READ ALOUD: When Pigasso Met Mootisse

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When Pigasso Met Mootisse

By, Nina Laden

OVERVIEW:

Students will engage in a read-aloud exercise that will connect literature to arts objectives. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary.   This read-aloud will be conducted as a “Character Voices Read-Aloud,” as described by Laura Candler. Candler (2015) states, “Choose one student for each main character and tell them which pages you plan to read. Allow them a few minutes to review their parts, and then read the selection aloud to the class. You will read all the narration, but when it’s time for a character to speak, he or she will stand up and do so with expression” (pages not numbered). This read-aloud will be done with the use of the app “Explain Everything,” and each page will be projected onto the wall so that all students, not just the readers, can follow along. This will also give the students the opportunity to look closely at pictures and the differences in the illustrated characters.

OBJECTIVE:

Students will be able to dissect the text by

-listening and participating in class read-aloud methods.

-looking punctuation and important words to read emotively.

-comparing and contrasting information about the characters.

MATERIALS:

-When Pigasso Met Mootisse by Nina Laden

-Compare and Contrast Chart (included below)

-Picasso/Matisse Timeline (included below)

-Oak tag

– News papers

-Construction Paper

-Paint

-Brushes

INTRODUCTION:

            Before students enter the room, invite two students to play the characters of Pigasso and Mootisse. Provide each student with a copy of the book and time for a few independent read-throughs. One student will read the quotations of Pigasso and the other will read the quotations of Mootisse.   Ask the students to create a character ‘voice’ that they can maintain throughout the book. Students will also need to practice reading emotively, considering punctuation and context.

            For students to make text-to-world connections, it is important to provide scaffolding about the artists discussed in the book. At the students’ tables, will be a list of facts about Picasso and Matisse from the biographies in the back of the book. Students will take turns reading facts about Kandinsky and adding them to the timeline. Also share that the artists’ work had many similarities and differences. Pass out the compare and contrast sheet. This will be a great way for the rest of the class to follow along, while the characters provide their performance. Students can make observations from the text and the illustrations, which are painted in the style of the respective artists.

READ-ALOUD:

            The following is a list of quotations that the characters will read throughout the read-aloud:

“I’m tired of this noisy pig pen,” Pigasso (p. 6)

“I’m sick of this crowded cow town,” Mootisse (p.6)

“Art hog,” Mootisse (p. 11)

“Mad cow,” Pigasso (p.11)

“You paint like a two year old,” Mootisse (p.11)

“You paint like a wild beast,” Pigasso (p. 11)

“Your colors look like mud,” Mootisse (p. 11)

“Your colors look like color-by-numbers!” Pigasso (p. 11)

“That Mootisse doesn’t like my art. Well I’ll show him,” Pigasso (p. 16)

“I’ll give that Pigasso something that he can really criticize,” Mootisse (p. 16)

“That Mootisse isn’t such a bad artist. He has some interesting ideas,” Pigasso (p. 21)

“That Pigasso may not paint like me, but he sure knows what he’s doing,” Mootisse (p. 22)

“When Pigasso met Mootisse,” Pigasso (p. 27)

“When Mootisse met Pigasso,” Mootisse (p.27)

COMPARE AND CONTRAST:

After the read-aloud performance is over, students will meet with their tables to discuss the items that they wrote down on their compare and contrast sheets. Each group will make a list of top five items to share with the group, but each group will only share three of those items. If a group has already shared on of the top three, the group should then choose another item from the top five. Create a compare and contast anchor chart in the front of the room, and dictate the students’ answers.

 ACTIVITY:

  1. Students will randomly be chosen to be Picassos or Matisses. The work that they create must reflect the ideas and information collected on the anchor chart. The book as well as posters of original work by Picasso and Matisse can be used as references for the students’ work.
  2. Students will independently create a 12X18 portrait in the style of the their respective artist. The goal of this project is to create the portrait in such a way, that the other students will know who the inspiration for their work is.
  3. Students will work with the materials of their choosing to create their work.
  4. When the artwork is finished, students will choose a color of construction paper to mat their artwork onto, and they should be displayed around the room.

FOLLOW UP:

Allow students to reflect on the work that has been created through an art criticism activity. Students can practice the skill of art criticism through a short journal entry.

“The silence was broken as the two artists laughed at their amazing work of heart,” (Laden, 1998, p. 25).

 REFERENCES:

Chandler, L. (2015) Read aloud tips and strategies. Teaching Resources. Retrieved from:       http://www.lauracandler.com/strategies/readingaloud.php

Laden, N. (1998). When pigasso met mootisse. San Francisco, CA: Chronicle Books LLC

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