Art, Music and Physical Education in AP English via Glogster

Glogster Site:

Grade/Age Level: 11th– 12th  grade

Subject Area: English (especially Advanced Placement/International Baccalaureate)

Time allotted for the lesson: Three weeks, plus reinforcement

In this lesson, the learners will use the Glogster link to learn and practice the use of analysis involving color (an art examination), music, and also developing memoirs or writing via the use of rural and/or urban nature walks.

Common Core Curriculum Standards met in this lesson:

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-Literacy.RL.11-12.10  By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Instructional Objectives (SWBAT+ Student will be able to):

Examine the artistic connection of color with pieces of art and with music video.

Listen  and analyze two late 20th century music videos using historic, symbolical, sociological, and lyrical concepts.

Develop a written or video poem, memoir, or engaging essay based on physical activity (nature walk).

Explore a rural, suburban and/or ethical environment via physical activity (nature walk).

Instructional Procedures

Techniques and Activities

Get a journal (Composition book or Moleskine type journal) to use with this example. Students may also develop a digital journal (Evernote or blog) approach to use with this. The completed work will be useful when studying for the AP exam or for analysis. Keeping a Reading Journal

Review the videos on the Glogster site:

Do a visual analysis of two art pieces after reviewing the concepts of color.

Either solo or with a group, go on a nature walk, talking notes (more details on specific activity plan).

Have access to a computer, tablet, or even a smart phone.

Relative advantage:  By adding a visual and audio element to analysis, students can see how the reading they do translates into enjoying art, photographs, music and quality music video. Also, by adding a physical education component, students get outside while also engaging in writing poems or memoirs via personal and/or motivational experience. By giving students the option of either writing, drawing, or creating video, students will have a differentiated experience.

Grouping: Students will have the option to work individually or in groups in this setting. Students also will have the option to

Lesson Schedule

Lesson 1: (Week One)
Color and Art Analysis
Lesson 2: (Week Two)
Nature Walk
Lesson 3: Music Analysis (two days)
  • Download and review all the handouts provided on the bottom of the Glogster page
  • Watch the two videos, one from the early 1980s and one from the late 1980s.
  • Download the TPCASTT template or do your own using the format. Analyze the two pieces. Be thorough!!!
  • Be prepared to share your TPCASTT either in discussion pages (online) or in class (brick and mortar)

Adaptations for special learners:

Students need to keep these handouts or make sure they maintain the link to these assignments. Also, students who use tablets (iPad, Galaxy, etc.) should advise the instructor immediately concerning Flash issues when viewing video! Students who are struggling with these assignments will be assigned student mentors and also will have opportunities for instructor tutoring.  Handouts can be copied into the Open Dyslexic font to assist those students with sight issues read the materials better.

Lesson Closure: Students will present their artifacts in class or online to show mastery and creativity.

Supplemental Activities: Pre-AP/AP students can also analyze music from the last ten years (students should consult instructor before using potentially troubling music) or analyze advertising and photographs.

Extension and remediation: Remediation will occur based on assignments.

Assessment/Evaluation :

Successful use of the terms in context during the course of other activities.

Satisfactory discussion and review of concepts.

Completion of the three projects.

Learner Products (What artifact(s) or products will result from the lesson?)

  • Art analysis worksheet
  • Nature walk project
  • TPCASTT music analysis (related to poetry concepts)

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