Mr.Brooke came to each class this week to do an arts infusion lesson. He related each of the text structures from reading to a different technique in art to help students remember the difference between the different text structures. The following techniques were used:
Description – The students were given a descriptive sentence: The strong fish swam quickly through the turbulent ocean. The students used crayons to draw what the sentence was describing. The students discussed how to show strong, quickly, and turbulent in their drawing.
Compare and Contrast – The students learned about different colors on the color wheel. Students learned that analogous colors and primary colors are good for mixing together because they will easily create a new color. The students learned that complementary colors are not good for mixing because they will create a brown color. The students chose two analogous or primary colors out of tissue paper and layered the colors to show the two colors being compared and contrasted similar to a Venn diagram.
Cause and Effect – The students placed a drop of watercolor on their paper and blew it. The students watched as the color spread across their paper. The teacher discussed how the cause was when they blew the watercolor, and the effect was the spreading of the color.
Problem and Solution – The teacher told the students that they had a problem. Their problem was they have to paint their paper without using a paintbrush. The teacher set out a variety of art materials that the students could use instead. Some students chose to paint with their finger, others with cotton balls, some with pipe cleaners, etc. The teacher discussed how we all had the same problem, but we came up with different solutions to our problem.
Simple Procedure – The students had to follow three simple steps to create a wax resist using crayons. First the students drew a simple object with a pencil. Next, they traced the object with a crayon – making sure to press down hard. Last, the students painted their object with watercolor. The students saw that the wax resisted the watercolor.
Chronological Order – The teacher read the students a passage. The students had to draw the events from the passage in the order using crayons.