No Series: Constructing & Analyzing Art (Uncut)

ELA.SL.9-10.4

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening Standards 6-\x80\x9312
  • 9-10:  9th & 10th Grades
  • 4: 
    Present information, findings, and supporting evidence clearly, concisely,
    and logically such that listeners can follow the line of reasoning and the
    organization, development, substance, and style are appropriate to purpose,
    audience, and task.

Download Common Core State Standards (PDF 1.2 MB)

Constructing & Analyzing Art (Uncut)

Lesson Objective: This is 50 minutes of authentic teaching, unedited, and without teacher narration.
Grades 9-10 / ELA / Arts
50 MIN
ELA.SL.9-10.4

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This 50-minute Uncut Classroom footage was used to create:

Building Analysis Skills Through Art

I Do, We Do, You Do

Tools for Participation

What You'll See:

  • English Language Learners
  • Students in Special Education
  • Inferences
  • Use of evidence
  • Scaffolding
  • Photography

Discussion and Supporting Materials

5 Comments

  • Private message to Grace El-Fishawy

Cool idea to use analysis of art to build observation / description skills. The lesson at times seemed a bit above the student's heads and there seemed to be a lot of the students just copying information down.

Recommended (0)
  • Private message to Elizabeth Owonikoko

I think the lesson was a bit tough for the students until the teacher introduced the portrait and asked the students to examine the portrait; and that generated collaboration among the groups.  It was very fascinating how the teacher uses inference to examine each portrait, which made the students dig deep and think about it. The teacher uses group discussion to make them think critically about the physical evidence in each portrait and what inferences they can draw from the portrait. Using inference to present each portrait got the students engaged.

Recommended (0)
  • Private message to Megan Phillips

I believe this lesson was challanging for the students. I like how the teacher divied the students into groups to make it more fun and had the students really engaged in the activity that also was a game. Very interesting how the teacher uses inference to analyze each portrait it really got the students to dig deep and really think about it. 

Recommended (0)
  • Private message to rob almada

Scaffolding.

Recommended (0)
  • Private message to Nichole Howard

The teacher uses portrait making as a way to analyze and document art framing. She has students use the concept of inference as a way to analyze the student's art work and have them question the artists' intent. The teacher utilizes group learning to engage students to encourage them to think critically about the physical evidence in each portrait and what inferences they can gain from those large and small details. 

Recommended (0)

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