Imagine stepping into painting. What sounds would you hear? Create soundscape.
Shake Up K12 Lesson Ideas
Explore arts-integrated lesson ideas from the Shake Up K12 Community of educators.
I would have my students create an extension of this art piece - "Imagine this is the first half of a painting, how would create the other half of the painting"
Mini lesson for elementary students: Visually describe the major shapes you see. What is the majority of the artwork created with and how many are there? Mini lesson for middle school: Visually describe the major shapes you see. What is the majority of the artwork created with and how can you find the area of such shapes? Mini lesson for high school: Visually describe the major shapes you see. What is the majority of the artwork created with and find the area of 2 shapes?
How migration from the south helped crops to migrate and expand food choices to the north.
Possibly after students have viewed a few of Klee's pieces of artwork, they could try to find and name all of the geometric shapes they find in the piece. They could then create their own pieces using geometrical shapes .
Students could research and study the Jacob Lawrence Migration series and begin to discuss the differences between the ecosystems in the North and the South as depicted in the paintings. They could create their own paintings or drawings of various ecosystems a migrating bird might pass through.
I would have students identify the shapes in the picture. They would then create measurements for the angles
I would do a lesson plan on travel, distance, and time, based on personal preference. Students would choose a location they’d like to travel to based on their interests. Then, they would calculate the distance to reach that destination. They would then calculate the time it would take to reach that destination based on different types of transportation.
This lesson is supposed to be math related. In the picture, Students could identify shapes and understand how artist is using various geometric shapes.
Students will learn about the great migration. Study the reasons who and why this population was migrating to cities like St. Louis and New York. Language Arts- write a story about a personal migration history from the perspective of a family member. Identify - Students could compare the Great Migration to immigration policies and issues going on right now.
Real world geometry, derive emotion from the image while analyzing the different shapes and angles
Ask the students what emotions, experiences, and memories the image evokes. Choose a specific song related to a specified experience or memory and connect the image and song to themselves and their identity or sense of self.
For social studies, you could create a new painting and reimagine it with world leaders and imagine conversations they are having.
Count the number of arms, legs, noses, combs, etc. you see in the painting. How does this compare to the number of arms, legs, noses you know each person would have in real life? Create a ratio.
Identify three unique artists who share similarities to the work of art presented. Try to focus on different qualities of the work and/or artist.
I would have students identify the expressions on people’s faces and what they think is going on with the people in this painting. For a science aspect, I would talk about the different types of paint that was used and perhaps the science of wine making since the people in the painting are drinking wine.
Compare the geometric shapes in the Paul Klee work. List how many different shapes you can find. For older students, have student create an equation using the angle measurements they can solve for within the work.
Have the students empathize with what is going on in the image and how geometric shapes are used.
In this lesson you should compare different styles of music during the time in which the artwork represents.
Have student research the artist and depending on what they roll on the dice will depend what they have to elaborate on.
Based on the subject that the student rolls they would have to continue and with more in depth facts on that lesson as it pertains to the subject matter!
Look at the painting together as a group and have a discussion about what's happening in the painting. Where is this group of people? What are they doing? Have students do research on how much a luncheon like this would have cost in the year the painting was made and then research inflation and connect what they learned to how much a luncheon like this would cost today.
Have students compare what's happening in the Lawrence panel to experiences of people migrating today.
I would have students look at this painting and discuss what's going on--people are moving/walking from one place to another and carrying all of their belongings. I would then have them look at the common migration routes from historical documentation of the Great Migration and do the math to calculate distance from specific cities in the south to places in the north. I would then have students use a pedometer to measure how fast they walk and then, to help them empathize with people from the great migration, I'd have them do the math to figure out how long it would take them to walk from the south to the north.
I would have students connect to the Great Migration by studying Lawrence's Migration Series and writing poetry inspired by poets such as Langston Hughes.
Using the image, have students analyze the painting and connect it to the primary sources about first-hand accounts of people’s migration experience. Then, have students select a person who went through the migration and write a short biography of their life (provide students with a list of names to choose from). Students will then compile the biographies to create a short informational text about people from the Great Migration.
using small picture of a regatta monochromatic watercolor study and shapes to create perspective using expression of feelings as choice of color. how does color reflect ones expressions and emotions
This is a quick activity to enjoy a painting with friends by describing a painting and making a sound scape of it.
I am a first grade inclusion teacher working with a small population of sped students and a large population of ELL's. Our school is an EL School - expeditionary learning. Our next expedition is about Bees and Colony Collapse Disorder. I am thinking about integrating Klee's work with looking at the activity in the bee hive or the construction of a bee hive.
For Grade 6-8 and introducing types of triangles, you can use this painting and describe and classify the types of shapes that are involved. Dissect the painting to see what polygons are used and perhaps have students make the 3D objects and then determine the ratio of the boats in the foreground to the background. From there the students could estimate how far the boats in the background are from the shore.
Describe the types of colors you see Are they the same as what you might find in a watercolor set? Do you think these colors come "straight out of the tube" or were they mixed? If you could chose a descriptive name for the pink, blue, and yellow you see, what would that be? Choose 5 colors, white and black and peach. Experiment with different color combinations until you get a new color that you will name. How many different shapes can you identify? What types of shapes are they? Do you see any patterns? Using your newly created palette, choose a few colors to paint into shapes and create a pattern. What types of lines do you see? Now continue to fill the space with other shapes and lines.
Using artwork as an entry point, getting students to identify and describe various elements of a whole and how they work together to create a bigger picture. These skills can then be applied to natural history science, identifying component parts of organisms, using the artwork as a way to train the eye to notice details and how they work in concert to create a multifaceted whole.
I would have students listen to Bach and Mozart while playing pass the painting using works by Klee. I would have students work in pairs or threes and discuss how the painting makes them feel. What elements make them feel that way? Are they also influenced by the music? Have students take turns sharing what they discussed.
Create a series of mountains and rivers and other geographic areas laying them in different colors while listening to quiet versus bouncy music noticing the difference it makes in the lines.
Write a story about sailing in one of the vessels. Describe where you are going, what is the weather who are the people in the other sail boats, why are there so many?
Background: pH scale runs from 0 to 14, with each number assigned a different color. At the bottom of the scale sits red, which represents the most acidic, and a dark blue at its opposite end represents 14 and alkalinity. In the middle zone, the pH scale becomes neutral. Milk has a pH of 6 and a neutral off-white color. Look at the colors in the painting what would the PH levels of the various sections of the painting be. Pick up to five points in the painting and assign the color a PH level. Explain why you chose this number.
For young students— -have them identify the different shapes Klee used. Why are some triangles large and some small? (Perspective) -talk about colors used—why are the stripes in the bottom of the picture a different color than the other stripes? Tell name if painting and what a regatta is—what do they think is happening in the painting? -have them use simple line and simple shapes to draw the outlines of a scene. Use watercolor to fill in their shapes. Have them choose one particular color to focus on, as Klee used Blue (monochromatic)
Students apply working knowledge of Native American and Egyptian symbols to a mixed media project using Klee’s painting as a source on inspiration. First students will review symbols from Native American tribes reflecting on what they are communicating. Students will practice drawing these symbols using various line techniques and primary colors. A final painting with watercolor, pastel and ink pens with Native American symbols to reflect a message on their individual identity.
Students will look at the painting and identify shapes they recognize . I will lead students in a discussion about the difference between geometric and organic shapes. We will discuss terms that are similar between music and art and how they apply. Students will use pencils , rulers , and paint to create their own geometric designs while listening to the music that inspired Klee. Students will look at each other’s work and decide how they were influenced by the artwork and music.
Paul Klee was an artist inspired by music and the subconscious. Look at this artwork by Paul Klee. What do you see? How does he use shapes? Colors? Use your imagination and dream up a fantasy world that you would like to live in. What colors would it be? Why? What shapes would you use? What do they represent? Draw an imaginary world with pencil on watercolor (or thick paper.) Use Sharpie to outline the different shapes. Use watercolor or tempera paints to fill in the shapes.
Social studies Create landscapes inspired by klee’s work. What is this community like? (Land of the Lemons) How do you know? What do you see here that reminds you of your own community? Does this remind you of any place you’ve ever been? Write about an imaginary trip you would take to this place.
So many students connect to the music they hear. How does the music you listen to effect the everyday? When you hear a certain piece you are fond of what do you think of? How does it make you feel? Empowered? Joyful? Contemplative?? How does it link to you? With my older students (3-5) they will bring in heir chrome books and pick their favorite song. While they are listening to it they will sketch how that music makes them feel. From there they will build upon their sketch to add the colors, rhythms and patterns that go along with the music. Finally the students will wrote a short narrative to accompany their artwork.
What can we tell about the subjects of the painting? Are they of the same social class? Are they friends, family, colleagues a mixture? How did the artist paint their interactions? What makes you think that?
You can have students try to replicate these boats with tin foil and test how they float, experimenting with different ideas about buoyancy, density, and surface area on water. Students could talk about what material it looks like these boats are made of (folded paper like origami). Would they float on that water, is it fresh water, salt water, brackish, etc. They can keep experimenting based on what they see or notoce about the boats in the painting.
My art lesson is about comparing triangles. We are going to explore how triangles with a variety of sizes and orientations can stand for multiple objects that can stand for a complete picture such as this picture of a regatta. We can talk about different kinds of triangles, talk about how they are the same and different, make cut outs of triangles and then create a picture.
Have students work in pairs. Cut the painting into 8 separate panels. Have each student create a set of instructions or a word problem to recreate a section of the painting for their partner. Each student should compare their drawing to the piece of the painting. For this work in math, I would use as an opening lesson for looking at polygons. Perhaps students could use GeoGebra to recreate but with all regular shapes and see how both works of art feel. Also is it possible to use the same with regular shapes? This would be for grade 6 or 7.
In a high school government class, I would use this piece of artwork to connect to an land use, development, and planning lesson. I would start with this piece of art as an introduction activity and use the "Looking 10 times 2" strategy. Students would look at the art for 30 seconds and write down ten words that come to mind. Then, students would look again for another 30 seconds and write down another 10 words describing what they see. Finally students will share out what was different about the second time they looked- more in depth, more detail, more connections to prior knowledge etc. The connection to the curriculum would be about taking a second look at communities and development. What makes up our urban, suburban, and rural landscapes. How did these landscapes become the way they are?
Warm up : describe the scene Whole group: trace the lines of interest and sight lines in the art work. Follow the eyes and Measure the angles Discuss how geometry is used to create interest Have students use perspective or lines if interest in their own works
How do the characters' clothes in the painting compare with what you're wearing today? What might their clothes say about them and the time their living in on the water? Why did they choose these clothes? Bring clothes for children to try on to see how they are different than today (bonnet, bustle). Have kids design what they'd wear to a party on the water. Read Naked Mole Rat Gets Dressed.
* what cultural features are included in artistic representations? How is perspective apparent? Does point of view change the interpretation of this painting? What would a dancer see? A Spaniard? Write an essay comparing this work with the Velázquez painting "The triumph of Bacchus"
Why are the plants not flourishing? What conditions are needed for plants to grow? Compare with the movie The Lorax
Geometry is everywhere! Have students measure and record the different angles they find in Renoir's painting. How many different angles can they find? Afterwards, discuss how the different angles contribute to the composition of the painting. Do they help convey a certain mood?
Student Instructions: Choose two figures in the painting. Record your observations on each figure’s facial expressions and body language. Next, examine the relationship between your figures-do they connect in some way? Finally, write a short piece of dialogue between your two chosen figures. Optional activity: have students create a tableau if the painting and have them improvise a conversation.
Students explore how to express movement, first through writing and then illustration. Provide samples from authors and artist that express movement. If needed, provide writing/illustration prompts such as "as the crow flies". Demonstrate how Jacob Lawrence's "Migration" expresses the concept of movement
Ask students: What kind of music do you hear when you see this painting? What kind of music would express this painting? What kind of music would Renoir use to express this painting?
Social Studies : our local culture, Landover MD. Compare our neighborhood to this landscape painting. What natural and architectural qualities do we share? Create a drawing inspired by this painting.
Compare lmpressionist painters with composers who created impressionist pieces in music: Debussy, Ravel, etc.
Students draw and paint their version of the Boating Party based on personal experience.
Imagine you are going toward this person and start talking. What would be the dialog?
Kindergartner - caregiver program focused on parts of nature and counting- like snow, leaves, fence posts, etc!
Students would study Jacob Lawrence's captions and identify how the people entering the trains would be feeling in this panel. They would discuss possible emotions and portray the feelings in panels of their own.