requirement and the best to worst possible scenario for each.
I would like to pick the best poems in the class that fulfill the requirements to be presented during the critique. Otherwise, I would let the students volunteer to read their poem and let their partner talk about their vision from the poem.
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