![]() ![]() Note: This standard may work better with some works of art than with others. ![]() How does this work of art relate to the theme or topic of our lesson?ĬCSS-ELA Reading Anchor Standard 3: .3Īnalyze how and why individuals, events, or ideas develop and interact over the course of a text.How does the choice of communicate the central idea?.How do the different elements in this work contribute to a central theme or idea?.When you learned the title of the artwork, how did you associate the words with what you see in front of you? Did the title seem to fit with the artwork or were you surprised?.What title would you give this artwork and why?. ![]() What’s the main idea of this artwork? What in it makes you think that?.The questions below can be used before and after students have received or read information about the artwork or artist. Note: Museum educators often have students look at and extract meaning from a work of art as a first step-before they share information with students about the artwork and artist. Note: After sharing an important fact about the artwork or artist, ask the question that follows: Does knowing change what you think about this work of art? If so, how and why?ĬCSS-ELA Reading Anchor Standard 2: .2ĭetermine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. What words help to describe this artwork?.What is the setting for the artwork– the time and place? What makes you think that?.What feeling or mood do you get from this artwork? What about it makes you say that?.If this artwork produced sounds, what would they be like? Describe (or make) them and explain your thinking.What does this remind you of? Explain your response.What do you imagine could have happened moments prior to the scene shown here? What in the artwork made you say that?.What can the image tell you about the artist (photographer, painter, sculptor, etc.)? What do you see that makes you say that?.What do you think the artist wanted to communicate? What do you see in the artwork that makes you say that?.Note: At the end of group discussion, the discussion leader can prompt or direct students’ attention to any other important aspects of the piece that were not mentioned by the group. What questions do you have about what you see?.What do you think the artist is showing?.Why do you think the artist included these elements?.Look at _ (a key detail or section of the artwork).What else do you see? (directed to an individual or the group).Spend a few minutes looking closely and write down 5 things you notice. Spend a few minutes looking closely at this work of art, noticing _.Students are encouraged to share their perceptions there are no right or wrong answers. Note: The discussion leader should help to provide an atmosphere of comfort for the group-and give students time to carefully “read” the work of art. Students view a work of art carefully to determine what the artist has presented and what inferences can be logically be made from what they see they should identify specific aspects and elements of the piece, including technique and structure, to support their conclusions. Note: Interpreting works of art involves the same processes described above. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. This resource is intended to help teachers incorporate American art in their teaching repertoire in ways that address the standards.ĬCSS-ELA Reading Anchor Standard 1: .1 The standards also call for teaching with diverse text types, including visuals, and for reading across texts. These questions-many long used by museum educators-support the practice of reading closely and thinking analytically that is specifically called for in the Common Core State Standards (CCSS). Many of these questions came from the modeling of museum-teaching practice that took place in American Art at the Core of Learning, a learning community for museum educators in Chicago organized and sponsored by the Terra Foundation for American Art. ![]() Art Inquiry + Common Core Anchor Standards in Readingīelow are sample questions-each aligned with a Common Core Reading Anchor Standard-that can be used with students to analyze and interpret works of art. ![]()
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