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Curriculum meeting art!
- art can expand their learning and allow students to think more deeply about themes they have learned.
- art gives students more control of their learning allowing them to create their own interpretations

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For schools with low budgets

Integration of technology

Allows students to have more control of what they learn

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Learning in an informal context, is indirect, voluntary and exploratory. It involves thinking about abstract concepts and potentially abstract outcomes

Students should have been introduced to the concepts they are to explore at the field visit prior to the visit. The visit should also be relevant to topics within the appropriate grade level standards

The students should form questions based on what they have learned in class and explore those questions during the field trip

Students need structure and guidance as to what parts of the museum they should be specifically exploring

The students use the time at the museum to make observations and formulate a hypothesis. The hypothesis will then be reflected on when back in the classroom

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Rachel Brown
Reagan Bowen
Genevieve Tripoli
Abagail Mattison

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4th

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Brief description of interactive activity

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Brief description of interactive activity

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Window tracing linear perspective activity:
We will first take the students outside on school grounds for a nature walk. They will be asked to observe the size of objects compared to themselves. If this is not feasible, the same activity can be replicated inside using images from google that show a person standing next to a tree.
Then we will have the students go to the classroom windows and take turns tracing (pencil and paper) or drawing  on the window (expo marker) the outline of far away objects (tree, light pole, etc.).
We would then ask the students to think back to the nature walk/google images they saw and compare the size of those to the drawing they created using the window. This would be facilitated in a class discussion or small group discussions.
Finally we would tell students “Artists use this type of drawing in their paintings to make objects look small or bigger. This skill is called linear perspective and that’s what we are going to learn about today.”

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The Value of Field Trips

Virtual Field Trips

When Curriculum meets art

Using Artifacts

DaVinci Field Trip

iGardening

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Students will open the link and read Da Vinci's short bio in The Renaissance Man section.
Then they will click on "Da Vinci-The Artist", read about him and how he created his paintings.
Then they will explore more of his paintings and identify the ideas they learned about related to linear perspective in his paintings.

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Benefits of field trips/experiential learning 

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Benefits of field trips/experiential learning 

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-Creates authentic learning opportunities for students (regardless of the content area)

-Field trips may be planned for 5 purposes (whether it be formal/informal venue)
1. to provide first hand experience
2. to stimulate student knowledge, interest, and motivation
3. to add relevance to learning and interrelationships
4. to strengthen observation and perception skills
5. to promote personal (social) skills

informal field trips: less structured, offer students some control and choice concerning their activities
Students feel at ease in an informal
learning environment. The focus may be individualized, activities are not competitive or
assessed, interaction is voluntary and unforced, and social interaction is encouraged. Together,
these qualities create an intrinsically motivated student

The learning process is not instant. Time is required to
analyze and then synthesize a concept that accommodates into an already established knowledge
pool.

Experiential learning is not one dimensional. A learned concept will integrate with all
previous knowledge. A student with many connections concerning a subject will accommodate
new knowledge faster and with greater clarity

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Following a lesson on linear perspective and a virtual field trip using the Museum of Science Leonardo Da Vinci exhibit webpage, students will demonstrate an understanding of linear perspective by observing real world examples and Da Vinci’s paintings to make comparisons of when an object is far away to when it is close up, noticing that the size is adjusted for perspective.

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NY-4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.