visual literacy and the gifted learner: infusing visual ... · infusing visual art across the...
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INFUSING VISUAL ARTACROSS THE CURRICULUM
Presented by Dr. Derek CavillaGifted Instructional Coach, Galileo School for Gifted Learning, Sanford, FL
Visual Literacy and the Gifted Learner:
“Art is not a thing; it is a way.” - Elbert Hubbard
“A picture is a poem without words.” - Horace
“The principle of true art is not to portray,
but to evoke.” - Jerzey Kosinski
“Curiosity about life in all of its aspects, I think,
is still the secret of great creative people.” - Leo Burnett
The Railw
ay, by Edouard M
anet, 1873
CRITICAL THINKING• Use visual art to facilitate discussions and
activities involving fact and opinion or making inferences.
• Ask students to describe what they SEE in the image. Be sure to clarify that these must be undeniable facts.
• Prompt students to ponder and share what they THINK is happening in the image. Include all responses and allow for debate among ideas.
• Have students share what they still want to KNOW about what is happening in the image. Use prepared background information to close the discussion.
Watson and the S
hark, by John Singleton C
opley, 1778
READING STRATEGIES• Use visual art to encourage students to ask
questions about what they think is happening in the image.
• Prompt students to predict and infer what they think has happened before this specific moment, what is happening right now, and what may happen in the future.
• Model how to monitor and clarify understanding by doing a think-aloud.
• Have students evaluate their understanding individually or in small groups.
• Allow individuals or groups to summarize what they have learned.
A View of the M
ountain Pass C
alled the Notch of the W
hite Mountains
(Craw
ford Notch), by Thom
as Cole, 1839
CREATING POETRY• Use the “What I see, what I think, and what
I still want to know” or reading strategies model to facilitate a class discussion.
• Ask students to write a single word or short phrase that they feel best describes the art on a Post-It note and collect; make responses anonymous.
• Record the responses on the board to create a “Word Pile”.
• Use each word or phrase only once, along with punctuation and very minimal conjunctions, to create a custom poem.
• Encourage flexibility while scaffolding the organization of stanzas.
Masked B
all at the Opera, by E
douard Manet, 1873
TECHNICAL WRITING• Show students examples of abstract art,
but keep it simple.
• Provide materials for students to create a customized piece of abstract art.
• Have students create step-by-step directions for another person to re-create the art without seeing it for reference.
• Swap directions with another class or period and have students re-create the art following the directions provided.
• Provide students with the re-creation along with specific, constructive feedback from both the teacher and the peer evaluator.
RESOURCESThe National Gallery of Art
provides access to its collection at no charge:
images.nga.gov
Educator resources and information regarding the
Summer Teacher Institute:
www.nga.gov
For more information, implementation support, or additional activity ideas, please contact: