QR Code Lesson

Teacher: Casey Bialek

Title: QR Codes and Critical Thinking

Grade Level: Middle school

History/Background: QR code, or Quick Response code, are scanned by a smart phone. They contain information that takes the scanner to a website, other text, or information.

Standards:

9.1.6.A. Identify critical processes in the examination of works in the arts and humanities.

9.1.6.C. Know and use fundamental vocabulary within each of the art forms.

9.1.6.E. Know and demonstrate how arts can communicate experiences, stories, or emotions through the production of works in the arts.

9.1.6.K. Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.

Goal: To think and speak critically about works of art viewed online via a QR code.

Objectives: Students will:

1. participate in group critique and discussion.
2. snap a QR code leading them to a work of art online.
3. view the work of art and answer VTS questions on worksheet.
4. share answers with other students in group.
5. turn in completed worksheet.

Resource Materials/Visual Aides: computer, smartphone, QR code

Supplies/Materials: worksheet, pencils, smart phones

**tell students to bring in smart phone, but warn them that if they are misused, they will be taken away and grades will be affected, make sure they have a QR code reader downloaded**

Teacher Preparation: select artworks and create QR codes, each student should have one  -create worksheet

Introduction:

• have QR code on board
• Ask, “What is this weird looking box?” “Do you know what a barcode is? a QR code?” “Did you know you can scan this with your smart phones?”
• Scan with smart phone and bring up link of a work of art on projector for students to see
• Ask, “What’s going on in this painting?” “What do you see that makes you say that?” “What else can you find?” “How does it make you feel?”
• Continue a class discussion in which students feel comfortable offering their opinions. Be sure to let everyone chime into the critique.
• Hand out worksheets

Directions: Students will:

1. read worksheets.
2. scan individual QR code.
3. complete questions on worksheet pertaining to their work of art.
4. discuss their work with others in their group.

Evaluation/Assessment: worksheet completion and participation in class and group discussions

Time Budget: 45 minutes

Vocabulary: QR code

Bibliography/References:

QR code generator- http://delivr.com/qr-code-generator

Visual Thinking Strategies- http://www.vtshome.org/pages/what-is-vts

VTS Web Critique

Here is a painting from the Philadelphia Museum of Art:

Ruined Bridge with Figures Crossing

Hubert Robert, French, 1733-1808

Bequest of William B. Dietrich in loving memory of his brother, H. Richard Dietrich, Jr.

The Museum has also acquired Ruined Bridge with Figures Crossing, by Hubert Robert, as a bequest from William B. Deitrich. Inspired by the landscape painter’s study in Italy, it will join more than two dozen works by Robert in the Museum’s collection, among them Ruins of a Roman Bath with Washerwoman. Ruined Bridge with Figures Crossing has been placed on view in Gallery 283.

• What's going on in this picture?
• What do you see that makes you say that?
• What more can you find?
• www.VTShome.org

Wordle!

Favorite Art Words Wordle

Wordle Lesson Plan

Teacher: Casey Bialek           

Grade Level: Middle School- Museum Education

Title: Expressive Wordles

Brief History and Background: Vincent Van Gogh was a Dutch post-impressionist painter whose work is known for its large brush strokes, intense color, and rough texture. We will look at look at Van Gogh paintings and learn different words to describe works of art.

Standards: 9.2   9.3   9.4

Goal: Students will create one hand-made and one computer-created wordle using descriptive words about a painting from the gallery.

Objectives: Students will:

• learn and understand the elements of art and the principles of design.
• learn and use new vocabulary when viewing/describing a painting.
• work cooperatively with a partner on the entire project.
• create TWO wordles: one hand-made, one computer-generated.

Resource Materials/Visual Aides:

• slide show/power point of Van Gogh images
• sample wordles (hand-made and computer-generated)
• actual paintings in the gallery

Supplies/Materials: Large paper (12x14), pencils, colored pencils, computer

Teacher Preparation:

• create sample wordles
• create slide show of images
• select which gallery of paintings to take students
• prepare supplies for students

Introduction: Showing Van Gogh paintings, the teacher will explain the elements of art and the principles of design. The teacher will also ask students to think of and share other words that can be used to describe each painting. Encourage students to think about how the painting makes them feel, what they see/don’t see, or how they might improve the painting. Describe each brush stroke, different sections, and the painting as a whole. Students may write some words down to help them get started when they pick a painting to describe.

Directions:

• Students select a partner and line up next to them. We will go to the gallery together, and each group will select a painting. Using vocabulary we discussed, and other descriptive words, come up with a list of at least 20 words to describe the painting.
• When we return to class, partners will come up with a final list of at least 20 words to use in their wordles (both wordles will contain the same words). Students will come up with a color scheme for both of their wordles.
• Students will work together to create both wordles; using a 12x14 sheet of paper and colored pencils, and visiting www.wordle.net.

Critique/Evaluation/Assessment: Each group will hang both of their wordles on the board. Groups will present their wordles and explain how they came up with their descriptive words for their paintings. (Students must print out a reproduction of the painting they saw in the gallery and bring it in to the 2^nd class. If they cannot find it/print it, they may ask the teacher to do so.)

Time Budget: 2 class periods

Vocabulary: color, form/shape, line, space, texture, value, balance, contrast, emphasis, movement, proportion, repetition, unity

Safety Concerns: keeping track of all students in the gallery and making sure they abide by museum rules

Bibliography/References: www.wordle.net