Which of the six Prism.K12 strategies would you use to design a lesson around this content?

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lhoffman
Which of the six Prism.K12 strategies would you use to design a lesson around this content?

Explore one section within the Luncheon of the Boating Party section on the website—Pierre-Auguste Renoir (1841–1919), About the Luncheon of the Boating Party Painting, Renoir’s Artistic Process, or Exploring Renoir’s World. Which of the six Prism.K12 strategies (Identify, Connect, Compare, Express, Empathize, Synthesize) would you use to design an arts-integrated lesson around this content covered in the section? Describe how and why you would employ this strategy or strategies in your teaching. Please respond in this forum by logging in and writing your thoughts in the comment section below.

 

laprofedarte_1895
Hispanic Boating Party

The strategy I would use in an AI lesson, would be to have students connect with the painting by making it relevant to their own world and cultural heritage. I work in a Spanish Immersion School, with a predominant Hispanic student body. I think that students may be willing to engage in the analysis of Renoir and his painting "Luncheon at the Boating Party" if they can connect to some of the themes in the painting in today's worldand within their own cultural identity. By asking students to pick their own medium and their own version of the painting, in a way, they would be recreating Renoirs' own artistic process of looking at other artists and works to create his own. This is a common demoninator in Visual Arts, most artists work in response to other artists, which creates a continued art history dialogue, that is also relevant to social issues. When students are able to see the connections between their own contemporary reality and Renoirs', students may feel more engaged in exploring other aspects of the painting and the artist.

O'Boyle, K (not verified)
Identify Strategy + Visual Thinking

IDENTIFY closely examine and describe details.

Objective: Students will practice close-viewing strategies and have discussions in order to analyze artwork.

Warm Up: View the painting for 30 seconds. 
Intro activity: List 5 things you saw in the painting. 

I DO + WE DO 

I created a SEE - THINK - WONDER graphic organizer for students to use while we close-viewed Luncheon at the Boating party. We spent 4 minutes filling out the STW chart with our initial thoughts. The students then worked in small groups to dicuss their observations, thoughts, and questions. Then, we came together as a whole group to review. 

Some students put inferences in the SEE column. For example, a student would say I see a party. Then I would ask, "What make you say a party?" The student would then say "it's crowded, they look like friends, there's food and drinks." I modeled how to fill out the SEE column with descriptions only (ie. many people, males, 2 females, food, trees. It's hard not to jump to conclusions, and scale back and purely describe what is there. One student said it's outside ( I agree it's clearly outside) but again I asked , "What makes you say outside?" and the student said, "There's trees and maybe water in the background, and it's the daytime." 

Exit ticket : Write one thing you learned today. 

 

Sara Miller (not verified)
Prism.K12 Strategy

For this particular painting I would have my students use the Express Strategy from Prism.K12.  There are many ways in which students could convey their emotions or thougths about this paining.  Students could first brainstorm what they see in the painting and have a discussion, small or large group, about how the painting makes them feel.  Then they could write a letter to one of the characters in the painting, perform a skit/play as the characters in the painting, draw or paint their own version of the painting inserting their friends/family in place of the characters, or they could come with their own way of epressing their ideas about the painting.  This leaves the interprestation open and gives students a chance to explore their own thoughts, which ultimately leads to deeper levels of understanding and a more complex thinking process.  I could give a little background on the painting first but otherwise leave students free to express it in their own way.  I could try to connect this to what we are learning in class as well. For example, if we are learning about perspective in reading class students could each be assigned a different character in the picture and would have to use his/her perspective in their work.  This is a great way to integrate art into our everyday lessons!

virtualanya
Exploring “Luncheon of the Boating Party” in the Media Center

Educators and Library Media Specialists can use the website in many ways to teach Library Media Standards, teach arts integrated lessons and/or support staff and the school community by providing research and information. Here is my Library Media Lesson Unit Content for Luncheon of the Boating Party and Prism.K12 arts-integration strategies:

  1. Students explore Pierre-Auguste Renoir’s Luncheon of the Boating Party painting through Visual Thinking Strategies (VTS).  VTS allows students to explore the meanings behind the painting by using the IDENTIFY strategy (to closely examine and describe details).
  2. Students think and share about the meanings behind the painting and connect the ideas they found in the painting to personal stories and experiences through discussion using the CONNECT strategy (to contextualize and associate using varied information and perspectives).
  3. Students research “About the Painting” through primary sources by using the PRISM.K12 webpage here: http://teachers.phillipscollection.org/luncheon-boating-party in order to learn more about the piece and Renoir’s influences while he was painting it.  Facts found on the website can be documented on paper or electronically. (individual or small group work)
  4. Class explores the “Who’s Who in the Painting” webpage together to learn about Renoir’s choices of subjects in the work through discussion.  (http://teachers.phillipscollection.org/whos-who-painting).  Research and group discussion continue using IDENTIFY and CONNECT strategies during this lesson plan.
  5. Students create artwork influenced by Luncheon of the Boating Party and the themes found in Pierre-Auguste Renoir’s work, focusing on their personal feelings about who they would invite to their party.  Students write an artist statement explaining who would be at their party, where it would take place, and why.  Students also share facts found on the Phillips Collection website about Renoir’s biography, explore art elements in his work, and share personal feelings and/or experiences about the work. To convey personal thoughts or emotions students use the EXPRESS strategy for their final art project.
  6. Final project demonstrates student connection to the lesson unit content by exploring who they would invite to a luncheon and why.

Explore the rest of the lesson on my website.

Alysia (not verified)
Prism K12 Strategy with The Luncheon of the Boating Party

I think using the empathize strategy with The Luncheon of the Boating Party would be interesting and engaging to implement in the classroom. I think this piece of art lends itself well to students having the opportunity to imagine being inside this work of art. Students could discuss and explore the point of view of people in this painting. This could be connected to a text or piece of literature where students could also write from the point of view of different characters. For this painting, students could write a narration about what is happening in the picture from a particular persons point of view. 

Shaina Booker (not verified)
Exploring “Luncheon of the Boating Party” through Tableau/Poem

I would use the "Who's Who in the Painting" Activity. I love the use of the poem. It gives the students the ability to express themselves in a creative way. I am a fashion major, so having the students look up the fashion of the day would definetly be fun. I would possibly have them create their own fashion sketches around what they researched. I would also take it a step further and give the students two options of either creating a poem and perform it as spoken word in front of the class or a tableau in groups acting out the scene.

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