Using Film in the Classroom/How to Read a Film

Appendix

The lesson objectives stated in these activities are aligned with the Commonwealth of Virginia standard of learning for second through fourth grade visual arts curriculum. The second grade visual arts standard (VA2.8) and (VA2.9) require that students use observational drawing in preparation for creation works of art and develop works of art from observation. The primary focus of this unit is the Art History and Cultural component of the visual arts standards of learning required for instruction within the Richmond Public School district. According to these requirements, students must be able to identify symbols of various cultures, cultural works of art, elements of architecture, and artifacts of other cultures. The plan for classroom discussions and peer-lead critiques align with the analysis and evaluation strands of the Virginia visual arts standards (VA 2.15) through (VA2.17). Students will express opinions with supporting statements regarding works of art, interpret ideas and feelings expressed in personal art and work of others. Students will identify works of art by subject matter, including genres of landscape or portrait. This unit has the primary focus of learning about the culture of China. Students will explain ways that the art of a culture reflects its people’s attitudes and beliefs (VA2.19).

The standards for grade three visual arts curriculum emphasize learning through inquiry. Students examine aspects of the artistic process: idea generation, problem solving, and self-assessment. Students investigate the integral role of art and architecture within various cultures, and they combine knowledge of art and architecture, effective artistic processes and skills, and a variety of ideas to produce works of art. The standards of learning for third and second graders have some similarities, but the cultural context is a bit more specific, as China is the defined culture of focus for this grade level. Third grade social studies standards (SS3.2) require that students explain how the contributions of ancient China have influenced the present world in terms of architecture, inventions, and written language. The art history standards (VA3.11 – VA 3.16) challenge students to be able to identify how art reflects a time, place, and culture; how history, culture and the visual arts influence each other; common attributes of works of art created by artist within a culture; relationships between form and function in artifacts of a culture; and comparisons and contrast of art and architecture form other cultures. Students will express informed judgements about works of art and describe reasons for valuing those works of art (VA3.20- 3.22).

The visual arts standards for fourth grade engage the student in the analysis and evaluation of aesthetics. Students will compare and contrast characteristics of diverse cultures depicted in works of art (VA4.14) Students will interpret works of art for multiple meanings. (VA4.19) Student will formulate questions about aesthetic aspect of works of art. (VA4.21) These visual arts concepts develop analytical thought processes amongst students and open pathways of thought that create critical thinking skills that go beyond this curriculum unit.

Virginia Standards of Learning can be found at http://www.doe.virginia.gov/.