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Lesson Plans

Art and Reading

[ Thread ][ Subject ][ Author ][ Date ]
Kathleen McCrea (kwmccrea)
Thu, 26 Sep 1996 20:08:56 -0500

Our school system is on a several year campaign to improve
student test scores in reading, writing, and math. In place of what we
formely had for teacher evaluation, we now have a version of Continuous
Quality Improvement (CQI) in which we are required to come with ideas
for using reading, writing, and math in our own discipline in such a way
as to work toward test score improvement for all students.
The state competency tests are now emphasizing something called
Question Answer Relationship (QAR). I am trying to work out a
comparison between the QAR model and the Feldman model for looking a
artwork. I would like suggestions! I'm not even sure if it's a good
relationship, but it may be. If it works, it might be useful for kids
both in reading and in art.
In QAR the material is divided into
IN THE BOOK QARs: (1) RIGHT THERE (The answer is in the text,
usually easy to find.) (2) THINK AND SEARCH (The answer is in the
story, but you need to put together different parts to find it.)
IN MY HEAR QARs: (1) AUTHOR AND YOU (The answer is NOT in the
story. You need to think about what you already know, what the author
tells you in the text, and how it fits together. (2) ON MY OWN: (The
answer is not in the story. You can even answer the question without
reading the story. You need to use your own experience.
1. DESCRIPTION would match up with "Right There"; identifying
what we see in a work of art.
2. ANALYSIS (Could this be made to match up with "Think and
3. INTERPRETATION would match up with "Author and
You"--interpreting meaning, mood, etc. in a work of art.
4. EVALUATION would match up with "On My Own"; a student can
make an evaluation of an artwork w/wo the Feldman model, but s/he is
more likely to arrive at a greater level of understanding and
appreciation by using this model.
For the Math portion I put up a chart in my room. Each time we
measure things, talk about proportional relationships, etc. we document
this on the Art and Math Chart. My idea is to heighten student
awareness of the utility of math in art. We have many writing
opportunities, so in many ways it's easier.
I would like input from experience or what sources might be
available, etc.
Kathleen McCrea
Wichita, Kansas