Jean-Marie Galing's collections
Playgrounds
<p>Images support learning in primary grade paper sculpture lessons.</p>
Jean-Marie Galing
9
Community Neighborhoods
<p>Images support learning in art lessons about the big idea of Community. Compare/contrast urban, suburban, and rural communities. What do all communities have in common?</p><p>Activity: Print selected images on 8.5" x 11" card stock and laminate. Cut each image into several pieces. Number the backs of the pieces and place in a zip-lock bag with the same number. </p><p>Each student receives a puzzle piece and must work with their small group to re-assemble the image. Then make a list of clues about the community depicted. As each group shares their lists, the teacher records responses. Duplicate responses get a tally mark next to the word. </p><p>Teacher can then lead a discussion about what makes a community and help students make connections to similarities with their own local community.</p>
Jean-Marie Galing
12
Houses
<p>Images support learning in first grade "Dream House for My Family" lesson. For architecture puzzle activity, print selected images and cut them into pieces that focus on parts of the building. Allow table groups to work together to reassemble the house image and name the parts of the house. </p><p>Discuss images of model houses to introduce the lesson challenge: <em>Create a 3-dimensional model of a dream house for your family.</em></p>
Jean-Marie Galing
11
Community Groups
<p>Images support the second grade "Out and About" lesson. </p>
Jean-Marie Galing
15
Community Murals
<p>These images come from murals that depict people at work. What jobs do you see them doing? How does each job help the community?</p>
Jean-Marie Galing
10
Animal Sculptures
<p>Images support second grade paper sculpture lesson. View a few images and lead a discussion with questioning:</p><ul><li>What do you notice about this picture?</li><li>Where do you think this is located?</li><li>If you were here and saw this animal, what would you be thinking?</li><li>Why do you think the artist chose to put this animal in this spot?</li><li>How do you think the animal affects people who use this space?</li><li>Can you think of a space in your community where an artist might place an animal sculpture?</li></ul>
Jean-Marie Galing
7
Celebrate Good Times
<p>Images support second grade collage lesson. Choose an image that connects to a poem read to students (from <em>Celebrate American in Poetry in Art,</em> edited by Nora Panzer). Use questioning to describe and analyze the artwork: </p>
<ul><li>"What do you see?" </li><li>"What is happening here? </li><li>"What clues make you think that?"</li><li> "What else is happening in this image?" </li></ul>
<p>Celebration can take forms other than parades, dances, or parties. A portrait can celebrate the dignity of a worker <em>(Lunch at the Grill)</em> or someone who stood up for freedom (Harriet Tubman in <em>I Go to Prepare a Place for You</em>), or the birth of a new baby (<em>Family</em> by Romare Bearden).</p>
<p>Ask students to take a minute to think of a personal experience that this image reminds them of, then turn to a partner and share. This prepares them for the next step, which is to visualize a favorite community celebration and sketch in preparation for making a collage.</p>
Jean-Marie Galing
11
Birds
<p>Compare similarities and differences among types of birds. </p><p>Analyze bird sculptures: what shapes/forms help represent the body, head, neck, beak, or wings? Which type of bird would you like to sculpt in clay?</p>
Jean-Marie Galing
16
Art & Culture Sort
<p>First, sort the images by type of art/artist. Teacher should make index card headings for the following categories: Painting/Painter, Textile/Weaver, Clothing/Fashion Designer, Architecture/Architect, Prints/Printmaker, Sculpture/Sculptor, Functional Ceramics/Potter or Ceramist. Sometimes an image may cross categories (painting of a house might be categorized in architecture or painting); either answer would be acceptable if the student can justify why.</p><p>Second, make an educated guess about culture represented in selected images. Students can "guess and check" with teacher. Online research option: students work in pairs to access this collection and click on the info button for an image to learn about the maker, time period, and culture. They can record their findings to help answer the reflection questions below.</p><p>After the sorting activities, ask students to choose an image and answer: <em> Why is/was this object of value (or useful)? How do you think it expresses something important to the people of that culture? </em></p>
Jean-Marie Galing
26
Abstract food
<p>Images illustrate how artists use simplification and zooming in to abstract images of popular foods.</p>
Jean-Marie Galing
8
Textiles embroidered with plants
<p>Examples of embroidery depicting plants. Supports primary grade stichery lesson.</p>
Jean-Marie Galing
7
Family Fun
<p> There are many ways that families have fun together. Have you done some of these activities with your family? Draw or paint a picture of you and your family enjoying an activity together.</p>
Jean-Marie Galing
13
Animal Masks
<p>Allow small groups to "see/think/wonder" about a mask image: Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.</p>
<p>Facilitate a discussion with students using some open ended questions:</p>
<ul><li>Why do people make and wear masks? </li><li>What can be hidden or revealed using a mask?</li><li>What might a mask symbolize or stand for?</li><li>If you were to design a mask for a special purpose, what would it look like? </li></ul><p>Direct students to sketch their ideas to plan for creating a mask. </p>
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Jean-Marie Galing
10
Landscapes
<p>Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.</p><p>Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth. </p><p>Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective. </p>
Jean-Marie Galing
29
