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Lesson #1 of Emotive Art Unit

Topics

Social Awareness, Visual Art Analysis

Grades

K, 1st, 2nd

Subjects

Art, Social-Emotional Learning

Duration

50 minutes

Regional Focus

North America, United States, USA - Northeast, New Jersey

Format

Google Docs, Google Slides

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This lesson plan is licensed under Creative Commons.

Creative Commons License

What Do We Feel? (Emotive Art #1)

Created By Teacher:
Last Updated:
Nov 29, 2022
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SubjectToClimate

This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork. 

Step 1 - Inquire: Students identify different emotions and identify their emotional responses to artworks.

Step 2 - Investigate: Students engage with their emotions and share their emotions about climate change artworks.

Step 3 - Inspire: Students share their emotional responses through the creation of a collaged emotions artwork.

Positives

  • Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).

  • Teacher introduces students to the vocabulary words.

  • Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).

  • Teacher explains that students will be learning about emotions in artworks.

Additional Prerequisites

  • Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.

  • Students can explain why they feel those particular emotions.

    • It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.

    • It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.

  • Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.

  • Teacher explains to students what each artwork is about.

Differentiation

  • Teacher creates groups of students.

  • Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.

  • Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.

  • Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.

This lesson features artworks that would engage students to communicate their feelings about climate change. They would learn how to use cutting, gluing, collaging, and other art techniques to create a piece and lead the climate conversation. This resource is verified and is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Visual & Performing Arts
    • Visual Arts: Standard 2 - Organizing and developing ideas.
      • 1.5.2.Cr2a: Through experimentation, build skills and knowledge of materials and tools through various approaches to art making.
    • Visual Arts: Standard 8 - Interpreting intent and meaning.
      • 1.5.2.Re8a: Categorize and describe works of art, by identifying subject matter, details, mood, and formal characteristics.
    • Visual Arts: Standard 11 - Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
      • 1.5.2.Cn11b: Describe why people from different places and times make art about different issues, including climate change.

  • Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).

  • Teacher introduces students to the vocabulary words.

  • Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).

  • Teacher explains that students will be learning about emotions in artworks.

  • Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.

  • Students can explain why they feel those particular emotions.

    • It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.

    • It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.

  • Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.

  • Teacher explains to students what each artwork is about.

  • Teacher creates groups of students.

  • Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.

  • Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.

  • Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.

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