Kamishibai… arts infused literacy Monique Poldberg Lake Elsinore Unified School District -- Dr. Nancy Andrzejczak Education Consultant

Poldberg/Andrzejczak 2016 ArtsLINC Arts and Literacy Integrated in Nebraska and California  ArtsLINC was funded by US Dept. of Education, Office of Innovation and Improvement, Arts Model Program Development and Dissemination Project  Collaborative partners, Lake Elsinore USD, University of Nebraska, Lincoln, and 3 districts in Nebraska  Museum partners: San Diego Natural History Museum, Sheldon Art Gallery, Museum of Nebraska Art

Poldberg/Andrzejczak 2016 Today’s Objectives with California Standards  Learn about Kamishibai- Historical/cultural context  Create a Kamishibai- Creative production/Aesthetic Perception  Present a Kamishibai and self-evaluate- Aesthetic judgment  Connect Kamishibai to your library- classroom- Connections

Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression

Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression

Poldberg/Andrzejczak 2016 Stimulus  Read The Kamishibai Man  Show original Japanese folk tale

Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression

Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression

Poldberg/Andrzejczak 2016 Students create a Kamishibai  Could be retell of story, their story, non- fiction content.  Teach how artists use composition to help tell a story.  Storyboarding  Creative Process

Poldberg/Andrzejczak 2016 Composition for storytelling  Connect paintings and composition to the elements of the story.  Setting  Character  Problem  Climax  Resolution

Poldberg/Andrzejczak 2016 Setting  It was a cold night in the desert, off in the distance the coyote howled. The little mouse scurried between bushes looking for food and ever watchful for snakes.  The “far shot” tells the story of the place and the time of day. George Elbert Burr Arizona Night

Poldberg/Andrzejczak 2016 Character  Which one shows the characters better? Why? William Johnson, Smithsonian American Art Museum The Art Class

Poldberg/Andrzejczak 2016 Problem  Dramatic lighting  Implied action  This could also be a “close-up”--e.g. smiling wolf with big teeth. Giorgio de Chirico. Mystery and Melancholy of a Street. 1914

Poldberg/Andrzejczak 2016 Climax  In Narrative art from this period artists often depicted the critical moment.  Discuss with students the use of diagonal lines, emphasis, contrast John Singleton Copley, Watson and the Shark, 1778.

Poldberg/Andrzejczak 2016  Note the dramatic effect created by the diagonal lines drawing the viewer’s eyes to the victim.  For more on this painting please go to the National Gallery of Art

Poldberg/Andrzejczak 2016 Resolution  Here we see all the characters gathered around the fallen hero.  The story is concluded…sadly, General Wolfe is dead. Benjamin West

Poldberg/Andrzejczak 2016 Student Example

Poldberg/Andrzejczak 2016 Arts Integration Model Initial stimulus A work of art/ a piece of literature Art production Vocabulary & Content Instruction Oral and/or Written Expression

Poldberg/Andrzejczak 2016 Presentation  Opportunity to work on reading fluency and prosody  Presentation gives authentic purpose for the project

Poldberg/Andrzejczak 2016 Today  Your task in a small group will be to create a short Kamishibai tale based on a widely known children’s story  You need 6-10 pages each matching parts of a story : Setting, character, problem, climax and resolution.  Art vocabulary: space, point of view, emphasis, movement

Poldberg/Andrzejczak 2016 Task list  Storyboard  Create the art for each frame  Write the story for each frame  Attach the part for each frame

Poldberg/Andrzejczak 2016 Assessment Informal  Students could share one of their pictures and discuss how they used diagonal lines to create movement  Students could share how the picture’s composition matches the part of the story. Ex: Does the setting picture tell us the time of day and where the story happened?

Poldberg/Andrzejczak 2016 Assessment Formal What part of the story does this picture best match?  Setting  Character  Problem

Poldberg/Andrzejczak 2016 Reflection  How is Kamishibai an example of effective arts integration?  How could you use this strategy in your classroom?

Links  RceEr_zc RceEr_zc  2SFRezY 2SFRezY Poldberg/Andrzejczak 2016