As the culminating project of the year's first unit -- a unit designed to philosophically explore the question "What is History?" -- Books and Knives cut right to the heart of the matter. To start the unit, we studied quotes about history, then wrote poetry about history, then applied the Allegory of the Cave to history, and then finally we were ready to cut up some textbooks.
The idea that history does not equal textbook and vice versa drives the unit. Through this project the students were given a chance to practice redefining history. The requirements were to tear the pages out of a history book and use metaphor and collage to communicate a personal definition of history. Allowing the students to define history on their own invites them to engage with the year's curriculum more deeply -- it has now become something personal.
The end product of the unit is a personal definition of history. I just had to choose a format for communicating that definition. Since art is often a very personal endeavor, it made sense to integrate art into this unit. Collage was a simple enough medium for the students, and it allowed for wide-open creativity.
The students wrote metaphor explications which will accompany their books at the Middle School art show. However only the books are shown in the slideshow below. Enjoy!
ECA
Showing posts with label Social Studies. Show all posts
Showing posts with label Social Studies. Show all posts
Monday, November 11, 2013
Thursday, January 17, 2013
Memorials, Monuments, Museums
Social Studies 8
This is an 8th grade Arts Integration Social Studies unit, which looks at societal values, beliefs, and ideals, and how they are enshrined through architecture and the built environment. Students look at the Vietnam Veterans Memorial and other sites they will visit during their class trip to Washington and New York, with attention to what meaning is conveyed through the design of these forms and spaces. The students design a memorial, monument, or museum for their simulation country, and watch a presentation by a local architect. The first slideshow below takes you through the lesson sequence leading into their final design work. Please note that you may pause the slideshow.
Here are three example pieces from start to finish: a museum, a monument, and a memorial. For each piece, you can view the student's process journal, model, and graphic presentation. The students were required to keep a process journal to record their creative thought process through sketches, notes, and photographs. They were also required to write a statement and create a visual graphic to present their final design. Click on the slideshow to view full-sized images in Picasa. Photos of other final models are included in the slideshow as well.
This is an 8th grade Arts Integration Social Studies unit, which looks at societal values, beliefs, and ideals, and how they are enshrined through architecture and the built environment. Students look at the Vietnam Veterans Memorial and other sites they will visit during their class trip to Washington and New York, with attention to what meaning is conveyed through the design of these forms and spaces. The students design a memorial, monument, or museum for their simulation country, and watch a presentation by a local architect. The first slideshow below takes you through the lesson sequence leading into their final design work. Please note that you may pause the slideshow.
Here are three example pieces from start to finish: a museum, a monument, and a memorial. For each piece, you can view the student's process journal, model, and graphic presentation. The students were required to keep a process journal to record their creative thought process through sketches, notes, and photographs. They were also required to write a statement and create a visual graphic to present their final design. Click on the slideshow to view full-sized images in Picasa. Photos of other final models are included in the slideshow as well.
Thursday, December 20, 2012
Human Map
Social Studies 6
Social Studies 6 Teachers Michael and Kat Stein-Ross combined their classes and used movement to build "human maps" of the region surrounding Ancient Egypt and the Kingdom of Kush. Students played the roles of the geographical features that influenced human settlement (Mediterranean Sea, Nile River, various Deserts, Lebanon Mountains) as well as the roles of settlers who were choosing a spot to build their community. The geographical features had to act out certain attributes: the Deserts whispered "hot and dry, hot and dry" and the Nile students showed the flow of the river by moving their arms from South to North. Here is a snippet of the activity they caught on video:
Social Studies 6 Teachers Michael and Kat Stein-Ross combined their classes and used movement to build "human maps" of the region surrounding Ancient Egypt and the Kingdom of Kush. Students played the roles of the geographical features that influenced human settlement (Mediterranean Sea, Nile River, various Deserts, Lebanon Mountains) as well as the roles of settlers who were choosing a spot to build their community. The geographical features had to act out certain attributes: the Deserts whispered "hot and dry, hot and dry" and the Nile students showed the flow of the river by moving their arms from South to North. Here is a snippet of the activity they caught on video:
Tuesday, December 18, 2012
Creating Infographics: What is History?
Social Studies 8
Michael Stein-Ross, our Social Studies 8 Teacher, came to me with the idea of having his students create infographics. He was having them devise their own definition of history, and wanted them to be able to give visual form to these ideas. Infographics have become a natural outgrowth of both the information revolution and the increasingly visual nature of our ever-expanding media universe. They vary in quality and eloquence, but the act of creating one provided a nice vehicle for exploring how to communicate an idea or message visually.
Below is a slideshow that walks you through our lesson sequence, and here are a couple of great resources we found along the way:
"Teaching with Infographics: Places to Start" from the New York Times Learning Network
"A Periodic Table of Visualization Methods" from visual-literacy.org.
Michael Stein-Ross, our Social Studies 8 Teacher, came to me with the idea of having his students create infographics. He was having them devise their own definition of history, and wanted them to be able to give visual form to these ideas. Infographics have become a natural outgrowth of both the information revolution and the increasingly visual nature of our ever-expanding media universe. They vary in quality and eloquence, but the act of creating one provided a nice vehicle for exploring how to communicate an idea or message visually.
Below is a slideshow that walks you through our lesson sequence, and here are a couple of great resources we found along the way:
"Teaching with Infographics: Places to Start" from the New York Times Learning Network
"A Periodic Table of Visualization Methods" from visual-literacy.org.
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