Reflection: Checks for Understanding Writing about Art On-site: Preparing for the Field trip to the Art Institute of Chicago (Day 1 of 2) - Section 2: Meet my friend: The Art Work!


What I like about these student examples is that each takes an obvious interest in the visual art and seeks to explore it more deeply.  The students write clearly and cogently, but I am most enthused by the affective domain in each of these responses, as the students seem to care about what they are viewing.  This is an important assessment for me because we are setting up a full-day experience to follow, and the students' leadership and interest will be keys to engagement both on the day of the trip and in the three informal writings that will follow in this unit. 


Student #1:

This depiction of Saint George is interesting because it shows a story. Saint George is portrayed as heroic, brave, and a courageous individual. He saved a royal women from a dragon. The royal women happened to be somewhere far, not near the palace. The dragon was evil, he was harvested in a dark cave. I chose this image because it looked like it portrayed much more than displaying the actions of Saint George. 


Student #2:

The painting I found most interesting was Fisherman's Cottage because of the types of colors the painter used. He used very dark colors until he got to the cottage. This made me think that the cottage was something he treasured like the light of his world.  I chose this painting not only because of it's colors but the story that was behind his cottage. 


Student #3:

The piece of art that I found interesting was the "Woman Descending the Staircase" by Gerhard Richter. The picture displays a fuzzy image in blue, of a women climbing down the stairs dressed elegantly. I thought it was cool how the artist could draw someone blurry instead of solid and clear, in my opinion I thought that was hard to do because you have to make the picture a little unclear, but still maintain some of the shape and let the viewers be able to tell what the picture was. The way the woman is dressed so elegantly would make people think that these type of women would stand out from everything and everyone around them, but in this picture, it seems like that's not the case.

  Some student postings! Very cool ideas.
  Checks for Understanding: Some student postings! Very cool ideas.
Loading resource...

Writing about Art On-site: Preparing for the Field trip to the Art Institute of Chicago (Day 1 of 2)

Unit 10: Writing about Art: Exploring Image and Linguistic Connections
Lesson 2 of 8

Objective: SWBAT prepare for their fieldtrip by observing and writing about pieces of art online that they will then experience tomorrow in person.

Big Idea: We 'make friends' with art pieces by viewing them online and writing about them; when we see the pieces tomorrow in person, it'll be that much more meaningful!

  Print Lesson
Add this lesson to your favorites
800px art institute of chicago
Similar Lessons
Analyzing Death as a Theme and Character in Fences, Act 2 Scene 4-5
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: How does the presence of Death affect the Maxson family? If you ask Troy he would say, "Death ain't nothing!"

Environment: Urban
Donna Fletcher
What Does It Mean To Be Human: Gathering Text Evidence (2 of 2)
10th Grade ELA » What It Means to be Human
Big Idea: Can two texts about different subjects share the same theme?
Independence, MO
Environment: Suburban
Lindsay Thompson
Time to Show What They Know: Assessment on Poetry and "The Scarlet Ibis" by James Hurst
9th Grade ELA » The Search for Identity: Assessing skills from "The Scarlet Ibis" and Analyzing "A Voice"
Big Idea: Students show what they know---and don't know on an assessment on skills learned in "The Scarlet Ibis" and two poetry cold readings.
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
Something went wrong. See details for more info
Nothing to upload