One word Connections

A few years ago I just couldn't leave Target without this Thought Bubble White Board, and I finally found a use for it that I like.

Now I can display artworks and allow students to choose appropriate descriptors. The more they search for words that work the more they will see in the artwork itself.

This ties in nicely with a little game I like to play called "Tell Me what You See".
I often play this with my students when looking at a new work of art. The First phase of art criticism is Observation. In this game students are asked to tell me what they see in as close to one word as possible. For the artwork above students might call out words like "rain", "buildings", "dark", "glow".... I think this is a fun way to get students to notice something new in art without having to point it out to them.  Ultimately the more words they come up with the more the students SEE.

Above Post From Olive Art! Do You??? Monday, August 19, 2013

I now keep this board in my Free Art Station for a fun activity for students to do when they finish a project early.

New Idea:

These magnets could easily be made larger for use on a white board. 

Before presenting a new work of art, give each student a few magnets. They can un-code the work by sharing words that connect, do not connect, and why. 

This would take a little more preparation but once the cards are made, they could be used over and over again in any lesson.

Playing with Lines

While presenting art to a group of students, give each student a piece of yarn.

Instruct students to use the the sting (line) to try to convey the way the painting feels.

This is great for looking at artworks that show strong emotions.

Quick Questions

These questions could be asked or put together on cards or a worksheet to be answered in writing. It’s all about asking the write questions. I have been teaching long enough to know if I ask what do you know about Edgar Degas? Someone will surely raise their hand and say” he’s an artist”. Yep, you’re right (It’s kind of like asking “how was your day at school and expecting an answer other than good) now moving on to better questions...

Artist Questions:

If the artist we’re to walk in the room right now, what would you want to ask them about this artwork?

How is this work similar/ different from other works you have seen by this artist?

What can you learn about the artist from this work of art?

If the artist invited you to help with the painting, what suggestions would you make?

Historically Thinking: (Many questions adapted from questions compliments of Dr. Marilyn  Stewart)

When do you think this artwork was created, why?

Where in the world do you think this might have been made?

How was life different then from now?

How might this painting be different if it were painted in the United States?

What do you think this work would have meant to the people who lived at the time it was made?

How is this different from how we view the work today?

Critically looking:

What are the physical characteristics of the art?

What cultural traditions are depicted?

What might this artwork be about?

Higher Order Thinking as Encouraged by the Common  Core:

How would you rank the importance of these artworks?

How would you improve this artwork?

How is this artwork connected to ____________?

Making “Sense” of Art

While looking at a work of art or a body of work have students connect the work to their 5 senses.


 This could be done on a note card, handout, or on a device. Have students write what the artwork looks, smells, sounds, tastes, and feels like or if you wish have the students pretend they are the artwork and write what they see, smell, hear, taste, and feel.

For this one I used the ArtSet App.

Original photograph from: http://stuartcollection.ucsd.edu/artists/de-saint-phalle.shtml

Token Response

(Adapted from the game shown above by Mary Erickson, Ph.D. and Eldon Katter, Ph.D.)

Using symbols or tokens have students place them with certain artworks based on personal preference and ascetic connections.

This game can be purchased but really it is quite simple to adapt and make your own.

Choose works based on the following…

                I like this piece

                I would like to have this in my home

                Best in show

                I dislike this piece

                That took a lot of time

                Interesting idea

                Worth the most

You could also add your own categories based on the lesson you are teaching.

For example in teaching about comic self portraits and the Artist Roy Lichtenstein my topics might be...

Best facial proportions
I like the facial expression
Goof text
best craftsmanship