Name Liza Camhi
Strategy: Multiple Intelligences or Triarchic Model
TIERED Instructional Project #1
Grade Level & Content: 5 Art
Title: Frida’s Story Through her Art
Power Standard(s) It is expected student will:(5) 2.3 discuss artistic styles, e.g, define characteristics in works of art that identify individual artists, groups of artists, or cultures (NS 4.5.2)(5) 2.6 engage in art historical research/inquiry, e.g., find answers to questions about an art object’s time, place or people by examining images, reading, listening, etc. (NS 4.5.2)
Objective(s)-Student will relate the symbolism (hair cut off, Mexican motifs, heart surgery, and pets) found in Frida Kahlo’s artwork to the artist’s life.-Student will listen to and discuss the main events of Getting to Know the World’s Greatest Artist’s: Frida Kahlo by Mike Venezia.-Student will identify the events of the artist’s life as they are revealed in Frida Kahlo’s self-portraits through a group project.
Kid-friendly Objective(s) or Essential Question(s)1. How does an artist paint his /her autobiography?2. How would I paint my autobiography?3. What are the important events in my life that I would want to show in my self-portrait?4. How can I figure out what the artist is trying to say in his/her artwork?
Pre-Assessment KWHL table: What do I already know?, What do I think I know?, What did I learn?, What do I want to learn?
Final Assessment: Group: The Task Activities will be graded by rubric. Individually: A fill in the blank test on the life and art of Frida Kahlo. (20 questions)
Whole Class Activities- (visual/spatial, verbal/linguistic, interpersonal, intrapersonal)
Day 1: The teacher will display Frida Kahlo’s Self-Portrait with a Monkey for the class. The class will discuss what they know previously about the artist and this artwork from the project they did in second grade. The student will fill in his/her KWHL chart (What do I already know?) (What do I think I know?) and share his answers with the group. The student will listen to a reading of Getting to Know the World’s Greatest Artists: Frida Kahlo by Mike Venezia pgs. 3-19. The student will fill in his “What have I learned?” section based on the day’ reading and share his answers with the class.
Day 2: The class will review discuss the previous weeks reading. The student will listen to Getting to Know the World’s Greatest Artists: Frida Kahlo by Mike Venezia pgs. 20-32. The student will finish filling in his “What have I learned?” section of his KWLH chart and share his answers with the class. The student will write at least two items in the section “What do I want to learn?” in his KWHL chart. The student will listen to an explanation of the 5 task activities he can choose from. He will fill in a choice questionnaire and list his favorite task activities from 1-5. Day 3: The student will be assigned to his task group. The teacher will give specific jobs to each member of the group.
Task 1 Activities (Group) Group will create an illustrated timeline of the artist’s life. The timeline must include important events in the artist’s life and explain how they influenced specific works of art created by Frida Kahlo. There must be a minimum of 7 illustrations of to go along with the timeline. (logical/mathematical, verbal/linguistic, interpersonal, visual/spatial)
Task 2 Activities (Group) Group will create an original Frida Kahlo self-portrait poster that describes an important event in the artist’s life. The poster must represent the style in which Frida Kahlo created her art.
Task 3 Activities (Group) Group will write and perform a five- seven minute skit based on a period of the artists life. The skit must include three major events that influenced the artist’s work.
(bodily/kinesthetic, verbal/linguistic, interpersonal)
Task 4 Activities (Group) Group will work individually on a journal entry in the voice of Frida Kahlo. The student must write 3 paragraphs describing an event in Frida Kahlo’s life as if it happened that day. The student must describe how they would feel if they Frida Kahlo on that particular day. (verbal/linguistic, interpersonal, intrapersonal)
Whole Group Sharing: Task 1 Group will share their timeline with the class, read the events, and explain their illustrations. Task 2 Group will show their poster to the class describing how they were influenced by the artist’s life and style in their poster. Task 3 group will perform their skit for the class. The students in Task 4 group will share within their group by exchanging their work with a partner to read and critique.
Group Expectations: 1. Students will create their project within 2-3 class periods. 2. Students will perform their roles in order to keep arguing to a minimum and make the group functional. 3. Each student will participate equally.·
Type of Flexible grouping: By level of interest. The interest choice should indicate to some degree if the student is logical/mathematical (group 1), visual/spatial (group 2), bodily/ kinesthetic(group 3), or intrapersonal (maybe verbal/linguistic as well) (group 4). To some degree all groups are interpersonal, even group 4.·
Formation of groups, i.e., how students are assigned to groups: 5-6 Students will be assigned to each group based on their level of interest in the activity.·
Roles of group members, e.g., Recorder: Task Manager, Voice Controller, Sketch Artist (task 1&2), Clean Up Kids, Teacher Liaison, Time Keeper.·
Directions to Groups, i.e., how students know their learning tasks: The tasks will be explained to the groups prior to being assigned to a group. There will be laminated directions at each group’s workspace.·
Anchor Activity: Student will create a self-portrait describing an important event in their life. (intrapersonal, visual/spatial)