{"id":656,"date":"2017-07-03T21:14:30","date_gmt":"2017-07-04T01:14:30","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=656"},"modified":"2018-05-24T22:12:47","modified_gmt":"2018-05-25T02:12:47","slug":"cooperative-learning-lessons-coldiron","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/07\/cooperative-learning-lessons-coldiron\/","title":{"rendered":"Cooperative Learning Lessons-Coldiron"},"content":{"rendered":"

Cooperative Learning Lessons<\/strong><\/p>\n

4th<\/sup>\u00a0grade Pop Art Study\/ Gallery Show<\/strong><\/p>\n

CO-OP CO-OP<\/strong><\/p>\n

Student-centered discussion:<\/strong>\u00a0Students sit at their regular tables of four and find four very different examples of Pop Art by four different artists. Each work will be numbered 1-4. Students are asked to spend 10 minutes discussing which work is their favorite, and how each work is different, recording their answers in their art journal.<\/p>\n

Standards:<\/strong><\/p>\n

3PE Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical periods<\/p>\n

3PR Generate ideas and employ a variety of strategies to solve visual problems.<\/p>\n

3RE Recognize and describe the relationship of artworks to their social and cultural contexts.<\/p>\n

 <\/p>\n

Materials:\u00a0<\/strong>Laminated examples of Pop Art in different styles, Oil pastels, Gloss print magazines, glue sticks, scissors, pencils, mounting board, colored construction paper, rulers, paper scrap bin, slips of paper for evaluation<\/p>\n

Timing:<\/strong> This lesson is designed to take three days.<\/p>\n

Day 1: students will spend 15 minutes discussing the art work and recording the similarities and differences \u00a0in their art journal. Then students will divide into groups based on the art work they were most interested in. For the remaining portion of the class students will plan with their group what the main theme behind their work will be and how each of their works will fit in to the bigger picture. They will then draw a mock up of their portion of the work.<\/p>\n

Day 2: students will use a verity of materials to create their piece keeping the chosen style of the group in mind; often comparing and piecing their work together with others from their group.<\/p>\n

Day 3: Students will present their art work to the class, and rate the final work of their classmates.<\/p>\n

Team selection:<\/strong>\u00a0Students will individually choose a favorite work. Based on the assigned number of the work students will be grouped by the art work that interested them the most to promote their natural curiosity about that style.<\/p>\n

Separation and delegation of work:<\/strong>\u00a0As a group, students will study the Pop Art piece they have chosen and identify and record the following.<\/p>\n

Examples of different Pop Art Styles<\/p>\n

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Love, Robert Indiana<\/p><\/div>\n

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Photo Montage, Culture Trip, Richard Hamilton<\/p><\/div>\n

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Retroactive II, Robert Ruschenberg<\/p><\/div>\n

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Quadriptych, Andy Warhol<\/p><\/div>\n

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Diptych, Whaam, Roy Lichtenstein<\/p><\/div>\n

    \n
  • Art elements present in the work<\/li>\n
  • The subject of the work<\/li>\n
  • A color scheme for the work<\/li>\n<\/ul>\n

    After studying the work students will create their own piece to be presented to the class in the form of a quadriptych (an artwork which is divided into four sections). This was a common practice by Pop Artists. Students will give each other verbal feedback on each team members work and problem solve to produce a congruent piece. Students will use the records from the original art work to help give their piece a common theme, whether that be color, subject, or another part of the piece the students find interesting.<\/p>\n

    \"\"

    Diptych, Campbell’s Soup Can, Andy Warhol<\/p><\/div>\n

    \"\"

    Quadriptych, Miss Monroe, Andy Warhol<\/p><\/div>\n

    Team presentations:\u00a0<\/strong>Each group will present their final work to the class in the form of a quadriptych for groups of four, Triptych for groups of three, or Diptych for groups of two. Each student will then describe their piece to the class and share how their work relates to the other members of their team. Students will need to outline the key features of the art work they choose for inspiration. They may also choose to present their work in other ways if it enhances the work. \u00a0Below are a few examples.<\/p>\n

      \n
    • Comic Strip<\/li>\n
    • Advertisement<\/li>\n
    • Wrapper<\/li>\n
    • Label<\/li>\n
    • Diptych\/Triptych<\/li>\n<\/ul>\n

       <\/p>\n

      Evaluation:\u00a0<\/strong>This assignment will have to forms of evaluation.<\/p>\n

      Evaluation 1: Individual students will self-evaluate using a rubric, rating their team 1-4 in teamwork, communication, creativity, and clean up. In addition, they will have three short answer questions. What was your biggest contribution to the group? What do you feel ties all of your works together? Is there anything you would change about the work?<\/p>\n

      Evaluation 2: Each team\u2019s work will be hanging in a long hallway outside of the classroom; it will be set up as a gallery. Students will be given a slip of paper for each team and asked to rate each group project based on craftsmanship, and creativity with a score of 1-4. Similar to STAD team recognition will be given to the top three teams, and their work will be featured in the hallway display case.<\/p>\n

      Social Media<\/strong><\/p>\n

      What is Pop Art?<\/p>\n