MULTIPLE MEANS OF ENGAGEMENT

MULTIPLE MEANS OF ENGAGEMENT

  • I will use print out poster activity where the students will be required to identify different paintings and state whether or not they are related to the surrealism era
  • The students will then pick one poster per group (groups of two) and try finding the meanings that are portrayed in different pieces of art
  • I will then have each group present the ideas being communicated by different artists through their work. I will have the groups explain the intended meaning of the work and then give them the actual meaning of the art and compare and contrast the two
  • Students will each try creating a surrealist drawing from their imagination using pencil and paper

Differentiating activities for each group:

  • English language learners: The group will participate in activities that involve articulation and presentation of the work in English. The presentation part of the engagement would suit them.
  • Students with special needs: They will need less vigorous activities. They will participate in the oral identification of posters and which requires them to view the paintings printed on the posters and identify different aspects of the posters.
  • Students with gifted abilities: They will be required to try recreating some of the pieces of art used in class as others try to grasp the concept being taught
  • Early finishers: they will require additional engagement materials. They will be encouraged to try creating their surrealist painting or a rough draft of a surrealistic painting they would do

MULTIPLE MEANS OF EXPRESSION

  • The students will create a short reflection paper of what they think the difference between surrealist art and modern is
  • The students will be expected to write the reflection on art in their own words and offer valid examples that support their points. The major point of reference for surrealistic art will be Salvador Dali.
  • Students will also participate in speed tests about the content they have learned on surrealist art and the artist under study (Salvador Dali). The first student to raise their hands will have the priority to answer the question. The higher the number of hands per question will be used to demonstrate the students’ understanding of particular topics. It

Differentiating materials for each group:

  • English language learners (ELL): The group of learners should articulate and punctuate their work well in the reflection. They should use correct tenses and correct comparison vocabulary
  • Students with special needs: The students will show their understanding through formative ways such as raising the hand when questions on the topic are asked in the classroom
  • Students with gifted abilities: The group might have intelligent individuals who might have further knowledge on the topic. The speed tests could include questions related to the topic but not taught in class to understand the levels of knowledge of such students
  • Early finishers: The group will require more resources and could be asked to express their understanding of the topic by creating a surrealist piece of art.

What was Learned

  • The students were able to differentiate between realist and surrealist approaches to art
  • Students were able to understand the works of Salvador Dali and interpret the meanings the artist intended through his work
  • Students were able to read the history of the artist and know how his life affected the work that he did
  • Students were also able to identify the major components of surrealism and how it was influenced by its period in history

 

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