Kamishibai arts infused literacy Monique Poldberg Lake Elsinore Unified School District -- Dr. Nancy Andrzejczak Education Consultant.

Kamishibai arts infused literacy Monique Poldberg Lake Elsinore Unified School District -- Dr. Nancy Andrzejczak Education Consultant Poldberg/Andrzejczak 2016 ArtsLINC Arts and Literacy Integrated in Nebraska and California ArtsLINC was funded by US Dept. of Education, Office of Innovation and Improvement, Arts Model Program Development and Dissemination Project Collaborative partners, Lake Elsinore USD, University of Nebraska, Lincoln, and 3 districts in Nebraska Museum partners: San Diego Natural History Museum, Sheldon Art Gallery, Museum of Nebraska Art Poldberg/Andrzejczak 2016 Todays Objectives with California Standards Learn about Kamishibai- Historical/cultural context Create a Kamishibai- Creative production/Aesthetic Perception Present a Kamishibai and self-evaluate- Aesthetic judgment Connect Kamishibai to your library- classroom- Connections Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression Poldberg/Andrzejczak 2016 Stimulus Read The Kamishibai Man Show original Japanese folk tale Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression Poldberg/Andrzejczak 2016 Students create a Kamishibai Could be retell of story, their story, non- fiction content. Teach how artists use composition to help tell a story. Storyboarding Creative Process Poldberg/Andrzejczak 2016 Composition for storytelling Connect paintings and composition to the elements of the story. Setting Character Problem Climax Resolution Poldberg/Andrzejczak 2016 Setting It was a cold night in the desert, off in the distance the coyote howled. The little mouse scurried between bushes looking for food and ever watchful for snakes. The far shot tells the story of the place and the time of day. George Elbert Burr Arizona Night Poldberg/Andrzejczak 2016 Character Which one shows the characters better? Why? William Johnson, Smithsonian American Art Museum The Art Class Poldberg/Andrzejczak 2016 Problem Dramatic lighting Implied action This could also be a close-up--e.g. smiling wolf with big teeth. Giorgio de Chirico. Mystery and Melancholy of a Street. 1914 Poldberg/Andrzejczak 2016 Climax In Narrative art from this period artists often depicted the critical moment. Discuss with students the use of diagonal lines, emphasis, contrast John Singleton Copley, Watson and the Shark, 1778. Poldberg/Andrzejczak 2016 Note the dramatic effect created by the diagonal lines drawing the viewers eyes to the victim. For more on this painting please go to the National Gallery of Art Poldberg/Andrzejczak 2016 Resolution Here we see all the characters gathered around the fallen hero. The story is concludedsadly, General Wolfe is dead. Benjamin West Poldberg/Andrzejczak 2016 Student Example Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression Poldberg/Andrzejczak 2016 Presentation Opportunity to work on reading fluency and prosody Presentation gives authentic purpose for the project Poldberg/Andrzejczak 2016 Today Your task in a small group will be to create a short Kamishibai tale based on a widely known childrens story You need 6-10 pages each matching parts of a story : Setting, character, problem, climax and resolution. Art vocabulary: space, point of view, emphasis, movement Poldberg/Andrzejczak 2016 Task list Storyboard Create the art for each frame Write the story for each frame Attach the part for each frame Poldberg/Andrzejczak 2016 Assessment Informal Students could share one of their pictures and discuss how they used diagonal lines to create movement Students could share how the pictures composition matches the part of the story. Ex: Does the setting picture tell us the time of day and where the story happened? Poldberg/Andrzejczak 2016 Assessment Formal What part of the story does this picture best match? Setting Character Problem Poldberg/Andrzejczak 2016 Reflection How is Kamishibai an example of effective arts integration? How could you use this strategy in your classroom? Links https://www.youtube.com/watch?v=v6U RceEr_zc https://www.youtube.com/watch?v=v6U RceEr_zc https://www.youtube.com/watch?v=oEld 2SFRezY https://www.youtube.com/watch?v=oEld 2SFRezY Poldberg/Andrzejczak 2016