Artists Books & Arts Integration
Maria Barbosa
Book Arts Installation Art
works with
GAIN, Global Arts Integration Network (Director)
Arts in Education, MD State Arts Council
Kennedy Center Teaching Artist
Young Audiences of Maryland
Anne Arundel County Public Schools
Purpose of Workshop Introduce an art form: Artist’s Books
Create Artist’s Book
Help students improve reading comprehension skills
Communicate in the visual mode
Organize ideas and thoughts
RationaleCreating art work is a personal experience
Student uses personal resources to generate result
Book arts emphasize visual mode of communication
(WARNING: THIS WORKSHOP IS NOT ABOUT FOLDING PAPER!)
Knowledge Objectives
Skills Objectives
Overview of Workshop
Enduring Understandings
Essential Questions
Activity 1The “Guess what?” book
Organizing Thought
Making Inferences
Knowledge ObjectivesThat books help organize ideas and narratives
How students can use hand-made books to improve their reading comprehension skills such as making inferences
That visual communication is effective
Skills ObjectivesAssemble one book structure
Use the book to organize thought
Use the book to help students question, determine importance, infer, and synthesize ideas
Communicate in the visual mode
Procedure Assembly
• Form groups of 4-5 students• See diagram on page 17• Follow instructor's
demonstration (with children, you may use a printed pattern)
• Assemble the "Guess what?" book
1
The Book
✕ ✕
1 ✓
2☜
☝
☟3
4
☞
2, 3 & 4 ➔ SHAPES
COLOR
• Choose an object in the room• Determine what is the top, bottom, and
side of your chosen object• Observe visual characteristics of the
object (clues/attributes)• Dominant color (1)• Dominant shape in side view (2)• View from the top (use only shapes,
no texture or shading) (3)• View from the bottom (use only
shapes) (4)
2
1 ✓
2☜
☝
☟3
4
☞
2, 3 & 4 ➔ SHAPES
COLOR
• Follow instructions on the flaps
• Draw unerneath the flaps:• #1: Dominant color• #2: Dominant shape - side
view• #3: Shapes seen on the top of
the object• #4: Shapes seem on the the
bottom of the object
3
• Give new title to the book
• Place title on the cover
• Write your name and date on back cover
4
Procedure The Game
• Discuss with group what should be included in the group's book
• Create group's book
1
• Exchange books with another group2
• Guess what object is described in the other group's book
• Consult with the other group• Verify your answer3
• Back in original small groups
• Discuss the success of your book and of your guess
• Examine how clues helped decisions
4
Reflection QuestionsFEEL
Do you feel that the ”Guess what?” book could help your ESOL students improve their reading comprehension skills?
THINK
Thinking back on the activity, could you recall instances that would help students question, determine importance, infer, and synthesize?
TRANSFORM
What changes would you make to the ”Guess what?” book activity to help your students?
Activity 2Defining The Artist’s Book
Knowledge ObjectivesWhat an artist’s book is
The difference between a book and artist’s book
The character of an art object
Skills Objectives Identify an artist’s book
Differentiate between a book and an artist’s book
Identify an art object
Procedure: Defining the Artist’s Books
• Examine the two books shown on page 25
• Use the checklist on page 26 to identify the artist's book1
• Select the book you believe to be the artist’s book2
Book #1
Book # 2
CHECKLIST – Find the Artist’s Book
DESCRIPTION CRITERIA BOOK 1 BOOK 2
The title and the images on the cover describe or suggest the most important idea in the book
Main Idea
The text, images, and book structure describe or suggest the underlying statement the author is trying to convey
Theme
The text, images, and book structure are arranged to aid understanding
Organization
The text, images, and book structure communicate the author’s feelings and/or point of view
Voice
The text, images, and book structure awake the viewer’s feelings (e.g., happiness, sadness, peacefulness)
Mood
The book is a container of information Function
The use of the elements of art (color, line, form, shape, space, texture, and value) strengthen the book’s theme, mood, and sequence
Use of elements of Art
The images represent the mood, characters, and setting
Image selection
The book was assembled with the most careful attention to visual and structural detail
Craftsmanship
The artist’s book is
Criteria through images
1 2
43
5
• Share your findings with a group of 4 -5 teachers3
• On page 27, write what you believe to be the attributes of the artist’s book. Write your group conclusion on a large paper
• Post the large paper for all to see. The list of attributes will be read aloud and discussed with the whole class.
4
Reflection QuestionsFEEL
How do you feel an artist’s book is different from a common book?
THINK
Think about and write down a definition for artist’s books
TRANSFORM
Share the definition with your small group (4-5 teachers), and write a
group definition on a large paper. Your group will share their
definition in a classroom discussion.
Activity 3Creating The Artist’s Book
Knowledge Objectives That artists sketch or create models before they work
on their final work
That artist’s books are created by artists to express thoughts, feelings, and experiences
That artists question, probe, infer, make choices, consider cause and effect when creating artwork
That an art work is the synthesis of an artist’s thoughts, feelings, or experiences
That students can communicate visually
That we learn about the artist when looking at her/his artwork
Skills Objectives Create a model of the artist’s book
Create an art object to express thoughts, feelings, and experiences
Question, probe, infer, and select effective images and composition
Combine (synthesis) and organize images into an artist’s book
Visually represent a central idea and a ground situation
Visually describe their neighborhood and home
Learn about other teachers
Procedure: Creating the Artist’s Book
• See diagram on page 32 and exemplar
• Follow instructor's demonstration
• Use printed pattern to assemble the book
• Observe that the house has an inside and an outside
1
•Start by working on the outside of the book•Visualize your neighborhood and how your home fits in it•Think of what makes your neighborhood different from any other•Use the elements of art to represent your neighborhood•Place your house on the front of the book.•Make sure the opening of the book matches the opening of the house
2
• Work on the inside of the book
• Think of what makes your favorite place in your home so special
• Use the elements of art to represent your favorite place
• Include yourself in the drawing
3
• Use checklist on page 33 to assure you have done everything you need to do
• Use the analytical rubric on page 34 to see where you are in the process of creating the book
• On page 35, write a title for your book, and, in a paragraph, describe what your book is about
• KEEP THIS INFORMATION TO YOURSELF
4
CHECKLIST – Creating the Artist’s Book
DESCRIPTION CRITERIA ✓
The title and the images on the cover describe or suggest the most important idea in the book
Main Idea
The text, images, and book structure describe or suggest the underlying statement the author is trying to convey
Theme
The text, images, and book structure are arranged to aid understanding
Organization
The text, images, and book structure communicate the author’s feelings and/or point of view
Voice
The text, images, and book structure awake the viewer’s feelings (e.g., happiness, sadness, peacefulness)
Mood
The use of the elements of art (color, line, form, shape, space, texture, and value) strengthen the book’s theme, mood, and sequence
Use of elements of Art
The images represent the mood, characters, and setting
Image selection
The book was assembled with the most careful attention to visual and structural detail
Craftsmanship
Reflection Questions The title of my book is…
My book describes…
FEEL
At this point, do you feel that creating an artist’s book will help your students improve their reading comprehension skills?
THINK
How do you think this activity may help your students?
TRANSFORM
What could you adapt this activity to the needs of your students?
Activity 4“Reading” The Artist’s
Book
Knowledge Objectives Artist’s books communicate the artist’s ideas,
thoughts, and experiences
A “reader” of an artist’s book use her/his experiences and previous knowledge to decode the message
A “reader” of an artist’s book questions, probes, infers, makes choices, and considers cause and effect
Diverse readers may interpret the artist’s book in different ways
The clarity of the message depends on the proper use of the elements of art, and on the cultural make-up of the “readers”
Skill Objectives “Read” or decode an art object
Recognize meaning on visual images and on the book as a whole
Make connections between themselves and the artist’s book
Question, probe, and understand the selection of images, composition, and structure
Understand the importance of the elements of art as the basis for visual communication
Understand the effect of culture on communication
Learn about each other
Procedure: ”Reading” the Artist’s Book
• Exchange your artist's book with someone on your table
• Examine ("read") your partner's artist's book
• Give a title to your partner's book. Place it on page 40
• Also on page 40, write a sentence to describe your partner's book
1
Exercise sheet, page 40
The title of my partner’s book is…
My partner’s book describes…
• Ask your partner to tell you about her or his book
• Talk about how much your reading coincides with, or differ from, your partner's intention
2• Use rubric on page 34 to discuss how
to refine your visual narrative3
Exercise sheet, page 40
Was my interpretation similar to my partner’s
intention?
Reflection QuestionsFEEL
At this point of the workshop, do you feel that creating and reading artist’s books could help your students improve their reading comprehension skills?
THINK
How do you think this activity may help your students?
TRANSFORM
What could you do to adapt this activity to the needs of your students?
ClosureEXHIBITION OF ARTIST’S BOOKS
REVIEW OF ACTIVITIES
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