ABC Curriculum Introduction

Art, Books, and Creativity (ABC) is an arts integration curriculum with a specific focus on the contributions of women artists to our shared cultural history.

Consisting of 14 lessons that combine the visual arts and writing activities, ABC introduces students to artworks by women, as well as basic art vocabulary and concepts. It leads students through the process of creating artists’ books in a range of formats and culminates with a classroom exhibition and critique of students’ works. Designed for use in 4th- and 5th-grade classrooms, the curriculum can be differentiated for other grade levels. The curriculum was developed by NMWA through generous funding from the US Department of Education.

Students participating in ABC will:

• Learn art vocabulary and concepts;
• Observe, discuss, and interpret works of art;
• Apply new knowledge of art terms and concepts in discussions of works of art;
• Create works of art, including portraits, landscapes, narrative and abstract art, and artists’ books;
• Write in a variety of styles and for various purposes, including reflective, expressive, descriptive, and quick writing;
• Make connections between the tools and processes used by both artists and writers; and
• Produce a work of art that builds on and synthesizes what they have learned.

ABC gives teachers a proven method for integrating visual arts and language arts in the classroom. Results of a rigorous three-year study funded by the US Department of Education show that ABC is an effective model for integrating the visual arts and language arts and that ABC has a significant positive effect on student learning in visual arts and writing.

ABC is designed for classroom teachers who may or may not have had training in the visual arts. ABC meets the National Standards for Arts Education and the National Standards for Language Arts.

Tips on Using the ABC Curriculum

ABC provides opportunities in all phases of the curriculum for students to work in pairs and in groups. Students learn to respect one another’s ideas and value a diversity of opinions when working together and learning collaboratively.

The ABC curriculum organizes the creative process into observation, reflection, and creation with activities that engage students in the learning process and support skill building across disciplines.

Observation

Artists, scientists, and writers rely on their senses to see and understand the world around them. Giving students the opportunity to carefully observe, consider, describe, draw, and discuss facilitates their curiosity, questions, and discoveries. Additionally, the observation and discussion of works of art helps students build vocabulary skills that empower them to articulate their ideas and, in turn, to sharpen their observation skills.

These activities can be enriched through the following suggestions and resources:

• Visual Thinking Strategies (VTS) is a learner-centered, research-based teaching method that uses facilitated discussions of art to build student capacity to observe, think, listen, and communicate.
• Artful Thinking employs “thinking routines,” which are simple sets of questions that extend and deepen students’ thinking. Specific routines, such as “Claim, Support, Question” and “I See, I Think, I Wonder” help students as they observe, reason, compare, and describe objects and phenomena.
• The Private Eye encourages looking closely at the world, thinking by analogy, and theorizing while using a simple set of tools to help students see more clearly, refine their thinking, and make cross-curricular connections.
• Other observation tools include hand-held magnifying glasses and viewfinders. Looking through handmade cutout frames at varying distances provides students a focal point for observations and frees them from distractions.
• Unusual writing materials that enliven the way students respond to visual and verbal prompts can foster student observation and interpretation.

Reflection

Reflection is an important critical thinking process for developing strategies to apply new knowledge to various situations. Reflection helps students transform experience into authentic learning, set goals for continued development, and understand their own growth over time. Students are encouraged to reflect on their learning at many points during the ABC curriculum through their journals and in class discussions.

The following suggestions for talking with students about their work are appropriate for both visual arts and writing:

• Ask open-ended questions, such as what are you trying to say with this piece? What do you want the viewer/reader to realize? What do you think of this piece? What part do you need help with? What part do you like?
• Give your students your full attention when they show or read their work to you.
• Use art vocabulary to reinforce the concepts and skills students are applying to their work.
• Beginning your sentences with “I” instead of “you,” is a nonjudgmental way to discuss the student’s work.

Creation: Visual Arts

Making art presents students with problems that can be solved in an endless number of ways and allows them to regularly apply knowledge and make new discoveries.

Art Materials

Each lesson plan includes materials and suggested quantities for the art activities. Keep in mind students can use basic art materials in unlimited ways; educators can promote experimentation by providing conventional and unconventional materials and by encouraging students to look for alternative materials outside of class. Local businesses may be able to donate surplus products and materials.

Materials Management and Storage

The following suggestions will help keep ABC curriculum materials organized and maintain a positive environment for students to explore the visual arts:

• Consider where ongoing projects will be kept. Student folders and journals can be filed in boxes; three-dimensional work and students’ individual project materials can be kept in large, stackable box tops or on shelves; and two-dimensional work can be hung on a wall or on lines.
• Keep art materials and students’ projects easily accessible.
• Arrange desks in groups so students can share materials and work collaboratively.
• Leave enough time in each lesson for clean-up. Demonstrate how to care for and clean tools and assign clean-up responsibilities to students.
• Have soap, water, and paper towels available. Buckets and plastic tubs filled with water can be used to clean hands and tools.

Creation: Writing

While the elements of art are the visual vocabulary of artists, writers have tools they use to create written texts, express ideas and emotions, and describe people and places. The ABC curriculum uses the 6+1 Traits of Writing framework as a starting point from which to explore the parallels between the two disciplines. The 6+1 Traits model uses common language to identify and define good writing, including ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.

Lessons in ABC are also about exploring ideas for writing. Students generate ideas from artworks, new vocabulary, artist biographies, and quick-write activities. ABC writing activities focus initially on the process of writing rather than the product and are meant to encourage students to write. It is not necessary for students to have a completed text to begin working on their final artists’ books; a collection of short writings, descriptions, memories, phrases, etc., will provide enough material for them to start working. Writing is a parallel element in the development of the artist’s book.

Student Journals

Journaling is a literacy strategy that allows students to express and record their thoughts, comments, ideas, and questions and to reflect on what they are learning. In ABC, the journal documents students’ experiences and can be used for self-evaluation.

Some tips for journaling:

• Tell students that although writing is emphasized in most journaling prompts, entries may also take the form of drawings, illustrations, clippings, quotes, lists, and other forms of response. Combining words and images in their journals will help students make connections between visual and written communication.
• Have students date each entry as a way to document their progress.
• Consider collecting and reading student journals at set intervals. Doing so can create opportunities for dialogue with students and can shed light on students’ understanding of the project.
• Create different writing environments to see what works best for your students. Try dimming the lights or using natural light, playing different kinds of music, or going outdoors. See if silence helps your students focus or if a loud, boisterous environment feels more comfortable for them.

Quick Writes

A quick write is a literacy strategy that captures ideas, thoughts, or feelings, often in response to a written or visual prompt, and can be completed in about three to five minutes. Quick-write activities help students integrate new information with prior knowledge, set the stage for the lesson, and write freely without being concerned about spelling and grammar conventions.

• Each ABC lesson includes a quick-write activity that students do when they first enter the classroom or as a bridge between activities.
• The purpose of quick-write activities is to provide a collection of ideas that can be developed and used later in the curriculum. Students will be asked to select from this collection of ideas to develop text for their artists’ books.
• Quick writes can be recorded on sticky notes and attached to journal pages or stowed in a pocket or envelope attached to the journal.

Paper Variety

Use a variety of paper styles for the writing activities. Unusual formats of paper will engage students and help them think differently about their writing. Try different paper sizes and styles, such as sticky notes, lined and unlined paper, graph paper, paper on rolls, paper bags, paper wrappers, wrapping paper, wall paper, and colored tissue paper.

Assessment

The ABC curriculum incorporates a variety of ongoing assessment opportunities. Student journals, quick writes, student artwork, classroom discussions, and displays of student work provide multiple layers for gauging what students understand, what they have learned, and in what areas they may need assistance.

To assess what students understand and where they may need support:

• Keep track of students’ use of art vocabulary.
• Collect and review journals, quick writes, and written work to evaluate student progress.
• Encourage students to use sentence stems to describe their observations, such as “I notice…” and “I wonder…,” which help teachers focus on the student’s ability to respond to works of art and give students a method for structuring their thoughts and responses.

To gauge higher-order thinking skills, notice when students:

• Use concepts and skills to create or solve problems, showing their ability to apply knowledge.
• Predict, contrast, and summarize, showing their level of comprehension.
• Make connections to other subject areas, showing their ability to synthesize information.
• Revise and refine their conclusions, showing their flexible thinking skills.
• Interpret works of art, showing their ability to evaluate and make judgments.

To capture the students’ levels of self-esteem, motivation, and enthusiasm:

• Create simple pre- and post-curriculum journal prompts to measure student attitudes before and after the project.
• Develop a multiple-choice questionnaire, checklist, or survey to find out how students feel about the arts and about their enthusiasm for making art. Base questions on learning goals.
• Encourage students to review their journals and artwork occasionally in order to see their own growth over time. Capture their responses in journals, in group discussions, or individual meetings with students.

Enhancing the ABC Curriculum

Art Museum Visits

A museum visit can be at the heart of any arts learning experience. During the visit, students can apply the concepts they have learned in their classroom to a discussion in front of an original work of art. Applying new knowledge in a real-world setting empowers students and demonstrates the value of their learning.

Allowing students to respond to original works of art is also important. They will discover how a painting, for example, works as a primary source offering insight into historical periods or our own contemporary culture. Elements of a work of art such as scale or texture, which are not apparent in reproductions, will become meaningful for the students. Moreover, seeing multiple works of art within the context of a museum contributes to the impact of the museum visit and allows students to compare and contrast their meanings and content.

Visiting Artists

Consider inviting visiting artists and writers to the classroom. Professional artists and writers can present special lessons in art techniques, writing, book illustration, papermaking, and bookmaking; share insights; and provide inspiration to teachers and students. Visiting artists also demonstrate that the arts are a viable career option, and they can speak to students about their individual career paths.

Partnerships with Arts Organizations and Local Businesses

Local arts organizations, museums, libraries, and local arts councils can be a rich source of information and assistance. They can identify visiting artists and museum tours, offer grant opportunities, and even develop long-term partnerships to help sustain school art programs. Local businesses and industries also may be able to contribute equipment, supplies, facilities, and guidance.