Artful Thinking:

An Arts Integration Strategy supporting

Common Core Standards
PAT KLOS
Arts Integration Specialist
pklos@aacps.org
What do you
see?

What do you
think about
that?

What does it
make you
wonder?

Diego Rivera Mural Exploitation of Mexico by Spanish Conquistadores Palacio Nacional Mexico 1929-45
 "A picture shows
me at a glance
what it takes
dozens of pages of
a book to expound.

Ivan Turgenev
Fathers and Sons in
1862

A PICTURE IS WORTH A THOUSAND

WORDS!
Common Core State Standards
Key Shifts in Literacy Focus

Reading Appropriate text complexity

Balance of literary and informational texts/literary nonfiction
Development of independence in reading and comprehension
Close reading
Questions requiring evidence from text
Analysis /comprehension of two or more texts
Less emphasis on building background to texts

Writing Composing and evaluating argument and informative writing

Writing to source
Incorporating evidence
Integrating ideas and evidence from two or more texts
Developing short and long-term research projects using print and digital resources

Speaking and Academic discussion and collaboration: one-to-one,

Listening small group, whole class
Formal and informal presentation
Use of diverse media and formats
Language Academic vocabulary
Grammar and conventions

Interdisciplinary Literacy instruction in all content areas

Cross-disciplinary connections
 Learning Goal: Participants will be able to
identify and implement appropriate Artful
Thinking routines that will provide text
dependent questions and teach students to
think more critically using visual art.

Todays Journey: We will

Discuss the shifts in literacy education

within the Common Core standards
specifically the emphasis on close reading.
Identify what non print is and explain how
it functions within the Common Core.
Demonstrate a variety of Artful Thinking
routines to examine visual images to
practice, teach and inspire
Observational skills
Drama skills
Staircase Group (Portrait of Raphaelle Peale and
Writing Skills
Titian Ramsay Peale)
1795
Charles Wilson Peale, American, 1741 - 1827
 It is no accident that we say we read music, or that
we read visual import. Through language, spoken
or written, we investigate, describe, and interpret
the world. And learning depends on reading as a
practice of immersion in thought and feeling.
http://harvardmagazine.com/2011/09/reading-is-elemental
 Paintings and artwork,
illustrations, photographs,
A key skill advocated by the
posters, advertisements,
Common Core standards cartoons,
is the
stills or to
ability clips from
read textsfilm or stage
closelyto be
text detectives
productions, and answer
a musical text
production
or dependent
recording, questions
a dance
This includes NON PRINT TEXT!
performance
A core part of the craft of developing
instructional materials is to construct
questions and tasks that motivate
students to read inquisitively and
carefully. Questions should reward
careful reading by focusing on
illuminating specifics and ideas of the
text that pay off in a deeper
understanding and insight.
Often, a good question will help students see
something worthwhile that they would not
have seen on a more cursory reading.

David Coleman Susan Pimentel

https://www.k12.wa.us/CoreStandards/.../Publishers_Criteria_ELA_3-12_ highlighted.docx
 Questioning Children
Karel Appel
1949

ARTFUL THINKING!
Whats going on/happening
in this painting? Breaking Home Ties
What do you see that makes Thomas Hoveden, 1890

you say that?

 Whats going
on?

What do you
see that
makes you
say that?

What kind of thinking does

this routine encourage?
 Artful Thinking Routines: Connecting
Critical Thinking and Arts Integration
The Artful Thinking Routines were designed by
Project Zero at Harvard University to help K-12
teachers regularly use works of visual art and
music in their curriculum in ways that
strengthen student thinking and learning.
There are 2 goals for the program:
Teachers create rich connections between works of art and
music and curricular topics
Teachers use art as a force for developing student thinking
and promote engagement.

SAILSS Supporting Arts Integrated Learning

for Student Success Bates MS/P.Klos
 think ing rou tines npl
think ing n
use of the mind to
1. Tools, used over and over
form thoughts, to
again in the
reason, to reflect
classroom, that support
specific
thinking moves.
2. Structures through which
students
rou tine n collectively as well as
1. a pattern of individually
behavior adopted initiate, explore, discuss,
for a particular document,
circumstance and manage their thinking.
2. a rehearsed set of 3. Patterns of behavior
movements or adopted to help
actions that make one use the mind to form
up a performance thoughts,
reason, or reflect
RIGOR EVALUATION
MEANS
SYNTHESIS
FRAMING
LESSONS AT ANALYSIS
THE HIGH END
OF THE APPLICATION
KNOWLEDGE
TAXONOMY. COMPREHENSION

KNOWLEDGE
A LESSON WITH Artful
Thinking ASKS STUDENTS TO:
EXAMINE PRODUCE
CLASSIFY DEDUCE
GENERATE ASSESS
CREATE PRIORITIZE
SCRUTINIZE DECIDE
The Artful Thinking Routines
Engage students in interesting activities
Cultivate student ability to respond orally
Students are more self directed
Teachers see students as more thoughtful
Students respond more critically
Thinking is made more visible
Allows teachers to assess because the students thinking is
made visible
Incorporate RIGOR into the curriculum by motivating and
engaging students in critical thinking activities
"When kids are more actively engaged, they're
more likely to see the relevance" of what
they're learning.

using artwork provides a nonjudgmental

way to teach students about critical
thinking. "You always start with art as a kind
of neutral territory for kids," she said.
Students don't worry about making mistakes
because there are no incorrect answers,
Johnson said. Then they apply the same
thinking and analyzing skills to academic
subjects.
 Artful Thinking Routines
Headlines I See, I What Looking 10 Listening
Think, I Makes You x2 10x 2
Wonder Say That?
Beginning, Creative Claim/ Think / Perceive,
Middle, Questions Support/ Puzzle/ Know, Care
End Question Explore About
Elaboration Colors, Creative Connect /
Game Shapes, Compari- Extend/
Lines sons Challenge
 LOOKING 10 x 2
1. Look at the
image quietly
for at least 30
seconds. Let
your eyes
wander.
2. In one minute,
list 10 words or
phrases about
any aspect of
the picture.
3. Share your
words with
the class.
4. Repeat Steps
1 & 2: Look at
the image
again and try
Sea of Ice aka Polar Sea
to list 10
Caspar David Friedrich
What kind of thinking does more words
Style: Romanticism
Lived: 1774 - 1840 this routine encourage? or phrases to
Nationality: Germany your list.
 BEGINNING
MIDDLE or
END

Is this painting
the
Beginning
Middle
or
Ending of the
story?

Winslow Homer , American. The Gulf Stream 1899 Oil on

Canvas Metropolitan Museum of Art, New York
What kind of thinking does
this routine encourage?
 Winslow
Curry John
Homer
Stewart
Engraving
Tornado Over
1862
Kansas
The
1929
War for the Union

What kind of thinking

does this routine
encourage?

CLAIM SUPPORT QUESTION

Make a claim about the
artwork or the topic.
Claim = an explanation or an
interpretation of some aspect
of the artwork
Identify support for your claim
Support = Things you see, feel
and know that support your
claim
Ask a question related to your
claim.
Question = Whats left
hanging? What isnt
explained, What new reasons
does your claim raise?
 What kind of thinking
does this routine
encourage?

PERCEIVE KNOW CARE ABOUT

What can the person or thing What might the person or thing know What might the person or thing
perceive? Step inside the role of the about or believe? care about?
person or thing.
 Considerations for a GOOD Tableau
Think of the space you will construct your tableau in as
your canvasjust as an artist does. You will want
to fill up the space!
LEVEL: Make your poses multi-leveled. Try to
incorporate high (standing, reaching tall), medium
and low (crouch, on ground) levels. Remember to fill
your canvas horizontally as well as vertically.
BALANCE: Consider the relationship of your pose to
others to make it balanced in your space.
FOCAL POINT: What is the scenes focus of
attention? Use eye contact wisely.
 Actors Tools for Tableau
Imagination You must imagine what it looks like and what it
feels like to be the character.
Focus You must be able to focus only on portraying the
character and tune out all other distractions. You have to
control your body, face, voice, and mind.
Concentration- You must be able to concentrate on one thing
only; the tableau requires you to remain in a frozen position
for a period of time.
Neutral position-You must start from a position of standing
straight up with hands limp at your side and be ready to
spring into an action pose.
Cooperation You are only one of 3 or 4 actors working
together so it its important to cooperate to make the
audience see the ideas and/or feelings you are trying to
communicate as a whole.
Great writers are great observers.
They consider the world around
them, notice overlooked details,
and make connections. Looking
carefully at art helps us to
develop these observation skills.
Art encourages us to slow down,
look closely, and reflect on what
we see. When we accept this
invitation, we are rewarded with
new thoughts and perspectives.
These ideas and insights provide
rich material for writing.
Extending tableaux: art to writing
INTERIOR MONOLOGUE: Imagine you can hear the
thoughts of a person, animal, or object in
a work of art. Using a stream-of-consciousness writing style, LETTERS: Write a letter
write a monologue of these thoughts. Read them aloud and from a person or
see if your fellow students can guess whose thoughts you have animal in an artwork to
recorded. you, the viewer.
One Sided DIALOGUE: What do they want you
Imagine that you can to know? What is their
DIALOGUE: jump into a work of art daily life like? How do
Jump into a work of art and become one of the they feel about their
Imagine you can jump into a individuals in the painting. surroundings? What
work of art and write a story What is your relationship are they thinking
about your adventure. How with the other individuals, about?
did you get there? What animals, objects? Select Alternative: Write a
happened to you as you one and write a one-sided letter to someone in a
explored the work of art from dialogue to him/her. work of art. What
the inside? How will you get Express your feelings would you like to tell
back out? Illustrate your story about a mutual concern or them? What would you
with a picture of yourself try to convince him/her of like to ask them?
inside the work of your point of view.
art.
 Breaking Home Ties
Thomas Hoveden, 1890

SAILSS Supporting Arts Integrated Learning

for Student Success P.Klos & D. McNeely
Art Inspired
Writing Prompts Biography
Write an imagined biography for a person or
animal in a work of art.
What has happened in their life that has led
them to this moment?
Compare and contrast Where are they in their life now? What are
Select two works of art that share some important events in their life so far?
something (they both depict a place, What are their hopes for the future?
for example) but have significant
differences.
Artist Point of View
Brainstorm how the two objects
Select a work of art and put yourself in the
compare and contrast in terms of
place of the artist who created it. Writing in
subject matter, mood, feeling, colors,
the first person, describe what was happening
shapes, point of view, and/or
as you made this work, what you wanted to
materials.
capture, why you made the choices you did
Use these notes to write about why
(such as subject matter, composition,
these two works were chosen, what
materials, or color), and what it means to you.
they share, and what makes each
one unique.
 List Poems
A list poem is an itemization of things or events, can be any length, and
can rhyme or not. To create a list poem inspired by art:
1. Select a theme from the index cards provided. (Themes could
include colors, shapes, feelings (loneliness, happiness,
excitement), ideas (flying, beauty, family, adventure),seasons,
memories, or anything else. )
2. Working individually , in pairs or as a group, select a work or
several works of art (6) that relate to the theme.
3. Looking at the work(s), brainstorm words (nouns, verbs,
adjectives, adverbs) or short phrases that are inspired by what
you see and relate to your theme. Remember to emphasize
details.
4. Using this list, arrange the words and phrases into a list poem.

Option: students participate in a gallery walk.

They choose a theme that became apparent to
them, then go back a second time to look for
details that illustrate the theme.
Theme:
human
impact on the
environment
 Whats going on in this
picture?

What do you see that

makes you say that?

SENSORY POEMS: Take an

imaginary walk through a
work of art (or as someone
pictured in one). Write
what you sense as you
walk: What do you hear,
see, feel, taste, smell ?
 POST
CARDS

Robert Duncanson, Loch Long, 1867 p. 24 Unit 1

Claude Monet, Beach at Sainte-Adresse. 1867
p. 42 Unit 1
Select a work of art
to enter and write
a postcard to
someone who is not
there. Tell them
about what it feels
like to be there and
describe the sights
Georges Seurat, The Bathers at Asnieres, 1883-4
p. 54 Unit 2 and sounds of the
place and/or what
you might have done
Ando Hiroshige, Night Scene in the Saruwaka Street
in Edo, 1856 p. 173 Unit 5 there.
P Klos, Arts Integration Specialist
Anne Arundel County Public Schools
Write Metaphors with
Creative Comparisons

What do you SEE in the artwork?

If this painting were a kind of math concept,

What would it be?

How is this painting like solving an

equation???

Bergognone (Ambrogio di Stefano da Fossano) (Italian, Milanese, born about 1453,

died 1523)
The Assumption of the Virgin
 Artful
Thinking!

Its
your
Turn!