Students determine the mood/feeling of a haiku, create a haiku that communicates a particular mood/feeling, and create an original, Jackson Pollock-inspired painting that expresses the mood/feeling of their haiku poem. They share their ideas and reflect on their learning through an artist statement.
Theme
How do students express theme in poetry (Haiku) and art?
The student will understand:
Minnesota Academic Standards English Language Arts K-12
Reading Benchmarks: Literature K-5
Strand: Key Ideas and Details
Anchor Standard
1. 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.
Benchmark: 4.1.2.2
Determine a theme of a story , drama or poem from details in the text; summarize the text. (Reasoning)
Writing Benchmarks: K-5
Strand: Text, Types and Purposes
Anchor Standard3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Benchmark: 4.6.3.3
Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Product/Performance)
Minnesota Academic Standards-Arts K-12
Strand: Artistic Process: Create or Make
StandardCreate or make in a variety of contexts in the arts area using the artistic foundations.
Benchmark: 4.1.3.5.2
Create original two- and three-dimensional artworks to express specific artistic ideas. (Product/Performance)
Strand: Artistic Foundations
Standard3. Demonstrate understanding of the personal, social, cultural, and historical contexts that influence the arts areas.
Describe how visual art communicates meaning. (Reasoning)
The student will read haiku poetry and determine a theme from details such as mood, feeling, or character traits suggested in a poem using Determining Theme Tool.
Rubric for close reading
The student will create an original Haiku with a theme based on a feeling, mood, or a character trait using effective technique and descriptive details.
Rubric for Haiku
Each student will complete a planning tool for making choices on how the feeling/mood or character trait of their haiku could be communicated in their painting. An acrylic painting will be created based on: the planning tool, style of artist Jackson Pollock, and the use of at least two of the elements or principles. (Color, line, movement, repetition.)
Rubric for Painting
The student will write an artist statement using a template to prompt reflections on their painting process, choices and connections to their Haiku’s feeling/mood, or character trait.
Rubric
The student will:
The least of breezesBlows and the dry sky is filledWith the voice of pines
Prewriting
Drafting/Sharing
Sharing/Responding/Revising
Evaluate/Refine
The student will determine a title for his/her painting. (Title will be recorded on student’s’ Artist Statement.)
The student will guide guests through an art exhibition of all the 4th graders’ poetry and artwork.
Additional Resources
Planning Sheet for Painting.pdf
Jackson Pollock response sheet.pdf
Field Trip Guide for MIA.pdf
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