by Mary Baker

SmartSpace Lesson Mood Jars

Lesson Information

Lesson Author(s)

Mary Baker

Lesson Length

6 days- Students will journal over 4 days and will write an artist statement and engage in a class critique of artwork on days 5-6.

Lesson Overview

Students will look at the work of contemporary artists Diana Lynn Thompson & Heather Holloman and will contribute to a digital collaborative sculptural installation of jars filled with objects representing daily emotions.  Students will examine their food intake and also journal emotions related to nutrition to better understand the importance of good nutrition.

Tags/Metatags

Arts, ELA, 21st, Health

Grade Level(s)

Middle & high school

Alignment with the VLS Pedagogical Framework

Description of how the lesson prepares learners to be analytical, practical, and creative.

Students will analyze the work of contemporary artists to identify healthy choices of food consumption and creative expressions of emotions.  

Description of how students are immersed in transformative learning, responsive assessment, and a holistic environment.

The students will engage in authentic activities that will help them establish interdisciplinary connections through journaling, creating art, and discussing ideas and the collaborative artwork with one another.

Description of how the lesson helps students achieve the standards targeted in the Pedagogical Framework

The lesson touches on the Social/Emotional Learning standards, Physical Development and Health standards, Fine Art standards, 21st Century standards, and the Common Core English Language Arts standards.  

Description of how a P20 learning community is established.

The students will contribute images of their mood jars, which will be used in a collaborative class artwork.  They will meet online to engage in a class critique to examine any emerging patterns in the group work.  They will focus on positive qualities in their classmates and their work, in an effort to build social skills.

Standards

Standards

IL-ISBE-ELA-CC-2010.K-12.SL.5
Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
IL-ISBE-ELA-CC-2010.K-12.W.R.10
Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
IL-ISBE-ELA-CC-2010.K-12.W.R.2
Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
IL-ISBE-ELA-CC-2010.K-12.W.R.6
Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
IL.23.B.2
> Differentiate between positive and negative effects of health-related actions on body systems (e.g., drug use, exercise, diet).
IL.24.B.1
> Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease).
IL.25.A.1d
> Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
IL.25.A.3d
> Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
IL.25.A.3e
> Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
IL.25.A.ECd
> Visual Arts: Investigate the elements of visual arts.
IL.SEL.31A
Identify and manage one’s emotions and behavior.
IL.SEL.31A.2b
Describe and demonstrate ways to express emotions in a socially acceptable manner.
IL.SEL.32A
Recognize the feelings and perspectives of others.
IL.SEL.32A.4b
Use conversation skills to understand others’ feelings and perspectives.
IL.SEL.32B.1b
Describe positive qualities in others.
IL.SEL.32C
Use communication and social skills to interact effectively with others.

Objectives

Objectives

  • Students will examine the contemporary artwork of artists Diana Lynn Thompson & Heather Holloman.
  • Students will discuss the importance of good nutrition.
  • Students will maintain a journal describing daily eating habits and their emotions.
  • Students will create a jar of objects that represent their emotions for each day of the unit.  This will be done with consideration of the elements of art and principles of design.
  • Students will participate in a class critique of the collaborative installation of student jars.

Assessment

Assessment

  • A rubric will be used to assess the students’ mood jars.
  • A rubric will be used to assess the students’ artist statements.
  • A rubric will be used to assess the students’ participation in a class critique.
  • A rubric can also be used to assess the student reflections.

Student Visual Art Product Rubric

 

Target (3)

Meets (2)

Partially Meets (1)

Does Not Meet (0)

Composition (Considers the Elements of Art & Principles of Design)

Effectively demonstrates understanding of the elements of art (line, color, texture, space, shape and form) and successfully applies the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity).

Demonstrates understanding of the most of the elements of art (line, color, texture, space, shape and form) and successfully applies some of the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity).

Attempts to demonstrate understanding of the elements of art (line, color, texture, space, shape and form) and apply the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity) but product provides limited evidence of this knowledge.

Does not demonstrate understanding of the elements of art (line, color, texture, space, shape and form) and does not apply the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity) in the design.

Use of Materials

Inventively and successfully chooses tools and materials to produce the work, creating great visual interest.

Appropriately chooses tools and materials to produce the work.

Chooses tools or materials to produce the work, but a choice of tool/material does not match the desired outcome.

Does not choose appropriate tools or materials to produce the work.

Visual Product Content

The product relates well to the artist’s intended message, and the message is apparent to the audience.

The product mostly relates to the artist’s intended message, and the message is somewhat apparent to the audience.

The product partially relates to the artist’s intended message, and the message is confusing to the audience.

The product does not relate to the artist’s intended message, and the message is not at all clear to the audience.

Requirements

Meets all of the requirements for the project.

Meets most of the requirements for the project.

Meets some of the requirements for the project.

Does not meet the requirements for the project.

Relation to Curricular Content

Demonstrates an advanced understanding of the curricular content covered in class related to this project.

Demonstrates an adequate understanding of the curricular content covered in class related to this project.

Demonstrates limited understanding of the curricular content covered in class related to this project.

Does not demonstrate an understanding of the curricular content covered in class related to this project.

Total

 

 

 

/15

 

Student Artist Statement Rubric

 

Target (3)

Meets (2)

Partially Meets (1)

Does Not Meet (0)

Description of the Composition (Considers the Elements of Art & Principles of Design)

Effectively explains the use of the elements of art (line, color, texture, space, shape and form) and successfully describes application of the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity).

Somewhat effectively explains the use of the elements of art (line, color, texture, space, shape and form) and successfully describes the application of some of the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity).

Attempts to explain the use of the elements of art (line, color, texture, space, shape and form) and describe application of the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity), but the description provides limited evidence of this knowledge.

Does not adequately explain the use of the elements of art (line, color, texture, space, shape and form) and does not effectively describe the application of the principles of design (balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity). 

Description of Content

Effectively and impressively describes how the artwork relates to the intended message.

Adequately describes how the artwork relates to the intended message.

Attempts to describe how the artwork relates to the intended message.  The description is mostly confusing to the audience.

Does not adequately describe how the artwork relates to the intended message, and the message is not at all clear to the audience.

Relation to Curricular Content

Demonstrates an advanced understanding of the curricular content covered in class related to this project.

Demonstrates an adequate understanding of the curricular content covered in class related to this project.

Demonstrates limited understanding of the curricular content covered in class related to this project.

Does not demonstrate an understanding of the curricular content covered in class related to this project.

Writing Conventions

Makes 0-1 grammatical, punctuation, or spelling errors and is easy to read.

Makes 2-4 grammatical, punctuation, or spelling errors and is easy to read.

Makes 5-7 grammatical, punctuation, or spelling errors and is somewhat difficult to read.

Makes 8 or more grammatical, punctuation, or spelling errors and is very difficult to read.

Organization

The statement is very well organized and contains a logical order of information that is presented in an interesting way. 

The statement is mostly well organized and contains a logical order of information.

The order of information in the statement is somewhat confusing.

The statement is not organized in a logical way and is very confusing.

Requirements

Meets all of the requirements for the assignment.

Meets most of the requirements for the assignment.

Meets some of the requirements for the assignment.

Does not meet the requirements for the assignment.

Total

 

 

 

/18

 

Student Participation in a Class Critique or Group Discussion Rubric

 

Target (3)

Meets (2)

Partially Meets (1)

Does Not Meet (0)

Communication

Discusses artwork in a fair, respectful, and encouraging way and is considerate of the feelings of others.

Discusses artwork in a fair, respectful way, but may not have been encouraging.  Considers the feelings of others.

Discusses the artwork in a fair way, but was discouraging or did not consider the feelings of everyone. 

Discusses the artwork in an unfair, disrespectful way and was inconsiderate of the feelings of others.

Analysis

Provides very insightful comments on material usage, conceptual design, or use of the elements & principles.

Accurately comments on material usage, conceptual design, or use of the elements & principles.

Inaccurately comments on 1-2 components of the artwork, including material usage, conceptual design, or use of the elements & principles.

Most of the comments on material usage, conceptual design, or use of the elements & principles is inaccurate.

Interpretation

Forms a reasonable interpretation about the meaning of the artwork and provides adequate supporting evidence to justify the interpretation.

Forms a reasonable interpretation about the meaning of the artwork but could have provided additional supporting evidence to justify the interpretation.

Attempts to form an interpretation about the meaning of the work but provides little or no supporting evidence to justify the interpretation.

Makes no attempt to form a reasonable interpretation about the meaning of the artwork.

Feedback or Suggestions

Provides thought-provoking feedback or suggestions on artwork components that reinforce or could reinforce the meaning of the work.

Provides adequate feedback or suggestions on artwork components that reinforce or could reinforce the meaning of the work.

Attempts to provide feedback or suggestions on artwork, but the feedback or suggestions do not reinforce the meaning of the work.

Does not make an attempt to provide feedback or suggestions on artwork.

Requirements

Meets all of the requirements for the assignment.

Meets most of the requirements for the assignment.

Meets some of the requirements for the assignment.

Does not meet the requirements for the assignment.

Total

 

 

 

/12

 

Student Reflection Rubric

 

Target (3)

Meets (2)

Partially Meets (1)

Does Not Meet (0)

Reflective Comments

Discusses the project experience in a meaningful way and provides thought-provoking feedback with supporting information.

Describes the project experience and provides feedback with some supporting information but needs additional supporting details.

Partially describes the project experience and needs additional supporting details.

Does not make an attempt to adequately describe the project experience.

Relation to Curricular Content

Demonstrates an advanced understanding of the curricular content covered in class related to this project.

Demonstrates an adequate understanding of the curricular content covered in class related to this project.

Demonstrates limited understanding of the curricular content covered in class related to this project.

Does not demonstrate an understanding of the curricular content covered in class related to this project.

Writing Conventions

Makes 0-1 grammatical, punctuation, or spelling errors and is easy to read.

Makes 2-4 grammatical, punctuation, or spelling errors and is easy to read.

Makes 5-7 grammatical, punctuation, or spelling errors and is somewhat difficult to read.

Makes 8 or more grammatical, punctuation, or spelling errors and is very difficult to read.

Requirements

Meets all of the requirements for the assignment.

Meets most of the requirements for the assignment.

Meets some of the requirements for the assignment.

Does not meet the requirements for the assignment.

Total

 

 

 

/12

 

Materials

Technology- Programs and Equipment

  • Journal (hand-created: scan into a .pdf or take pictures and combine into a document)/(electronic- can be done in a word-processing program, drawing program, or other application as appropriate) (The file must be one of the allowable file types: .doc, .docx, .pdf, .jpg, .png, .pub, .rtf)
  • Digital Camera
  • Photoshop (Course Facilitator requirement only)
  • Green Screen Plug-in (free) (Course Facilitator requirement only) available at http://www.photoshopgreenscreen.com/plugins.html
  • Jar template (for anyone that wants to use Photoshop as an alternative to using “real” jars)
  • Shelf template (Course Facilitator requirement only)- Use this to place student-created jars on the shelves for the collaborative piece

Supplies

  • Minimum 1 jar (The objects switched out during photographing)
  • Daily collection of objects that reflect emotions experienced on that day

Online Resources

Procedures

Procedures

Introduce the students to contemporary artist Diana Lynn Thompson.  Discuss how pregnant mothers filled bottles with objects that they ingested.  Discuss how some items were healthy and others unhealthy. 

Discuss how the foods we eat can affect the way we feel.

Web Resource

Magee, Elaine.  How Food Affects Your Moods: Can your diet help put you in a good mood (or a bad one)? (WebMD).  Available online at http://www.webmd.com/food-recipes/features/how-food-affects-your-moods

Have a class discussion on why good nutrition is so important.

Introduce the students to contemporary Heather Holloman.  Discuss how she worked on a collaborative art project in which 378 people filled a jar with objects that represented dreams that they had and labeled them.  Have the students watch the interview with the artist.  Similarly, the class will be working on a collaborative project, in which they will fill jars representing their emotions.

Describe the project to the students.

The students will write and draw in a journal for the next four days.  In their journal, they will record what they ate and describe how they felt each day. 

For four days, students will fill a jar with objects that represent how they feel each day.  At the end of the four days, each student should have four jars (a jar for each day).  They will place a label on the jar that describes how they feel.  Let the students know that their feelings may or may not be consistent with healthy or unhealthy eating patterns.  However, encourage students to be mindful of how their food patterns affect their moods and note any observations in their journal. 

Journal contents for each day: (This can be a combination of writing and illustrations)

  • What I ate and drank today:
    • Breakfast
    • Lunch
    • Dinner
    • Snacks
  • How I felt today: (Specify before or after meals)
    • Morning
    • Midday
    • Evening

Label contents for each jar:

  • Line 1: Emotion (1 word)
  • Line 2+: Poetic phrase (10 words or less)

Artist statement contents: (about a page of content that explains the following questions

The student will photograph the jar from a head-on angle in front of a green background.  Only green should appear behind the jar.  If the jar contains green items, the student should use an alternate color background for the photograph, such as blue or white.

When choosing objects to place in the jars, students will need to consider how the texture, color, value, and form (elements of art) of the objects reflect their emotional state.  They will write an artist statement (equivalent to about a page of content) that includes a rational for object selection based on consideration of the elements of art.  The students will describe how the principles of design are demonstrated in relation to how the objects are arranged in each jar.

The students will electronically submit their photographs of their jars and artist statements to the facilitator.  The file name of each photograph needs to include the student’s last name and day of the unit.  The images files must be submitted in any of the following formats: .bmp, .jpg, .pdf, .png. 

The facilitator will arrange day 1 photos on shelf 1 of the Photoshop file, day 2 photos on shelf 2, etc.

The students will meet online to discuss the finished collaborative project.  They will look at each other’s jars containing a variety of objects and labels. 

The students will engage in a class critique of the work and will discuss any patterns that may have emerged.  In the critique, students must focus on describing positive qualities in others and their work.

Students will discuss whether or not their emotions changed after eating certain types of foods.

Accommodations and Modifications

Accommodations and Modifications

If a student has Photoshop, they can use the jar template to virtually fill their jars.

Students can handwrite or draw their artist statements or use speech-to-text software to compose their writing.

Wrap-up

Wrap-up

Describe active debriefing on student perspectives and reflection.

Lesson Development Resources

Lesson Development Resources