Beginning

FRONT LOAD, EXPLORE AND EXPERIENCE

Student #1

pre-assessment After the pre-assesment of Westward Expansion and regions of the United States.  Afterwards, we did a close reading of the painting as a group.

Jolly BoatmanWe used Bingham’s “Jolly Boatman”  To examine knowledge of the ability to execute a close read.  Students we asked to use the language of art to describe what they say, them analyze and justify what they infer.  They were asked to examine how this image helps us better understand the past westward expansion preassessment art part

Student #2

IMG_20140421_151949Whole class practiced close read strategies together with “The Oxbow” Painting

Student #3

Where artist live powerpointwhere artist live PPT

Through this powerpoint and various other research materials the students we able to see how artists are both inspired by their environment and by the resources that environment gives them

The student were challenged to identify what inspires them in their own personal environment and what resources do they have available

Middle

INVESTIGATE, DIG DEEPER AND COALESCE

Student #1

Students envisioned their own personal spaces in order to construct their spaces, and curated their own show around the map of Chicago where most of their personal spaces came from.photo 4photo 4CAM00996IMG_20140422_155456IMG_20140422_155503IMG_20140422_155450

Student #2

re-envision image

As students were digging deeper into their questioning of inquiry they were also learning to dig deeper in their art.  This powerpoint for investigation and re-envsion Investigation and Re-Envisionhelped the students look deeper into their own work.

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Student #3

The students paralleled the inquiry model of learning to dig deeper and investigate in the classroom and the art room.  In the classroom students were learning to develop inquiry questions.  The activity of Inquiry and mapping helped students distinguish between open and closed questions. discuss “open” and “closed” questions and  categorize questions by theme and question type (big or little, open or closed). They learned to create the big literacy essential questions and list smaller questions under the larger essential questions it supports.  Students completed a reflection sheet based on their collaboration with peers.CAM00925 CAM00930    CAM00932CAM00937 CAM00936

End

GOING PUBLIC

Student #1

IMG_20140422_155450

Student #2

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Student #3

Year One
2011-2012
Year Two
2012-2013
Year Three
2013-2014

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