Keywords: Norman Rockwell, realism, idealism, narrative, compare and contrast of modern pieces and themes.
Curriculum Area: Art
Grade level: 7th and 8th
Appropriate Group Size: Whole class
Time Expected to complete Instructional Plan: One Week
Instructional Objectives:
Indiana State Standards:
Visual Art Grade 7 & 8
Materials and Resources:
http://www.millerhavens.com
http://www.normanrockwellvt.com
http://www.leroyneiman.com
http://www.sportsartusa.com
http://pages.hotbot.com/arts/washingtonorr/portraits.html
http://www.tonycapp.com
http://mailmanagement.com/Drake/
http://www.bobpack.com
http://www.sightphoto.com (Joe Traver, photojournalists-sports)
http://www.rodkaye.com (surreal)
http://www.images.corbis.com
Books:
Video:
Norman Rockwell's World: An American Dream. Public Media, Home Vision, 1987.
CD ROM:
Art and History: The Twentieth Century
Magazines: Sports Illustrated (any issue)
Featured Prints for this Unit:
Museum Resource:
The Eiteljorg Museum is a good resource to use as transition from this unit into a unit based on Remington. Just as Rockwell's work expresses an idealistic view of life, the work of Remington expresses an idealistic view of the West.
Preparation: The teacher needs to research and gather information on Norman Rockwell's work, as well as his philosophies and ideas behind his work. The teacher also needs to find examples of modern work that have connecting themes with Norman Rockwell's work. The connecting theme in this unit is sports, a theme that middle school students can relate to in their daily lives. The art teacher also needs to research the proper prewriting strategies used in the Language Art departments. The teacher will also work with the media specialist to make the most efficient use of technology with the students in the media center.
Strategies and Activities:
Student Assessment:
Expansion of Instructional Plan:
Rockwell's work expresses an idealistic view of life. In the same way, Remington also expresses an idealistic way of life in the West. Studying the work of Remingtion can lead to many narrative writing activities as well as narrative pieces of art.
Family Activities:
Students can interview parents and grandparents and ask them how sports were viewed when they were their age, what sports they played, and what events in history have occurred to change how sports have been used.
Teacher note:
Before any discussion of a work of art, the teacher should plan out question and points of interest that need to be pointed out to keep the discussion flowing. At this age level it is important to think of the interests of the students and think of ways how the material relates to them.
RUBRIC FOR SHORT STORY
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Provides an introduction, body,and conclusion, with strong topic sentence | 50 | 40 | 30 | 20 |
| Is focused and well organzed | 50 | 40 | 30 | 20 |
| Is free of errors in grammar, punctuation, word choice, and spelling | 50 | 40 | 30 | 20 |
| Displays originality and creativity | 50 | 40 | 30 | 20 |
RUBRIC FOR CONTRAST AND COMPARISON PAPER
| Excellent | Poor | ||||||
|---|---|---|---|---|---|---|---|
| Ideas and Content
--stays completely focused on topic and task --includes thorough and complete ideas --supports both contrast and comparison ideas |
6 | 5 | 4 | 3 | 2 | 1 | 0 |
| Organization
--organizes ideas logically --uses a specific order to present ideas and information |
6 | 5 | 4 | 3 | 2 | 1 | 0 |
| Style
--exhibits exceptional work usage --demonstrates exceptional sriting technique --uses a variety of types of sentence structure |
6 | 5 | 4 | 3 | 2 | 1 | 0 |
| Grammar
--free of errors in grammar, punctuation, word choce, and spelling |
6 | 5 | 4 | 3 | 2 | 1 | 0 |
The Norman Rockwell lesson emphasizes on an idealistic view of American life. This idealistic view was often dramatized and yet easily understood by the general public. This can be connected very easily to the work found in the Eiteljorg Museum by Remington. In his paintings, Remington also expresses an idealistic view of life, his version of the Native American way of life. This work also tends to lack complete accuracy of true Native American way of living but can be understood by those outside of the West and especially of those who dreamt of the West.
Remington's work is good to look at first, not only for its tie with Norman Rockwell work but it is also good to be used as a warm up for the work done by the Native Americans. It is interesting to see the contrasts between the works. The Native American work is not only beautiful to look at and appreciate but it is also very educational. The pieces tell a lot about differences between tribes. They teach about their spiritual beliefs and customs. They tell us about their land, their clothes, their homes, their food, and daily routines. They teach us about their view of the White Man and their perception of their way of life.
Also in the visit, was a tour through many of the Native American artifacts. This is a great cross-disciplinary with art and history. It reinforces the emphasis on the view and perspective of a peoples' way of life. The last part of the tour was to actually speak with one the visiting Native American artist as she worked on her pieces. Interviewing the artist was a great first hand experience of witnessing Native American way of living.
I think that this museum can touch on many of the disciplines. So much culture can be gained from the experience as well as the opportunity to see some wonderful works of art. I definitely see a trip to the Eiteljorg Museum as a must in my instructional plan.
A: My feelings towards using a visual database in the classroom have changed a great deal. First of all, I now feel more comfortable sitting at the computer. I feel a sense of direction and opportunity and not so intimidated and bewildered by the piece of technology. This should also save me time knowing exactly where I can look instead of searching aimlessly for hours. It is motivating.
A: I feel I can cover material more thoroughly and reach those students who rely more on visual understanding.
A: In the art classroom, students learn that art is not just an activity that is done in my classroom. It shows them that art is everywhere and can be created and applied in their everyday lives.
A: I have seen a positive reaction from students. Students who may not be artistically talented can still master artistic understanding through the use of technology.
A: What the students liked best about the project was being able to tie in their own interests and likes through the use of technology and art.
A: An example of cross-disciplinary instructional use of images is the use of works done by M.C. Escher. Many of his Plane Tessellation pieces can be studied in art as well as in math where Tessellation theories are studied.
A: Some challenges can occur when wanting students to use the technology. Factors that come into play are the number of computers accessible to cater to the number of students. Another factor is whether or not there is if enough time to use the technology by the students in an effective and educational manner.
A: Corbis is nice for quick direct use. It can fulfill a visual need for general topics swift and effectively. It also has a nice selection. The only disadvantage it may have is if it is lacking a specific piece you need. Grove is nice for extensive research. The disadvantage may be the time needed to do the research.
A: The strengths to this project were students finding links with their interests and art through the use of technology. The only disadvantage is lack of time to accomplish every activity planned.
A: I have learned that it is important for students to see how they can enhance their creativity and artistic understanding not only by hands on projects but also through technology. This application is so important since technology is becoming such a vital tool in every day living.
This article primarily argues the issue of cutting art educational programs. The increase in school efficiency and economy, as well as the demanding concern of measurable standards has become the cause. The author questions how something that has played such an important cultural role throughout human history can no longer be justified in today's educational process.
The basic argument of the author is that the arts play an important role in brain development and maintenance. They involve many elements of human life, primarily performance, or heightened motor skills, and aesthetics, which is the heightened appreciation of the sensory-motor skills. Mobility is way of human life, whether it be movement of information mentally or physically. The motor system consists of very complex brain-muscular connections. The author argues how curriculum can be cut that will reduce the development of such complex systems and prevent them for what they are intended to do.
It is also argued that by cutting the funds may also cut the opportunities for students to learn what is crucial to them, such as language. The neural system that is used when learning language goes hand in hand with the neural system that enables one to process musical forms. Both systems must be developmentally stimulated. Depriving a curriculum of music may limit one's potential with language.
Another issue to consider is a child's self esteem and self-concept. Naturally, students perform and basically live a little easier when they have self- assurance. Serotonin is a neurotransmitter which enables one to have smooth movements. Smooth movements usually enhance self-concept; therefore, increasing the level of Serotonin can increase self-esteem.
Finally, the author sums the argument by restating the importance of motion and connecting it to the importance of emotion. Through the arts, emotion can be expressed and developed with motion. Both are central factors of life. Denying children the opportunities to develop motion and emotion is denying them a part of life.