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This video is meant to be a refresher of the Principles of Art and Design, as we kick off the Unit.

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Learning Target: Learners will demonstrate their understanding of elements of art, principles of design, and art movements

Strategy: Surrealistic Collage

Resources: Art Movements,Art Mediums, Elements of Art (video and article, Principles of Design (video and article)

Outline of Learning Experience: Learners will implement their knowledge of Elements of Art, Principles of Design, and Art Movements by creating a collage that combines them in a Surrealistic style. This will include elements of one other art movement alongside Surrealism. Learners will be encouraged to explore and plan different compositions for their collages in their visual journals. The final result will reflect a thorough understanding of the topics.

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In Spring 2022, I had the pleasure of piloting a zine residency at City High with classroom teacher Taylor Johnson. This post is a reflection on that process. The first day of the zine residency, I arrived at Taylor’s class lugging what I called my “collage box of random paper stuff”—a huge box of magazines, newspapers, musical scores, stickers, prints, star maps, road maps, botanical drawings, you name it. On the projector, I showed examples of different collages I found online, making sure to show collages that varied in layout, style, and content.

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This video is meant to be a refresher of the Elements of Art, as we kick off the Unit.

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Conceptual Questions:

How does an artist reflect on their identity in a self-portrait?

How do artists use the Elements of Art and Principles of Design to communicate the human experience through their work?

How do cultural, historical, and social contexts influence artists' work?

How have artists contributed to the shaping of culture in societies?

How has art developed and shaped local communities?

How do artists use critical thinking in their artwork to connect their personal experiences with modern cultural contexts?

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This database highlights historical art movements and popular artwork associated with those movements.

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Explore all art movements on Google Arts & Culture.

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This resource is meant to be a refresher of the Principles of Art and Design, as we kick off the Unit.

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The elements and principles of art and design are the foundation of the language we use to talk about art. The elements of art are the visual tools that the artist uses to create a composition. These are line, shape, color, value, form, texture, and space.

The principles of art represent how the artist uses the elements of art to create an effect and to help convey the artist's intent. The principles of art and design are balance, contrast, emphasis, movement, pattern, rhythm, and unity/variety. The use of these principles can help determine whether a painting is successful, andwhether or not the painting is finished.

The artist decides what principles of art he or she wants to use in a painting. While an artist might not use all the principles of design in one piece, the principles are intertwined and the use of one will often depend on another. For example, when creating emphasis, the artist might also be using contrast or vice versa. It is generally agreed that a successful painting is unified, while also having some variety created by areas of contrast and emphasis; is visually and moves the viewer's eye around the composition. Thus it is that one principle of art can influence the effect and impact of another.

The 7 principles of art

Balance refers to the visual weight of the elements of the composition. It is a sense that the painting feels stable and "feels right." Imbalance causes a feeling of discomfort in the viewer.

Balance can be achieved in 3 different ways:

1. Symmetry, in which both sides of a composition have the same elements in the same position, as in a mirror-image, or the two sides of a face.

2. Asymmetry, in which the composition is balanced due to the contrast of any of the elements of art. For example, a large circle on one side of a composition might be balanced by a small square on the other side

3. Radial symmetry, in which elements are equally spaced around a central point, as in the spokes coming out of the hub of a bicycle tire.

See the article, for some visual examples of how the elements of art can be used to achieve balance.

Contrast is the difference between elements of art in a composition, such that each element is made stronger in relation to the other. When placed next to each other, contrasting elements command the viewer's attention. Areas of contrast are among the first places that a viewer's eye is drawn. Contrast can be achieved by juxtapositions of any of the elements of art. Negative/Positive space is an example of contrast. Complementary colors placed side by side is an example of contrast. Notan is an example of contrast.

Emphasis is when the artist creates an area of the composition that is visually dominant and commands the viewer's attention. This is often achieved by contrast.

Movement is the result of using the elements of art such that they move the viewer's eye around and within the image. A sense of movement can be created by diagonal or curvy lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic mark-making.

Pattern is the uniform repetition of any of the elements of art or any combination thereof. Anything can be turned into a pattern through repetition. Some classic patterns are spirals, grids, weaves. For examples of different pattern types see the Artlandia Glossary of Pattern Design. A popular drawing practice is Zentangles, in which an abstract or representational outline is divided into different areas, each of which contains a unique pattern.

Rhythm is created by movement implied through the repetition of elements of art in a non-uniform but organized way. It is related to rhythm in music. Unlike pattern, which demands consistency, rhythm relies on variety.

Unity/Variety You want your painting to feel unified such that all the elements fit together comfortably. Too much unity creates monotony, too much variety creates chaos.You need both. Ideally, you want areas of interest in your composition along with places for your eye to rest.

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Understanding the principles of art and design will help you improve your painting and know when it is finished, too.

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Learning Target: Learners will reflect on their work in class by solidifying new terms and concepts in a mindful, informal way via journaling

Strategy: Visual Journal

Resources: All Resources Listed

Outline of Learning Experience: Learners are encouraged to use mixed media and journaling techniques to explore new mediums, concepts, and planning that will contribute to their summative assessment at the end of the unit. This is a way for Learners to decompress and reflect on what they have learned about art and about themselves throughout the unit.

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Christopher Strickland, University of Nebraska at Kearney Key Statement: Visual Journaling is both a reflective and creative practice that can amplify and empower students’ authentic voice and self-efficacy.Keywords: Visual Journaling, Reflection, Student Voice Introduction“The one thing that you have that nobody else has is you. Your voice, your mind, your story, your vision. So, write and draw and build and play and dance and live as only you can.” - Neil Gaiman (n.d.) For years I have been u

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How artists explore identity | Modern Art & Ideas

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How artists explore identity | Modern Art & Ideas

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This video analyzes how artists explore their identities through their work. It is meant to give learners an idea of what we will be doing and an insight into the process that these artist used when creating these meaningful pieces.

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How artists explore identity | Modern Art & Ideas

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Learning Target: Learners will practice giving/receiving positive and constructive feedback.

Strategy: Gallery Walk using TAG! Feedback

Resource: Principles of Design (video and article), Elements of Art (video and article), Art Movements, Art Mediums, "How Artists Explore Identity," "Museum-Inspired Manicures."

Outline of Learning Experience: At the end of the unit, we will hang your self-portraits gallery style, along with a small (about one paragraph) personal statement that correlates to your piece, explaining how it represents your culture and ties to your personal identity. As a class, we will simulate a gallery walk and engage with your peers’ artwork, leaving quick helpful comments/suggestions under 3-5 peers’ portraits with a sticky note, using the TAG Feedback Protocol :

Tell them some things you liked about their portrait

Ask a question you might have about their thought process or creation process

Give a suggestion. How can they add or clarify meaning in their portrait?

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Learning Target: Learners will practice note-taking while exploring how artists have used their work to express personal experiences and identities and how this has historically contributed to social movements

Strategy: Window Notes (videos)

Resources: "How Artists Explore Identity," "How Art Gives Shape to Cultural Change," "Chicano Civil Rights: Role of Chicano Identity in Arts"

Outline of Learning Experience: Learners will fold a paper into four quadrants and title them Facts, Feelings, Questions, and Ideas, respectively. They will then fill out the sections while engaging with the videos about art, identity, and cultural change. Students will then share what they learned and their experiences and questions and develop ideas in a class discussion. This will be the transition activity from Art Movements to Identity.

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Summary

Window Notes is a strategy that students use to organize information while taking notes, reading a text, or completing an assignment or task.

Procedure

1. Instruct students to fold a piece of paper into fourths, creating four equal rectangles. Students should then trace over the folds, distinguishing the four quadrants. (Handouts with a printed template could be copied and provided to students.)

2. Have students label the quadrants Facts, Feelings, Questions, and Ideas, respectively.

3. Introduce the topic and ask students sort and record information obtained from the lecture/reading/task that fits within the four categories.

4. Request that students share their notes with the whole class or in a small group.

5. Math Modification: Have students label the four quadrants as follows to help them organize mathematical thoughts: The Facts (What are the facts?); My Processes (What processes can be used to solve the problem?); The Question (What question need to be answered?); The Diagram or Model (How can the problem be visually represented?)

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). Window notes, in The strategic teacher: Selecting the right research-based strategy for every lesson. ASCD. Retrieved from http://www.ascd.org/publications/books/107059/chapters/Window-Notes.aspx

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Authentic lessons, instructional strategies, and engaging activities for 21st Century Learning

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Learning Target: Identifying Art Movements and the social significance it has had to corresponding communities

Strategy: Examples and Non-Examples

Resource: Art Movements, Art Mediums, "How to Recognize Historical Art Styles", Portraits, What is the Black Arts Movement

Outline of Learning Experience: Learners will collaborate with a partner and research an art movement's history and cultural significance, emphasizing what techniques were used and how they shaped the history of that community. Learners will prepare a presentation with examples and non-examples for classmates to guess the art movement. At the end, they will reveal the movement, give a brief history, and explain the significance of the movement.

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Summary

A concept or term is provided for students who generate examples of what the concept or term is and examples of what the concept or term is not (non-examples). This strategy is ideal for mathematics or the sciences as it gives students a chance to explore various applications of laws, theorems, and postulates so they will be easier to recognize in the future.

Procedure

1. Identify a concept or term for assessment.

2. Ask students to provide examples of what the concept or term is and examples of what the concept or term is not (non-examples).

3. Allow students time and space to clearly describe the rule or definition they used to create the examples and non-examples.

Keeley, P., & Tobey. C. R. (2011). Mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA: Corwin, SAGE.

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A concept or term is provided for students who generate examples of what the concept or term is and examples of what the concept or term is not (non-examples). This strategy is ideal for mathematics or the sciences as it gives students a chance to explore various applications of laws, theorems, and postulates so they will be easier to recognize in the future.

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This resource is meant to be a refresher of the Elements of Art, as we kick off the Unit.

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Every time you create an artwork there are 7 elements, or components, that your artworks consists of. More often than not we just take these elements for granted, or don't even give them a second thought.

They are however critical to the success of your artwork. By keeping them in mind as plan and create your artwork, you will end up with a much better artwork.

One that will be easier to look at as the person's eye will flow through your artwork more fluently. You will have control over how their eye moves through your painting - you will be able to lead them through the painting.

This is just one of the benefits of knowing the 7 elements of art. Let's dive right in by looking at what these 7 elements are:

What are the 7 Elements of Art?

The seven elements of art are line, shape, form, space, value, color and texture. These elements are the essential components, or building blocks, of any artwork. Any good artwork should consist of these 7 ingredients.

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Learn what the 7 elements of art are and how you can use them to add extra depth, dimension and interest to your artworks.

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Students will know...

Visual Arts

Composition Rules

Color Theory

Painting skills

Observational skills

Perspectives and Space

Various Mediums

Personal Expression through Art

Art Movements in the local community

Cultural Art (worldwide)

World History

Examples of art, music, and literature that express the beliefs and values of the local community and their history:

North American Art (Folk Art, Native American Art, African American Art, Mexican-American Art)

World Art (include art from specific nationalities that students are a part of)

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Learning Target: Learners will refresh their knowledge of the 7 Elements of Art and the 7 Principles of Design and be able to use and identify them in artwork correctly.

Strategy: Explosion Booklet

Resource: Principles of Design (video and article), Elements of Art (video and article)

Outline of Learning Experience: Review the Principles of Design and Elements of Art using previous knowledge and resources. Learners will then be prompted to create an explosion book containing all 7 Elements of Art and 7 Principles of Design to reference when they write reflections or critique their peer's artwork.

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Essential Question : How do artist use the Elements and Principles to creat successful artworks? Content ​ Objectives . . . Students will study ways that artists use the Elements &…

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Learning Target: Learners will use context clues to categorize artwork based on style; this will serve as an introduction to art movements.

Strategy: Visual Crossword Puzzles

Resource: Principles of Design (video and article), Elements of Art (video and article), Art Movements, Art Mediums, "How to Recognize Historical Art Styles"

Outline of Learning Experience: Using previous knowledge of Principles of Design and Elements of Art, Learners will be introduced to art movements via visual crossword puzzles. Learners will use context clues to explore and organize art based on differences and similarities in styles, testing their knowledge of the elements of art movements and the intersectionality between them.

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Visual Crosswords - Google Arts & Culture

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Solve artistic puzzles through unexpected pairings

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Students will understand that...

Visual Arts

Artists use the Elements of Art to create a visual language that effectively communicates, through the Principles of Design, the human experience.

Artists apply Critical thinking to create art that translates personal experience and relates to current cultural context.

Artists strive for an expressive personal style that transcends cultural, historical, and ethnic contexts through symbolism and creativity.

Artists examine global, historical, societal, and cultural contexts and incorporate them into their art to display human experience through a more personalized lens.

World History

Art, music, and literature unite people around shared cultural expressions that contribute to the development of societies and their institutions.

Artists have shaped history through art movements that define culture and identity by challenging the foundations of developed societies through their fresh perspectives of values, norms, and social hierarchies.

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Students will be able to...

Critique and analyze their peers’ work, using appropriate art language and constructive feedback (elements of art & principles of design, TAG feedback protocol)

Draw a self-portrait with proper perspectives and correct proportions using the process of planning sketches and practicing techniques.

Match colors to their references, using color theory

Effectively and thoughtfully communicate their identity through their art (and connecting it back to relevant local and world cultural, historical, and societal elements)

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Students will show...

Reflection on individual experiences by creating meaningful artwork that expresses their identity using symbolism and relevant cultural references.

Creativity through exploration of different mediums.

Problem-solving techniques and perseverance throughout their process (medium exploration and sketches)

Curiosity in the planning stage, using various precedents to inspire their final result

Understanding of feedback following critiques through reflection

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This unit will allow students to reflect upon local and world culture and their identity by identifying what is meaningful to them and developing art that represents their individuality using knowledge of artistic elements, relevant cultural aspects, and art history.

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What are the seven Elements of Art?

What are the seven Principles of Design?

What is symbolism in art?

What are examples of different forms of artistic expression?

How did local and global communities use art as a form of cultural expression?

What are some art movements in history, and how do they use Elements of Art and Principles of Design to define their style?

What is the human experience?

What techniques do artists use to express emotions?

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If your classroom had an art movement, what would it look like and why? What factors would shape the elements of the art movement?

How can we redefine existing art movements and cultural expression to create art that resonates with our own human experience?

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Expressing the Individual: Identity Maps | Activity

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Expressing the Individual: Identity Maps | Activity

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Learning Target: Learners will reflect on the many factors that shape their identity.

Strategy: Identity Charts

Resource: How Art Gives Shape to Cultural Change, Museum-inspired manicures, Global Arts & Culture Exploration

Outline of Learning Experience: Learners will create a silhouette and curate a collection of words to fill in and around their drawing, creating a diagram that shows how they describe themselves vs the labels society gives them. Some examples are family roles (mother, sister, daughter), background (religion, race, nationality, hometown, place of birth), physical, and other identifying characteristics. An identity chart is used to help learners visualize the difference between factors that they feel make up their identities (words inside the silhouette) versus labels that others place on them (words outside the silhouette). Learners will then reflect on their identity chart to help them plan their summative assessment (self-portrait).

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Clarissa Sligh, She Sucked Her Thumb, 1989, cyanotype, Corcoran Collection (Gift of the Friends of the Corcoran Gallery of Art), 2015.19.4483

Many artists, including Deborah Luster, Jim Goldberg, and Clarissa Sligh, combine words with pictures in their art. Examine and compare works by these artists with your students. Why might the artist have used text alongside images? Where did they get their images and text, and why might that matter to the meaning of the work of art? What might the overall message of each artwork be? Share information as needed to help deepen your students' understanding of the artworks.

Next, invite your students to explore their own identity using words and pictures. What do they want to communicate or explore about themselves through art? How will the source of their images and text contribute to the meaning of the work? Following the examples of Sligh, Luster, and Goldberg, students might recontextualize a childhood event or memory, write descriptive and interpretive text, or share a personal story.

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This database divides artwork by different mediums to help students identify techniques, invoking curiosity to explore different ways of creating art.

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Explore all artistic mediums on Google Arts & Culture.

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The article follows three women given the same task, to create nails inspired by the artwork at the Smithsonian, and emphasizes how each of their personal experiences and backgrounds affect how they respond when creating art.

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Museum-inspired manicures: Smithsonian collections spark creative designs by three nail artists

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Smithsonian collections spark creative designs by three nail artists.

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This TEDEd talk takes students on a journey through the ever-changing artwork and art movements of Black people in America and how historical events, culture, and society have shaped art and vis-versa.

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How art gives shape to cultural change - Thelma Golden

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Learning Target: Learners will conceptualize ideas by relating words from their identity map with art movements and elements/principles that resonate with them.

Strategy: Hexagon Connections

Resource: Art Movements, Art Mediums, Visual Art Crosswords

Outline of Learning Experience: Using resources to identify art movements, mediums, and precedents, Learners will then reflect on their Identity maps and the See/Think/Wonder activity and create a list of words (at least 10) that define their identity, culture, and personal art style. These words will then be placed on the hexagons and rearranged to make 3-5 connections. The connections will help Learners think critically and come up with a deeper meaning for their identity project. Students will submit a few sentences analysing each connection.

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Sponsored by Teaching Channel and UL Xplorlabs

While hexagonal thinking is not new in the world of business and innovation, it's just making its way into the classroom. It's a method for considering the connections between ideas and finding the nuances in those connections. If you're looking for a fresh framework for discussion and critical thinking, this may be just the thing.

How it Works

When you place an idea on a hexagon, it has six sides where connections could be made to other ideas. When you place many ideas on many hexagons, the discussion about where to connect what will be different every time.

Hexagons for the Vietnam-War era
(click all images for a close-up view)

If you gave the same seven idea cards to seven people, do you think you'd get the same seven webs of interconnected hexagons? Would the people explain the connections in the same way?

Nope.

And really, that's the beauty of hexagonal thinking. It provides a springboard for a totally creative discussion. When you give a small group of students a deck of hexagons and ask them to connect them however they choose, every group will come up with a different web for different reasons. Along the way they'll hopefully question each other and dig deep into the concepts on the cards, arguing about which idea connects more to an important concept and which example deserves one of those precious six sides.

The Step-by-Step

Let's imagine you've got your students in small groups, and each group is staring at a beautiful deck of hexagons.

Now what?

I recommend you kick off this activity for the first time by giving directions something like this:
Once you have your set of hexagons, it's time for your group to begin making connections between them. Your conversations now will be about showing how and why you think the different ideas and options connect. Everyone will see things differently, and that's OK. Just keep talking until you find the connections that stick. As you discuss your ideas, use the text to find supporting evidence for why you think your connections are strong ones. Each hexagon can connect to up to six others. Arrange and rearrange until you feel you have the strongest hexagon web in place that you can. Then begin explaining your connections with connection arrows, writing in why you have created intersections between key hexagons. Everyone in the group will contribute differently, and that's OK. You need to have people listening and moving pieces to create the web, people debating, people asking questions. By the end of your discussion, you should have an interconnected web of concepts along with clearly explained connections. If you're working with paper hexagons, tape or glue them down to another sheet of paper to secure them, or take a photo of your finished web. If you're working digitally, submit your two slides: the finished hexagon web, followed by the slide with your explanations.
There's a lot of room here for students to participate in their own unique ways. For me, part of the point of the activity is for students to see that everyone can take on different roles that matter.

Two Examples

Let's take a look at what this might look like in your classroom. In this case, I'll share digital examples created in Google Slides, since you may well be leading your discussions and small group activities via online channels this year. But paper hexagons are equally wonderful when you can use them.

Example 1: English Language Arts

First let's take a look at a hexagonal thinking discussion for an English class, wrapping up a unit on 1984.

Here's the set-up, with the terms listed in individual (moveable) text boxes.

Now students can discuss the placement of their terms/hexagons. In this case, rather than shifting paper hexagons around, they will go into the Google Slide, then drag and drop their terms across the slide and into the web of hexagons as they decide where to place them.

Now that the students have made their connections as they wish, they need to explain their choices. This can take place in many ways:

Students could record arguments for one or two connections on a tool like Flipgrid,

Students could write down their analysis.

Groups could collaborate to write explanations for several of their connections or present them back to the class.

Take a peek at what the written explanations look like for the web pictured above. In this case, students are sharing five explanations, but you could adjust that to suit your needs. Some connections are always going to be more interesting than others - the ones that generate the most debate, the surprising ones, the ones where three key sections link in one place. Have students write or present about the key connections, rather than about every single one.

Example 2: Science

Now let's take a look at how this might look in a science class. Imagine you're looking back over a unit on global warming, and helping students review the big ideas.

Here's the set-up: For this version, students can move the hexagons as well as the terms, creating any number of different webs. Then they use the connection arrows to point to the intersections they are going to explain in detail.

Student groups discuss the possibilities, dragging the hexagons and terms into place as they go. The final product could look one hundred different ways.

Once they have their web created, they make their explanations.

Creating Your Hexagonal Thinking Decks

You can create decks of hexagons with the terms already inside (let your students help you cut them out!) or print blank hexagon sheets and invite student groups to brainstorm the concepts to put inside before their discussion.

No matter how you create them, you want the hexagon decks to be filled with the key ideas of your recent class work, as well as interesting ties across disciplines and to the modern world. Hexagonal thinking makes it easy to cross disciplines and bring relevant modern connections into the discussion.

Let's say you're creating a hexagon deck for Jason Reynolds' book, Long Way Down. You'll fill it with characters, themes and style elements, but also with figures from the news, current political movements, similar books, and background information about the author.

Now imagine you're creating a deck for a unit covering an artistic period. You can put in key terms and artists, but also important authors and political figures of the period, and artists and movements of today that connect back.

As for making the shapes themselves, there are lots of time-saving options, whether you want to use digital hexagons or paper ones.

Digital Hexagons

Get access to your free copy of the digital hexagonal thinking toolkit featured above right here.

Create your own digital hexagons with PowerPoint or Google Slides by following these instructions:

Paper Hexagons

Use this online hexagon generator, created by Pam Hook.

Print and laminate these free rainbow hexagons, then add concepts with dry erase markers for quick discussions.

Print blank sheets of hexagons (you can easily create these in any size using the shapes tool in PowerPoint) to give out to small groups of students, then ask them to generate key terms, ideas, connections to other disciplines, connections to the modern world, etc. on their hexagons and cut them out. Then have groups switch decks so they are discussing a fresh list of ideas.

Create your own hexagon templates with terms you can change up whenever you want to do a hexagonal thinking discussion. Cut them out while watching New Girl on Netflix, or make the first step of the discussion in class to cut out the hexagons while beginning to discuss how they will connect.

A fun addition to any paper deck is a set of connection arrows. Print a few bubble arrows (again, the PowerPoint shapes tool makes it easy) on paper for students to put in at key intersections. Have students fill them in with their explanation of the connection. Sticky notes will also work well.

Wondering how to grade this?

There are a few ways you could grade hexagonal thinking. You could have everyone write a short reflection at the end about their contributions, and grade that. You could use it as a springboard into a writing assignment, asking students to explain and argue for key connections from the discussion, then grade that. You could have students present about a key connection on Flipgrid. Easy.

But I want to suggest a slightly more complex option too. Recently I interviewed Sarah Fine, co-author of In Search of Deeper Learning. One of her findings, after years of study across American high schools, was that we rarely ask students to truly collaborate in our core subjects, so we don't really create a culture of interdependence among them. They don't get to use their individual gifts to contribute to a final product created by the team, although that is often what real-world projects look like. Instead, we favor what she calls "lockstep learning." Everyone must do the same thing, separately.

So maybe for hexagonal thinking, you grade the final group web. And you ask the kids to share about how their different strengths allowed them to contribute to the final product.

Maybe some kids are super brainstormers, coming up with lots of great terms and ideas for what to put on the hexagons. Maybe one or two students in the group are great at lettering and drawing. They could create beautiful visual representations of the terms and ideas. Maybe some students shine at leading discussion. Maybe some are natural at making spatial and visual connections, and can help move the hexagons around as they listen to the group. Maybe some are excellent listeners, and can be taking notes about the connections based on what they hear from others. Maybe some are good mediators, who can help find common ground and calm down heated debates when discussion gets intense.

If you go this route, I really think it's worth discussing in advance what project teams are like in the workplace, and how people contribute in different ways. Then, at the end, you might let kids write a short paragraph about how they contributed based on their own strengths and skills, and whether they were happy with the way the group dynamics turned out.

Variations and Additions

Individuals or Partners

This would certainly work as an individual assignment or a prompt for partners as well. But with a small group, you'll get more perspectives on where to place what, which can be nice. You might consider giving students the option to work alone, with a partner, or in a group.

Adding Visuals

If you and your students are fans of sketchnotes or one-pagers, you can always add a visual layer to your hexagons. Invite students to illustrate their concepts with representative imagery and add quotations from their texts to bring more meaning for each idea into the conversation.

This is certainly not necessary, but adds dimension to the discussion and the eventual display of the concept web.

Hexagonal One-Pagers for Long Way Down

Gallery Walking

Once your students have completed their webs, you can do a gallery walk to see each other's concept webs and check out the connections their peers have made (this can be done online through a collaborative Google slides presentation), or have each group in turn present briefly back to the class about some of their most interesting connection points. The hexagons that caused the most debate will probably be the most fun to share back, and everyone will get to see how others mixed and matched the same hexagons in unique ways.

When you bring hexagonal thinking into your classroom -whether that's online or in person-you bring a fresh spark of energy to discussion. Your students will see things in new ways as they seek to connect wide-ranging ideas. If you're finding it difficult to get kids talking this year as they transition into new scenarios, you're definitely not alone. Hexagonal thinking just might be the tool you're looking for to help your classes over this transition and back into their critical thinking zones.

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Hexagonal Thinking: A Colorful Tool for Discussion

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If you've been looking for a fresh way to get students thinking outside the box, this may be just what you need.

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B.V.1: Use the language of visual arts to communicate effectively.

B.V.1.1: Use art vocabulary when discussing art and artistic styles.

B.V.1.2: Apply the Elements of Art and Principles of Design to create art.

B.V.2: Apply creative and critical thinking skills to artistic expression.

B.V.2.3: Create personal, symbolic expressions as a means of communication (original, visual language).

B.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts.

B.CX.1.3: Understand how art is used to document human experience.

B.CX.1.4: Interpret art in terms of cultural and ethnic context.

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WH.B.1: Analyze how artistic, literary, philosophical, technological, and scientific ideas have developed and shaped society and institutions

WH.B.1.1 Deconstruct societies and institutions around the world in terms of the ways in which they were shaped by art, literature, philosophical thought, and religion, now and in the past

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Chicano Civil Rights "Role of Chicano Identity in Arts"

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Chicano Civil Rights "Role of Chicano Identity in Arts"

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This is a brief history of Mexican-Americans in the US and how their culture and identity shaped the Chicano Art Movement.

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Austin Revealed: Chicano Civil Rights "Role of Chicano Identity in Arts"

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Learning Target: Learners will analyze relevant historical and cultural art they identify with to gain inspiration for their project.

Strategy: See/Think/Wonder

Resource: Curator Table, Global Arts & Culture Exploration, Art movements, Art Mediums

Outline of Learning Experience: Learners will participate in a gallery walk around the classroom and mindfully observe by analyzing colors, techniques, mediums, composition, etc., of various art pieces. Learners are encouraged to let their minds wander and thoughtfully observe the artwork by allowing their curiosity to take over and wonder about the context and the meaning of the art. These thoughts would then be written down in a short paragraph or a few sentences describing their overall thoughts and feelings. Learners will be encouraged to be as creative as possible and phrase their responses such as "I see..., I think..., I wonder..." At the end of the Gallery Walk, Learners will have a better understanding of how to analyze art based on elements and principles of art and design.

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A quick video about the Black Arts Movement in the US and the history and cultural Black experience that led to its creation.

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This is a quick, fun video showing the differences in European Art Movements since they can get confusing for Learners to differentiate.

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How to recognise art historical styles #art #shorts #tricks #arthistory

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This database provides examples of self-portraits for students to reference when they explore portraiture and identity. Students are encouraged to look for precedents and inspiration on this site.

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.