Erica Novoa

Dr.Sillivan

Education 100.2

19 November 2013

Art in the Harlem Rennaissance

I. Overview of lesson:

            A. November 19, 2011

            B.  Ninty minute block

            C. Ms.Novoa

            D. Intermediate leve ESL class

II. Big Idea

            1.  Humans have expressed experiences and ideas through the arts throughout time and across culture.

III. Essential Questions:

            1. What are some common themes portraid in art during the Harlem Rennaisance?

            2. How does the art created during the Harlem Rennaissance teach us about historical events during the era?

            3. Who were some of the famous artists or names of pieces during the Harlem Rennaisance?

IV.  Pennsylvania State Standards/ Eligible Content:

1.     9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).

V.General Objectives: Sudents will learn about the art aspect of the Harlem Renaissance. Students will learn how to apply information.

VI. Behavioral Objectives: Students will research art and artists of the Harlem Renaissance. Students will create a visual project based off of the information they learned from the internet.

VII. Instructional Materials:

1.     Computers/ Internet

2.     Crafts: Poster boards, markers, crayons, scissors, construction paper, ect.

3.     Langston Hughes poem, “Mother to Son”, handout

VIII. Vocabulary:

            1.  Theme

            2. Any “slang” words from the poem that the student's do not personally understand

            3. Any words they find on the internet that they do not personally understand

IX. Instructional Procedures:

            A.Introduction:

            Once students enter the classroom they will receive a handout with the Langston Hughes poem on it. I will begin to read the poem allowed to the students, while the students read along with me. The students will have briefly been taught about the Harlem Rennaisance in a previous class. Therefore, I will explain to them that this is another aspect of this time period. I will explain to them how Langston Hughes' poetry was greatly impacted by the Harlem Rennaisance. Then I will re-read the poem to the students, in order to see if they can get a deeper meaning of the poem. I will then utilize the strategy “Think, Pair Share” in which the students will think to themselves about what the poem is about, then they will be pairs will be grouped in order for the students to exchange ideas. I will then ask the students their opions about the poem, as well as any ideas about a theme for the poem. Finally, they students will take all of their gathered thoughts and share them to the class.

            B.Motivation:

            With the poem and responses to fellow students reaction, they will be asked to look up different works of art and artists created during the Harlem Rennaisance. The students will utilize a venn-diagram in order to help them understand the similarities and differences between the different words.The students will be asked to creativly portray the information they learned on the internet into a personal work of art.

            C.Development

            a.  Students will be divided into groups, based of a number count-off, to search, organize, and create the final art project.

            b. Students will search the internet for enough information on different artists or works of art in order to create their own work of art, based off the information they learn.

c. Students will design a visual piece of art based off of the information they learned on the internet

d. Students will write a brief description of their piece, connecting the information they learned from the internet back to their creation.

e. Each group will present their works of art to classroom, and verbally comparing what they learned to what they designed.

f. I will then ask the students if there were any common artists and themes portrayed in each presentation and how may it be significant to the Harlem Renaissance.

            D. Strategies for diverse learners:

                       a.  Groups will be formed heterogeneously, which allows students with difficulty reading or understanding the information on the internet to be paired with those who have a full grasp on the information.

                       b. Students will also be given time to do “Think, Pair, Share” and Venn-diagrams to keep them on task, and enforce comprehension in the classroom.

            E.Summary & Closure:

            a. Each student will present their “masterpiece” to the class. They will explain what they created as well as how it relates the information they learned about the artwork or artists during the Harlem Rennaisance. Students who are not presenting will be paying attention and looking for comparisons between each group.

            F.Assignment:

            aStudents will be responsible to research a poem that they find interesting written during the Harlem Rennaissance.

X. Assessment:

            a.Formative: Students would hand in their projects at the end of class. These projects will be graded based off of the amount of effort put into the project, and how well the students could take information about the Harlem Rennaisance and create their own artwork. The brief explaination about the comparisons, as well as their verbal presentations are important due to the clarity of each idea behind their creation.

            b. Summative:  None. Students will be tested in the future about different aspects of the Harlem Rennaissance.

XI.  Reflection & Self-Evaluation:

XII.                 Suggested Instructional Strategies:

W: This lesson allows students to learn about the impact the Harlem Rennaissance had on art. The students start by hearing a poem from Langston Hughes. The class then moves on to the actual activity which allows them to research and create a product that deals with the Harlem Rennaissance.

H:  The hook occurs at the beginning of the class when the poem is read to the students. It hooks them in because the poem's language is not “proper English”. When the poem is read twice to them, they will have a start to what the art aspect of the Harlem Rennaisance was about.

E: The experiences that are provided are the connections the students would make betweent he information they learn from the internet, and the finished product they design. The students spend the class period or two designing a creative product based off of their interperetations of the Harlem Rennaissance. Having the hands-on activity allows the students to make personal connections and remember the information better.

R:  Students will summarize their knowledge and creativity at the end of class. This allows students to reflect on their final products, as well as the purpose of the project. Students will revist and rethink all of the information they have learned on their own when writing the brief explaination, and their verbal presentation, at the end of class.

E: Students will express their understanding by being able to voice their knowledge of the art during the Harlem Rennaissance.

T:  This lesson allows students to be directly involve in the learning process. Creating a product and then explaining the comparisons allows students to have active participation to learn about the subject. The class discussion at the end of the class period allows students to revisit their thoughts. Finally, students will broaden their knowledge on the impact of the Harlem Rennaissance on art.

O: This lesson acts as a gateway to future lessons. Theme acts as a major role thoughtout this lesson, which would create room for other activities to tie together the theme of the Harlem Rennaissance.

Anderson/Krathwohl Assessment:

            According to the “Taxonomy for Learning, Teaching, and Assessing”. This activity is explained as applying factual knowledge and creating prodedural knowledge. Students are asked to research information about art druing the Harlem Rennaissance, and then they are applying their knewly found knowledge to a creative product. The procedural knowledge is generated through the fact that the students are creating a visual piece to their researched information.

           

 

 

 

 

 

 

 

 

 

 

 

 

 

Mother to Son by Langston Hughes

Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.