Exploration 6 Contemporary Art as Public Pedagogy Curricula


Part I: Unit Overview

Unit Title: Emotional Regulation and Art

Enduring Idea: Exploring mood in art by creating abstract works based upon feelings. Using the identification of emotions and feelings in art to help emotionally regulate.

Key Concepts about enduring idea: perspective, collaboration, color, and mood

Key Concepts about contemporary art as public pedagogy: expression, line, feeling, color,


Essential Questions:
·      How can you represent your feelings visually?
·      How do I experience the world differently than others?
·      How do certain colors make us feel?
·      How does music influence visual art?

Rationale: In my first grade classroom we have been working on identifying feelings and emotions to better identify how we are feeling. By having the vocabulary for feelings, students are able to better regulate their emotions by stopping and naming how they are feeling. In this unit, students will use art making as a means for identifying feelings/emotions. Students will work on visually representing what they think and feel.

Unit Objectives:
·      Students will view, create, and identify mood within in an artwork or song.
·      Students will identify elements of an abstract work.
·      Students will identify emotional associations made with color

Standards:

VA:Cr1.2.1a Use observation and investigation in preparation for making a work of art.

VA:Cr2.2.1a Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

VA:Cr3.1.1a Use art vocabulary to describe choices while creating art.

VA:Re.7.2.1a Compare images that represent the same subject




Assessment:

Does the student represent one or more feelings/emotions in their work? (rubric)

Can students compare and contrast the way in which two different works of art represent the same feeling or emotion? (share out or reflection)

Can students use color, shape and line to represent a feeling? (rubric)


Overview of Lessons:

Lesson 1: For the first lesson in the unit, students will investigate the concept of mood, and feelings we associate with colors and music. To begin, students will see examples of famous works of abstract expressionism and we will discuss how we can represent how we feel in our art with lines, shapes and colors.  After the review, students will listen to three different songs (played aloud) that each varies in tempo. As students are listening they will choose one color of paint to use and paint to match the feeling of the music. After creating, we will share out what we created by labeling feelings or emotions we associated with the songs. Students will have a chance to compare how they each interpreted the different songs and how they conveyed the different feelings or emotions.

Lesson 5: After working on explicitly identifying vocabulary for feelings/emotions, students will have a chance to reflect on their feelings. I will read aloud the book, The Color Monster. The book is a story of a monster that has its feelings all mixed up creating the monster to be multicolored. Students will identify three emotions they feel resonate the strongest within and associate a color with each of these feelings. After identifying, students will create their own monster and using watercolor, will paint their monsters with the three colors they chose at the beginning of the lesson. Their monsters will be a blend of the three colors (feelings) they identify with the most.

Lesson 8: At this point of the unit, students have worked on naming and identifying feelings and moods in artwork. This lesson will focus around the idea of self-regulation and provide students with tools to notice their feelings. This lesson will investigate: How do certain colors make us feel? Why? Students have time to think, pair, share with a classmate on how certain color makes them feel. After sharing, students will be introduced to the color stations around the room. On large sheets of butcher paper, monochromatic doodles will be started. As students work on previous projects, students will have the chance to take “breaks” to add to the doodles started. The expectation is that they continue the doodle in the color it was started and add on in a way that is representative of how they are feeling. For instance, if a child identifies as feeling frustrated, they will have the chance to choose a color they associate with frustration and add their own creation. This will be an outlet students can use throughout the unit to work on regulating feelings and emotions.




PART II: Planning Individual Lessons

Lesson 1
UNIT TITLE: Emotional Regulation and Art
ENDURING IDEA/THEME: Exploring mood in art by creating abstract works based upon feelings. Using the identification of emotions and feelings in art to help emotionally regulate.
LESSON NUMBER: 1 of 3
LESSON TITLE: Introduction to Mood
GRADE OR CLASS: First Grade
TIME ALLOTMENT: 50 minutes
LESSON SUMMARY: To introduce the concept of mood, students will listen to three different songs with varying tempos and respond to the songs through painting of three separate papers. Before beginning, we will have a review of what abstract art is—something we’ve studied multiple times this year. We will talk about how we can draw what we hear and feel using different colors, lines, and shapes. As students listen to the music, they will paint, using inspiration from what they are hearing. Students are free to assign their own colors to different emotions. For each song, students will start fresh on a new piece of paper while the previous ones start to dry. To conclude, as a class, students will group their work by song. I will lead students in a discussion, allowing them to describe what they heard and the emotions that were inspired by the music.
ARTWORKS, ARTISTS and/or ARTIFACTS: Viewing Jackson Pollock’s famous works as a reminder of what abstract expressionism can feel & look like. We will review this by reading the biography Action Jackson
KEY CONCEPTS addressed in this lesson: line, color, and comparison
ESSENTIAL QUESTIONS addressed in this lesson: How can you represent your feelings visually? How does music influence visual art? How do I experience the world differently than others? How do certain colors make us feel?
STANDARDS:
VA:Re.7.2.1a Compare images that represent the same subject
VA:Cr2.2.1a Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
VA:Cr1.2.1a Use observation and investigation in preparation for making a work of art.

INTERDISCIPLINARY CONNECTIONS:  By identifying feeling or emotion, students will work on community building skills such as kindness and empathy. By identifying feelings of others, students are able to work on their interpersonal skills.

LESSON OBJECTIVES: Students will: (understand, be able to, evidence, demonstrate). How will students demonstrate
1.    Knowledge- students will identify that different songs, colors, and lines give the viewer or listener different feelings.
2.    Skills- students will use large brush strokes and fee forms to represent a feeling or thought, rather than representational objects.
3.    Dispositions-after discussion, students will identify similarities and differences in perspectives by viewing the work of their classmates.

ASSESSMENT: 
§  The class discussion will serve as an informal assessment of student learning
§  As an exit ticket out the door, students will write a feeling word that describes one of the works they created. i.e. loving, peaceful, frustrated, etc.

Teacher Research and Preparation: 
Three songs selected and ready for streaming, Action Jackson, space for each student to work and store art
Teaching Resources:

https://kinderart.com/art-lessons/painting/emotion/

Student Supplies:
3 sheets each of wet strength cartridge paper, tempera paint, brushes, water cups, paper towel, post-it note  

Part III: Implementation


Teaching Lesson 5- The Color Monster

I introduced this lesson by having students join me in a sharing circle. Students went around the circle sharing one word that describes how they are feeling in the present moment. After sharing, I read aloud the book, The Color Monster. After reading, students shared out feelings they noticed the color monster feeling in the story (angry, loved, jealous, etc.)  After listing the emotions, I asked students to think and reflect on the three feelings they identify with most, either from the story or not. Once students had identified the three feelings, they used a graphic organizer to list the feelings and add a color to associate with the feeling.

After completing the graphic organizer, I completed a demonstration on how to create our own Color Monsters using pencil on watercolor paper. Students then used water color to lightly fill in the outline of the monster, using only the three colors they identified in their graphic organizer. After their work dried, they traced the pencil lines in sharpie marker.

After completing this lesson, I was curious as to whether or not identifying how one is feeling will help students better regulate emotions. By stopping and reflecting, can students use strategies to calm their bodies and minds down?

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