Creative+Teaching+Through+the+Arts-+October+27,+2007

=Making Inferences Through Art Investigations=

Good authors use their illustrations to show how a character is feeling. This helps to allow good reader make thoughtful inferences. Facial expressions give readers clues about a character's attitude and mood.

The interesting thing about the Mona Lisa painting is that her face does not really clue you into how she was feeling.

[|Mona|Mona Lisa]

Cindy Sullivan & Karen Engleman
 * ARTS INTEGRATED LESSON PLAN**


 * TOPIC/LESSON TITLE:**
 * Making Inferences Through Art Investigations**


 * UNIT OF STUDY:**
 * Self Portraits**
 * Makiing Inferences**


 * CONTENT/GRADE FOCUS:**
 * Visual Arts/Elementary-Middle grades**
 * Reading** **/ElementaryMiddle grades**

[|http://www.cite-sciences.fr/english/ala_cite/expo/explora/image/mona/en.php#]
 * WEBSITE USED IN THE LESSON:**


 * PURPOSE: The purpose of this lesson is to practice making inferences. We will make inferences while viewing a masterpiece, creating a self portrait, and examining a story’s illustration.**


 * TIME FRAME: 45 minutes**


 * FINE ARTS STANDARDS/OBJECTIVES ADDRESSED:**
 * At the end of the lesson, the participant will be able to draw a self portrait with expression.**
 * Visual Arts/Elementary:**
 * I.A.2. The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment.**
 * IV.B.2. The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.**
 * Visual Art/Middle:**
 * I.A.1. The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.**

a. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs b. Make predictions and ask questions about the text d. Make connections to the text from prior knowledge and experiences ||
 * CONTENT STANDARDS/OBJECTIVES ADDRESSED:**
 * Reading General Reading Processes**
 * 1.E**
 * **Indicator**
 * 2.** Use strategies to prepare for reading (before reading) ||
 * **Objectives**
 * **Objectives**


 * TECHNOLOGY STANDARDS/OBJECTIVES ADDRESSED:**

•**Maryland Technology Literacy Student** **Standard (MTLSS)**
 * 3.A.1.a** Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills


 * LESSON OBJECTIVES:**
 * Participants will:**
 * **Make an inference viewing a portrait**
 * **Draw a self portrait so that viewers can make inferences of your portrait’s mood**
 * **Make inferences looking at a story’s illustrations**


 * VOCABULARY/CONCEPTS:**
 * Mona Lisa**
 * Leonardo da Vinci**
 * Proportions**
 * Self-portrait**
 * Inferences**


 * MATERIALS & RESOURCES FOR THE CLASS;**
 * Drawing paper**
 * Pencil**
 * Erasers**
 * Exemplar: Mona Lisa**
 * Hand outs**
 * Internet**
 * Italian story books**


 * MATERIALS & RESOURCES FOR THE TEACHER:**
 * LCD**
 * Laptop**
 * Internet connection**


 * PRIOR KNOWLEDGE NECESSARY FOR THIS LESSON:**
 * Participant should be able to draw**


 * LESSON DEVELOPMENT/PROCEDURES:**
 * Short film clips of how to draw a self portrait.

1. Discussion of the portrait, Mona Lisa 2. Go to **[|http://www.cite-sciences.fr/english/ala_cite/expo/explora/image/mona/en.php#]** and show how she might look if she was feeling these different emotions
 * What do you think she is feeling?
 * What makes you feel that way?
 * What can you infer about her?

3. Make a self-portrait
 * Think about an event that occurred over the past year. How did this event make you feel? Explain that they are now going to create a self-portrait showing how they were feeling at this time.

· Modeling- Demonstrate how to draw a self portrait using correct proportions.


 * ·** Guided practice – The participants will follow oral and written instructions.


 * ·** Independent practice – The participants will draw their self portraits showing expression.

4. Share portraits. Participants will make inferences of the self-portraits.

5. The participants will look at an Italian picture book’s illustration and use it to make inferences about the story.

ASSESSMENT: The completed self portrait should show expression while using correct proportions. Inferences will be thoughtful and connected to self portraits and illustrations.

LESSON EXTENTION/ADAPTATIONS:
 * Use inference skills with other works of art
 * Complete portraits of other individuals
 * Create and illustration to match a personal narrative**