"Learning To Look "- Chicago Foundation For Education Grant
This year's "Learning To Look" project and field trip to the Art Institute of Chicago on March 26, 2019 was funded by a generous grant from The Chicago Foundation For Education. Foundation funds were used to pay for the cost of transportation to and from the Art Institute, and general office supplies for student projects.
"THANK YOU CHICAGO FOUNDATION FOR EDUCATION!"
"THANK YOU CHICAGO FOUNDATION FOR EDUCATION!"
American Sources
Program Description
American Sources: Using Visual Art in the Humanities Curriculum A year long teacher professional development program that engages middle school and high school teachers of English, American studies, and social studies from Chicago public and suburban schools on an annual basis. The program focuses on using works of American art as primary documents in order to address critical student skills, including analytical thinking, inquiry, research, and visual literacy. Program Objectives Teacher learning objectives:
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“Learning to Look”
The American Sources program at Taft HS examines Art as social commentary; using works of art as focal points to make connections across space and time. Searching for universal themes and concerns that transgress time and space. Making personal connections that give the viewer meaning and inspiration to understand and interact with their own world.
Inquiry Questions:
Learning Objectives: Students will be able to:
Students will satisfy IB learning criteria:
A. Knowing and understanding
B. Investigating
C. Communicating
D. Thinking critically
Summative Assessment:
The summative assessment will be project based and will involve students to communicate their understanding and personal connections in a format of choice.
ATL I students will create a story board to communicate their research and findings, and ATL II students will post their understanding, reactions, and personal connections on their personal website under the American Sources tab.
The American Sources program at Taft HS examines Art as social commentary; using works of art as focal points to make connections across space and time. Searching for universal themes and concerns that transgress time and space. Making personal connections that give the viewer meaning and inspiration to understand and interact with their own world.
Inquiry Questions:
- To what extent can art influence and impact the manner in which I understand and view the world?
Learning Objectives: Students will be able to:
- Develop higher order thinking questions about the art piece and its impact on the audience.
- Use Origin, Purpose, Value, and limitations (OPVL) to interpret and analyze the work of art.
- Investigate a selected work of art, and make personal connections to both its time period of creation, and to our own time period.
- Communicate personal connections via a medium of choice (powerpoint, essay, website, exhibit board).
Students will satisfy IB learning criteria:
A. Knowing and understanding
B. Investigating
C. Communicating
D. Thinking critically
Summative Assessment:
The summative assessment will be project based and will involve students to communicate their understanding and personal connections in a format of choice.
ATL I students will create a story board to communicate their research and findings, and ATL II students will post their understanding, reactions, and personal connections on their personal website under the American Sources tab.
Virtual Gallery Walk
Preview the art images below, and select the art piece you would like to focus on. The original artwork will be available for you to view on the day of our museum visit. Other works of art may be selected with prior approval.
selected_artworks_list_with_images.docx | |
File Size: | 6207 kb |
File Type: | docx |
Mentor Art Piece
Walter Ellison's Train Station
atl_i_–_communication.docx | |
File Size: | 139 kb |
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rubricamerican_sources.doc | |
File Size: | 34 kb |
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Art Institute Visit
March 2019
April 2018
Learning To Look Presentations
Students presented their selected artwork with their peers using the exhibit board format. Students provided a close read of their artwork, made observations, raised pertinent questions, and then researched their selected artist and artwork. To corroborate their analysis and interpretation, students supplied two primary sources to further support their analysis and reasoning. After their presentations, students completed a general reflection on the American Sources experience. Our thanks to the Art Institute and the Terra Foundation for supporting this learning experience.
HANDOUTS
Art Institute Sources Project Handout - NEW for 2019!!!
art_institute_activity.docx | |
File Size: | 17 kb |
File Type: | docx |
the_art_institute_of_chicago_-_project_outline.docx | |
File Size: | 16 kb |
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reflectiononamericansources.docx | |
File Size: | 13 kb |
File Type: | docx |
reflection_on_american_sources_experiencewebsite.doc | |
File Size: | 31 kb |
File Type: | doc |
Student Reflections
studentreflectionas.pdf | |
File Size: | 330 kb |
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studentreflectionas1.pdf | |
File Size: | 268 kb |
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studentreflectionas2.pdf | |
File Size: | 11162 kb |
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studentreflectionas3.pdf | |
File Size: | 194 kb |
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