Lincoln Center		institute	Teaching Artist / John Toth
		for the arts in education
CCNY: Prof. Dorothy Feldman
	Art from Nineteenth Century America

Teaching Artist: _______/ John Toth

School/Campus: ___ Hunter College Course/Professor: Hunter College -Department of Curriculum and Teaching- Prof. Dorothy Feldman CEDC 730-001/715FW Perspectives on Literacy Across the Content Areas - E 1203

Arts Discipline: Visual Arts

Work of Art:
Emmanuel Luetze, Washington Crossing the Delaware,

Mignon and Rossitier. Washington and Jefferson at Mount Vernon,

Thomas Waterman, The Contraband, The Volunteer and the Veteran,

Albert Bierstadt, The Rocky Mountains, Landers Peak.

ON LINE SLIDE SHOW http:www.InnerEye.net/schools/LCI_Hunter2006/index.html

Performance Date/time/location:

Total number of TA visits TA visit dates/times/location:

1. Plan Feb. 28, 2006 12:00 – 2:00 Met,

2. Classroom Visit March 23, 2006 2:00 – 3:40 Hunter College

3. Museum Visit April 6, 2006; 2:00- 3:40 Met Amer. Wing

The overarching line of inquiry:

How do the artists Luetze, Mignon and Rossitier use, body language, facial expression, clothing and transformation of color to create a point of view that affects our own personal interpretation about a moment in history?

Curricular or Pedagogic focus/question:

How does storytelling frame a point of view about history?

How do engaging students with an aesthetic inquiry of paintings support the goals of teaching literacy?

What are the goals of this plan in relation to aesthetic education and the content of this course?

This plan relates to Maxine Greene’s notion of social justice in a diverse urban culture.

J. Brooks, Social Justice in the Classroom

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THE PLAN FOR FACULTY AND TA-LED LESSONS AND ACTIVITIES, READINGS, AND ASSIGNMENTS

(Be sure to list all readings and assignments related to understanding and practicing aesthetic education. This is important because this course may be part of sequence of AE study. Include the placement of the performance/museum visit in the plan)

Before Teaching Artist’s First Session:

March 16

- Instruction to enhance text accessibility

- ASSIGNMENT DUE: PRESENTATIONS: Using picture books to teach content topics, vocabulary, concepts, etc.

Prior to this unit the students will have to read a novel of historical fiction. We spoke about two themes: the American Revolution and the Civil War; we identified some paintings which could be connected to these themes. The other two themes that the students could select are: Native Ameicans and World War II.

Wood, Grant (Am. 1892-42), “The Midnight Ride of Paul Revere”, 1931

List activities, readings, and assignments that faculty will facilitate before first TA visit, with dates if possible:

- Course overview, requirements, assignments

- Understanding your role and responsibilities in a pre-student teaching assignment

- Reviewing the characteristics of a process-oriented classroom.

- Articulating the issues, characteristics, and challenges of reading non-fiction

Maxine Greene, Variations on a Blue Guitar

P&M, Ch. 4(pgs.80-83)

H&G, Ch.1;pgs.3-13

H&G, Ch. 2;pgs.15-20

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For each session (TA visit) provide the following information. Indicate which activities are TA-led, faculty-led, or co-led.

TEACHING ARTIST VISIT #1

Classroom Visit March 23, 2006 2:00 – 3:40 Hunter College

Toth:

Overarching line of inquiry (restate):

How do the artists Luetze, Mignon and Rossitier use, body language, facial expression, clothing and transformation of color to create a point of view that affects our own personal interpretation about a moment in history?

Activity Focus in the form of a question (or the question driving this aspect of your work) related to your overarching line of inquiry:

How does Facial expression and body language can create a sense of catheterization that develops a story?

Purpose of session activities in relation to focal work, line of inquiry, and curricular/pedagogic focus:

How does Facial expression and body language help develop literacy?

Description (Break down into activities as needed. Include use of AE readings, contextual materials and resources)

Activity 1: Facial expression

• Draw your name. Make a list of words that DESCRIBE line qualities. ANALYZE relationship between different line situations.

• ----Sign your name under the influence of three different situations that involve different dispositions; angry, carefree, wistful, accurate.

• --------From your three signatures, isolate a specific line quality for each. (possibly, angular, frenzied, quite, chaotic, ect.)

• ------------Use these three different line qualities to make a portrait of your neighbor.  (such as; angular eyebrows, frenzied hair, quite eyes,

• Explore making human expressions using simple geometric shapes to represent parts of a face

Activity 2: Body language

· Ask students to make a gesture drawing from the poses of daily experience. Use quality of line that indicates which areas of the body are holding more tension.

Questions:

· What is body language and what does it reveal about the attitude of the person? How has the artist transformed the world?

· What kind of shapes can be used to describe the human body? (squares, circles, rectangles, triangles) What kind of meaning relates to different shapes? What effect do transformed shapes have on content?

· Name different working or playing activities. How do certain actions effect muscles? Describe energy held in body muscles.

· Is beauty relative? (Fashion trends, ethnic differences, historic changes) How does fashion affect meaning?

Activity 3: Clothing that relates to body language

• How does clothing affect the way we read identity?
• How does body language suggest the type of clothing you expect someone to be wearing?

Activity 4: Reading the Work of Art

• Ask students to write a brief descriptive letter home that uses each picture to inform the letter. Focus your content on the facial expression, body language, clothing, objects, scenery, setting, place, time of day, season, surrounding characters, historical time frame and circumstances that are in your photo.

Activity 4: Whole Class reflection:

• How does the facial expression, body language, clothing, objects, scenery, setting, place, time of day, season, surrounding characters, historical time frame and circumstances affect the way we interpret meaning
• What seems ideal? How do contingencies affect the reading of the artwork?
• Discuss outcomes in groups of two:
• Ask for group responses

READING

Maxine Greene, Variations on a Blue Guitar

Related discussion questions to be considered or included:

How do aspects of leadership that connect the course with the content of the work of art?

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AFTER LAST TA VISIT

What follow-up has been planned after the TA visits?

Follow-up assignments/reading for this session: (TA- or faculty-led)

Describe activities, readings, and/or assignments related to aesthetic education that are to be carried out by faculty after the last TA instructional session.

Work in groups of 6-7.

Take several pictures that create a sequence. Use “framing” as a technique to present a situation that involves; a leader, a protagonist, an antagonist and additional roles that amplify and affect the meaning of the situation. (use close-up and far-away shots to focus the meaning of the story)