Teacher's Guide for APPLESEEDS Becoming an Artist

• to develop an appreciation for the role of individuality and diversity in art
• to increase understanding of the role of art in human experience
• to increase geographical perspective
• to improve comprehension (particularly through practicing organizational skills)
• to practice writing skills through a variety of activities, both practical and creative
• to develop and enrich vocabulary
• to utilize knowledge of poetry terms
• to participate in small group and whole class activities

For "Why Do Artists Make Art?" (page 2)

Cluster Activity: Draw an empty "picture frame" on the board. From the frame draw spokes emerging on which class members will place different reasons why people make art. Encourage students to use ideas from the first two paragraphs on page 2 and to also brainstorm and come up with their own ideas (including "it's fun" and "to keep from being bored").

For "Sketching at the Met" (pages 3 - 5)

1. Geography Connection: Point out New York City and India.
2. Introduce or review the concept of the five W's.
3. Discuss the vocabulary word "pilgrimage."
4. Explain that this article is really talking about two different ideas but they are mixed together:
   1. Allegra's trip to the Metropolitan Museum
   2. The gods of ancient India and the art they inspired.
5. Prepare the following study sheet to guide students through the article as they read.
   1. Where did Allegra go?
   2. Who did she go with?
   3. Who led them through the museum?
   4. What religion did the guide talk about?
   5. What were the three main gods of that religion?
   6. Where were these gods worshipped?
   7. When did the guide say this took place in history?
   8. Why did Allegra particularly like going to the museum?

1. Discuss the works of art on pages 6 & 7.
2. Write the quotes from each of the artists on the board. Ask students to contribute their ideas about what each of these quotes means in other words.
3. Ask students to write a paragraph consisting of:
   • a topic sentence which names the artist and the kind of work he or she does
   • a second sentence which gives one other fact about the artist
   • a third sentence which rephrases the artist's quote

1. Assist students in preparing a chart (or provide one) with the title of "Artistic Images."
   
   Categories on the chart will include the following: Name of image, what that name means, an artist, and an example.
   
   For the example of representational, have students draw a polka-dot beach ball; for the example of abstract, have students draw the ball but with some of the dots floating off the surface; for the nonobjective, have students simply draw dots, either in a pattern or not, as they wish. Discuss how each of these drawings fits the explanation for that type of artistic image.
2. Explain to students that the question in the last paragraph on page 9 ("Is this art?") is one often asked by people looking at abstract or nonobjective art. The author of the article thinks that "if it makes you see, think, or feel differently than you did before," it is art. Discuss this comment with students, reminding them that her definition might also apply to books, movies, music, etc.

1. Map Connection: Point out Georgia (acknowledge the two geographical connections to that name.)
2. Discuss the vocabulary words: prodigy and vision.
3. Discuss Beso's painting on page 11.
4. Make a time-line or chronology of Beso's life:
   
   

   1986	newborn	Students fill in "born in Georgia"
   1990	age 4	Students fill in "began painting"
   1992	age 6	Students fill in "received peace 'vision' "
   1999	age 13	Students fill in "received award from President"
   2002	age 16	Students fill in "working on 265 paintings"

1. Ask students to look at the pictures on pages 12 & 13 and name some traditional symbols for peace (the dove, the globe, the peace sign, people holding hands, etc.)
2. Brainstorm other ideas for drawings or photos which would express the ideas of peace (photos of world leaders talking together, multi-racial gatherings, charity work, etc.)
3. Divide class into small groups. Assign the following activities:
   1. prepare a drawing or a collage of magazine clippings which expresses the idea of peace OR
   2. prepare a poem (written on posterboard) which starts with the line "I See a Peaceful World." The following lines will all begin with the words "In that peaceful world . . . " (For example, "In that peaceful world, everyone will be friendly.")
   3. Ask groups to present their work to the class.

• reverse stencil
• negative space
• texture

1. Ask three different students to read the poem aloud.
2. Discuss the meaning of the poem. Explain that the poem is really one extended metaphor (terminology is not important, just the idea of a "giant comparison").
3. Discuss rhyme scheme (AA, BB, CC, DD, EE, FF, GG).

1. Discuss the vocabulary word "oscillate."
2. Give students the following assignment:

   You are a newspaper reporter. You have just been granted an opportunity to visit with Alexander Calder in his studio. Write a newspaper article about that experience. Include the following:

   • a description of what Calder looks like
   • a description of what his studio looks like
   • a description of one piece of art made by Calder
   • something Calder said about his childhood
   • a description of a silly machine he made
   • one other fact of your choice

1. After reading the article, give each student a sheet of paper which has been divided into the number of squares (or rectangles) of students in the classroom (We'll use 26 as an example).
2. Ask each student to "decorate" each of the 26 squares exactly the same way. For example, 26 big red dots, or 26 yellow suns, or 26 blue striped squares, etc.
3. When the students finish, ask them to cut the squares apart and give one to each of the 26 students in the class.
4. Provide students with construction paper and glue and ask them to create a collage using these 26 different squares.
5. Post the finished art work and discuss the role of individuality in creating art.

1. According to folklore, who taught the Navajo people the art of weaving?
2. According to the same legend, from what were the looms made?
3. At what age do most Navajo girls learn to weave?
4. What two animals does the wool come from?
5. From whom does the girl learn to weave?
6. What is the first step in learning to weave?
7. What are two reasons the young girl must sometimes have to redo her work?
8. Why do fewer Navajo girls learn to weave now?

1. Map Connection: Point out Jamaica
2. Read the article, asking students to star select sentences.
3. Ask students to make a comic strip about Keron Grant. (Assure them that stick figures will be fine.) Use a piece of plain paper, divided in fourths, front and back, for the 8 frames.
4. Either allow them to plan their own frames or give them the following ideas to work from:
   
   

   Frame #1	Grant at age 3 watching the boy drawing the school bus
   Frame #2	Grant drawing his own pictures
   Frame #3	Grant with his special notebook in grade school
   Frame #4	Grant discovering comic books
   Frame #5	Grant designing cars
   Frame #6	Grant with letter saying "No Thanks" for his comics
   Frame #7	Iron Man (see page 28)
   Frame #8	Grant with a bubble quote "Drawing him gives me the freedom to dream and play with those dreams."

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Updated: 11/21/09 04:17 pm
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