Brief Description

In this lesson students virtually visit the sculpture garden at the National Museum for Art.  Two fictitious children will lead them through the garden, interpreting the art.  At the end of the animated tour, students have the opportunity to see real pictures of the sculptures and can learn what's what, who did what, and who made what with what, among other things.

Standards and Frameworks

Technology Standards
 

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom
• 5T-E1. Locate information from electronic resources

• 3AV-E3. Interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences
• 1AV-R4. Begin to look at, and talk about, art
• 1AV-R3. Identify various subject matter, ideas, and symbols (e.g., lion representing courage, heart symbolizing love, road conveying journey) used in one’s own work and work of others to convey meaning.
• 3AV-R2. Know that art is a visual language and is a form of expression and communication

• Students will visit the sculpture garden several times, animated and real, in order to gain an understanding of the controversial and complex nature of art, while answering 80 percent of the questions thoughtfully.
• Students will research important aspects of specific sculptures using the primary source at the National Museum for Art, in order to fill out the rubric.
• Students will write an essay evaluating two sculptures, including personal reaction to the piece.

• Basic Internet browsing

Internet access

Copy of questions that can be found at the end of this document

Copy of graphic organizer that can be found at http://www.eduplace.com/graphicorganizer/pdf/spider.pdf

Students that are learning English can navigate through the story repeatedly and will find the dialogue blended with the pictures meaningful.  A list of especially challenging words with visual scaffold can be presented to class for further explanation.  These words should include: odd, steel, massive, explode, twitched, abstract, exaggerating, and suffering. Give extra support by letting students form partnerships and allow students to search for sculptures pertaining to their home-cultures.

Gifted students can view additional sculptures at the indoor sculpture exhibit, which can be found at http://www.nga.gov/collection/sculpture/flash/index.htm. Pretend that there is extra room in the garden and gifted students can use their imagination to design their own sculpture using graphing paper, clay, or computer program.  Mathematics and Science should be considered in the size and construction.  Composition should be considered in justifying their creation.  Displaying their work in a prominent school location would give them positive reinforcement.

Accommodations for students that are learning English can also be used for learning disabled students.  If possible, try to sit with this group of learners and guide them through the story, checking for understanding.   For a culminating project, learners can use clay, graph paper, or a computer program to create their own sculpture and talk about it.  This will create a tactile experience for them.
 

Step #1- Students go to the address http://www.nga.gov/kids/lizzy/lizzy.html.  Here they will watch and listen to a fifteen minute story of Lizzy’s visit of the Sculpture Garden.  The motive will be strictly for enjoyment.  Tell students they will navigate by clicking on the pink words.

Step #2- Pass out the questions that can be found at the end of this document.  Students will go back through the story with the intent of answering the questions.  Note that the story presents the answers to the questions in order.

Step #3-Students chose two sculptures to investigate.  They will click on “Overview.”  Here they can see Gordon’s report for school and Lizzy’s sketches.  After reading that information, click on “Click here to learn more.”  Students need to fill in two of the spider graphic organizer that can be found at the website http://www.eduplace.com/graphicorganizer/pdf/spider.pdf.  The four main lines from the topic (sculpture) should address: 1.  the artist – Who 2.  the time - When 3.  the materials- How  4.  historical relevance, artistic relevance –why. The rest of the lines should give further details about each of the 4 topics.

Step #4- With the completed rubrics in hand, student will write a short essay on two of the sculptures including the students personal reaction to the piece.

Step #5- Use assessment with students.
 

My assessment can be found at http://rubistar.4teachers.org/index.php .  In the “Find Rubric” section, enter the number 1075991.
 
 

1. Why are Lizzy, Gordon and Mom at the Sculpture Garden?

2. What shapes can Gordon see in the beams of the first sculpture?

3.  Who does Lizzy see, sitting and thinking, just like her?

4. How does Lizzy describe the rabbit?

5. Would you rather be inside or outside of the house?  Why?

6. How big does the spider say that his mother is? Is he telling the truth?

7. Why do you think the typewriter eraser says nobody remembers it?

8. What two things are the legs waiting for?  Do you find a happy or sad mood during this part?

9. Who says, “have a seat” and “I’m Art”?

10.  Do the blue chairs multiply, divide, or subtract?

11.  What is the rabbit thinking about while looking at Lizzy and Gordon?

12.  How does Gordon feel as he does his homework?

Teacher Name: Carrie Carment
Site: Keeling Elementary
Date Submitted: April 26, 2004