UNIT PLAN TITLE
Developing Empathy Through Understanding Perspective and Point of View
TEACHER(S)
ARTIST(S)
Nancy Lutton
Jamie Thome and John Lyons
SCHOOL
GRADE
ART FORM(S)
King Lab
7th
Film, bookmaking and writing
OVERVIEW & BIG IDEAS FOR UNIT
This unit will look at the idea of perspective and point-of-view through writing, film and
bookmaking.
GUIDING QUESTIONS FOR UNIT
How does understanding the idea of multiple perspectives and point-of-view impact students ability to feel
empathy?
How can the concepts of perspective and point-of-view be translated across the mediums of film,
bookmaking, reading and writing?
INTENTIONS FOR TEACHING & LEARNING
AS A RESULT OF THIS UNIT, WHAT DO YOU WANT YOUR STUDENTS
TO KNOW AND BE ABLE TO DO IN THE FOLLOWING AREAS?
ART FORM(S) AND PROCESS:
ACADEMIC CONTENT AREA(S):
SOCIAL/EMOTIONAL DEVELOPMENT:
Students will learn about:
Making Storyboards for film and
bookmaking
Telling stories through different
visual perspectives
Composition for book layout
Long, medium and close up shots
Sequence and structures in
editing film and book design
Students will learn:
Visualization and making
connections as a reading strategy
Thinking about their thinking in
reading non-fiction texts
Connecting Texts to Self and to
the World
Determining Main Idea in texts
Students will learn:
How understanding different
points of view can increase
empathy for others
How to work with partners to
create a book and film through
conversation and collaboration
PLANS FOR DOCUMENTING THIS UNIT
[ x journals
[ x) photos
[ ] audio
[ x ] video
[ x) pre/post examples of student work
[ ] other:
©Columbia College Chicago, 2010
PLANS FOR ASSESSING STUDENT LEARNING/DEVELOPMENT
NANCY WILL GIVE STUDENTS THE SAME PRE AND POST WRITING PROMPT THAT WILL ASK THEM TO:
THINK ABOUT A CONFLICT YOU HAVE HAD WITH A PEER OR SIBLING. WRITE A SHORT NARRATIVE ABOUT THAT CONFLICT FROM
YOUR POINT OF VIEW. (THINK ABOUT WHAT YOU KNOW ABOUT WRITING A NARRATIVE.)
TEXT & IMAGE SOURCES OF
INSPIRATION / MODEL ARTWORKS
John will bring in examples of
student animated films from
Snow City Arts Foundation and
other films that feature multiple
visual perspectives.
Jamie will bring in models of
book forms and composition
ideas for student books.
ENGAGE
Nancy will share models of
writing that show multiple points
of view. This residency will lead
to looking at the book, The
Outsiders, and the film by
Frances Ford Coppola, through
the lens of empathy and point of
view.
WEEK
1
2
3
EQUIPMENT & MATERIALS
1) VISUALIZATION
2) PERSPECTIVE
3) EMPATHY
4) POINT OF VIEW
5) CAMERA
ANGLES
6) PRE AND POST
FILM PRODUCTION
7) SEQUENCE
2) PERSPECTIVE
CREATE A SAFE COMMUNITY OF LEARNERS | LEARNING THE LANGUAGE OF THE ARTS
12/07/09-Jamie and John will introduce themselves to the class. They will lead a Human
Venn Diagram exercise where the students will need to place themselves in the room base
on whether they see themselves in pairs of opposites: For example: Math/Art, Street/School.
Day person/Night person. They will talk about how identities can shift depending on
circumstances.
Students will then brainstorm conflicts that they experience in their lives and a list will be
made on the board. They will be asked to think about who was involved in the conflict. The
will brainstorm in small groups on how this same conflict can be seen from different points of
view. They will chose one of the conflicts to work on for their residency project
12/14/09-Jamie and Nancy will lead the students in developing graphic organizers to further
their stories about conflict and point-of-view. They will create “Water Color Conflict Webs”
with Jamie and then work from their webs to write a rough draft of their conflict stories.
1/7/09=Students will work with Jamie, John and Nancy to further develop their stories. They
will work with developing their stories, writing the story from a variety of points of view. They
will be asked to think about sequence, character, setting, conflict and resolution, narrative
arc, and multiple perspectives.
1/12/09-John and Nancy will work with students to create visual story boards from their
stories.
I
M
M
E
R
S
E
4
ART AND ACADEMIC CONTENT VOCABULARY
WEEK
IMMERSION IN THE BIG IDEAS
2
©Columbia College Chicago, 2010
6
1/21/09-Jamie and Nancy will work with the students to begin to create the watercolor
backgrounds and visual backdrops for their stories based on their Story Boards. They will
work with making sketches, painting backgrounds and planning out the props and materials
they will need to film their stories.
1/28/09-John and Nancy-Students will work with still cameras to study framing, composition
and camera angles. They will take photos of objects and/or settings for their stories.
7
2/4/09-Jamie and Nancy-Students will begin the production of the pages of their book,
bringing the ideas and images from the previous session to their book project.
5
2/11/09-Jamie and Nancy-Work will continue on book production
REFINE
8
WEEK
REVISE & SHARE | PERFORM & EXHIBIT | REFLECT & ASSESS
9
2/18/09-Jamie, John, and Nancy-Work will be done to bring together the plans for book and
film production
10
2/25/09-John and Nancy-Students will begin to upload their images and edit their animated
film.
3/4/09-Film Editing and production-continued.
11
3/18/09-Film and Editing continuing
12
3/25/09-John, Jamie and Nancy-Students will share their final projects with each other.
13
DESCRIPTION OF CULMINIATING EVENT
Film and book festival held on final residency date. Students might also be asked to bring their work to
share with their parents on an evening portfolio night.
Date: _______6/7/10__
Location: Columbia Film Row Cinema
# of students presenting work: 120?
3
©Columbia College Chicago, 2010
ILLINOIS STATE FINE ARTS STANDARDS
State Standard/Goal #
25.A.3e Visual Arts:
Analyze how the
elements and principles
can be organized to
convey meaning through
a variety of media and
technology.
State Standard/Goal #
26.B.3d Visual Arts:
Demonstrate knowledge
and skills to create 2and 3-dimensional works
and time arts (e.g., film,
animation, video) that
are realistic, abstract,
functional and
decorative.
State Standard/Goal #
State Standard/Goal #
ILLINOIS STATE CORE CURRICULUM STANDARDS
State Standard/Goal #
4.B.3d Use verbal and
nonverbal communication strategies to
maintain
communications and to
resolve conflict.
State Standard/Goal #
2.A.3d Identify ways
that an author uses
language structure, word
choice and style to
convey the author’s
viewpoint.
State Standard/Goal #
State Standard/Goal #
4
©Columbia College Chicago, 2010
DESCRIPTION OF UNIT DOCUMENTATION
AND/OR STUDENT ASSESSMENT
An assessment rubric was created and will be given to the students following the residency.
WHERE ARE ARCHIVE MATERIALS CURRENTLY STORED?
(INCLUDING STUDENT ARTWORKS, UNIT DOCUMENTATION, ARTIST JOURNAL/BLOG, ETC.)
The students’ electronic files (powerpoint, image and movie files) currently exist on a jump drive and will be
turned into a DVD.
ARTIST’S REFLECTIONS
JOHN-I was surprised by the breadth of the students’ response to the idea of telling a story from several
points of view. I initially thought they would focus on conflicts that were entirely personal. Some did, while
others focused on either completely fictional conflicts, as well as stories based on real life world events.
5
©Columbia College Chicago, 2010
Project AIM introduces public school teachers and students to the authentic arts practice of artists by
partnering teaching artists from Columbia College Chicago and community-based art organizations with
public school teachers. The talented Project AIM Teaching Artist Cadre brings professional expertise in:
creative writing, spoken-word performance, theatre, music, visual arts, book and paper arts,
photography, dance and film to the classroom.
Artists and teachers work together to infuse the classroom with creativity and experiential learning that
connect arts processes and personal experiences to the core curriculum. Using inquiry-based teaching
methods, these teams guide their students through each step of the creative process from
brainstorming, writing first drafts, revision and rehearsal, to exemplary performances, exhibitions, and
documentation of their work.
INTEGRATION
Focusing on the integration of word and image, Project AIM explores the parallels between arts and
literacy learning. Artists and teachers jointly create arts-integrated curriculum that promotes reading
and writing through the arts. Classrooms are transformed into studios and performance spaces where
students are engaged in a powerful learning cycle in and through the arts. As a result, students learn
higher-order thinking skills by translating their ideas across mediums.
MENTORSHIP
Project AIM provides many opportunities for mentorship between teachers, artists, students and
college faculty. It establishes reciprocal learning communities that provide professional development
through hands-on workshops, cooperative classroom learning laboratories and summer institutes.
Monthly artist meetings are a key feature and an invaluable opportunity for teaching artists to share,
and learn from, their peers. Project AIM works with principals, school-based steering committees, and
local school councils to develop arts programming that supports positive, whole school change. Project
AIM also enriches the arts-integration practice of participating faculty at Columbia College Chicago.
For more information, please visit www.colum.edu/ccap or contact (insert applicable
person)
The Arts Integration Mentorship Project (Project AIM) is supported in part by the U.S. Department of
Education Arts in Education Model Development and Dissemination program, National Endowment for the
Arts, Chicago Public Schools, the Searle Funds at the Chicago Community Trust, Lloyd A. Fry Foundation,
Leo S. Guthman Fund, JCCC Foundation, JPMorgan Chase Foundation, Kraft Foods, Polk Bros.
Foundation, Terra Foundation for American Art, and an anonymous foundation.
6
©Columbia College Chicago, 2010
7
©Columbia College Chicago, 2010