Transcript CG-LA Post It Poem Artistic Language Visual Art Music

SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
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Major Art Modality Utilized: Artistic Language, Visual Art, Music
Standards Addressed in
this Lesson:
AKS & GPS
LA10_A2010-1: participate
in student-to-teacher,
student-to-student, and
group verbal interactions
LA10_A2010-2: formulate
reasoned judgments and
respond effectively to
written and oral
communication (text and
media [e.g., television,
radio, film productions,
and electronic media])
LA10_B2010-5: identify,
analyze, and apply
knowledge of the
structures and elements of
fiction from around the
world and provide
evidence from the text to
support understanding
Multiple Intelligences Addressed: Linguistic, Interpersonal, Intrapersonal
Lesson Abstract: The students will develop an awareness of the tension building in Lord of
the Flies. They will develop a visual representation of the tension, assess their
classmates’ visualizations, and then draft a poem expressing the tension that they
perceived. A discussion completes the activity.
Materials Needed:
Students: Pen or Pencil; one of the following: markers, colored pencils, crayons, pastel
chalk
Teacher: Post-Its, 8.5”x11” paper (one piece per student), a music player of some kind
Procedures:
Part I: Thoughtful Image Creation
Instruct the students to bring the necessary materials on the given day.
Ask them to reflect on what it would be like to be on the island in Lord of the Flies based
upon their understanding of the events thus far.
Next, have them fill an 8.5”x11” piece of paper with images using their pencils, crayons, or
chalk while they continue to reflect. The “page of art” may be anything from a specific
scene to an abstract piece of art, whatever the student feels inspired to do.
While the students reflect and fill the page, play Beethoven’s Moonlight Sonata (6
minutes, 22 seconds) to set the mood.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
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Procedures continued
Standards Addressed in
this Lesson:
AKS & GPS
LA10_B2010-11: employ a
variety of writing genres to
demonstrate a
comprehensive grasp of
significant ideas in
selected literary works by
composing essays,
narratives, poems, or
technical documents
LA10_D2010-18: set a
context for writing and
engage the reader
LA10_D2010-20: maintain
an appropriate and
consistent tone and
coherent focus throughout
LA10_D2010-24: write
texts of a length
appropriate to address the
topic or tell the story
Inform them that they have to finish the piece of art by the time the music stops. (If the
class must have more time, play the music twice.)
The students will eventually need to be arranged in groups of about 12 to 15 depending
upon the numbers in the class. You will also need a large, open space in which the
groups will assemble in separate circles.
Distribute the post-its to the students while they work. Each student needs one post-it for
each member of his or her group including themselves. (They will only need to write one
word on the post-it, so the smaller the better. Cut larger post-its into strips, making sure
that each strip has adhesive on one end.)
Part II: Peer Critique
Once the page is filled, have the students put away the art supplies.
Assign students to a group.
Dismiss them to the hallway or wherever the large area is. Have them take their art page,
the post-its, and a pen or pencil.
Arrange the students in large circles of 12 to 15 with the students facing the middle.
Have the students place their art work at their feet just inside their circle.
Armed with pen or pencil and the post-its, have them rotate clockwise, around the circle of
pictures, writing one word descriptors on their post-its, one post-it per picture, and
adhering them to the edge of the works of art, forming a mane-like frame around the
picture.
Eventually, they will arrive at their own picture where they began. They should place a
descriptor word post-it on their own work too.
With all of the post-its place, have them retrieve their art work, being careful that they do
not loose any post-its, and return quietly to the classroom. It is important that they do not
share at all at this point.
SUBJECT AREA/ SUGGESTED GRADE LEVEL: Language Arts / High School
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Procedures continued
Area for Teacher Notes:
The students analyze the
mood of the novel and,
through discussion,
address Golding’s tone.
They creatively arrange
words into coherent,
thematic poems.
They also render indirect
characterizations of Jack,
Ralph, or Piggy through
visual art based partially
upon music.
This lesson is easily
adapted for numerous
goals in any curriculum.
By changing the music
selection and asking the
students to consider some
other theme, topic, or
expression, they will
develop an appropriate
poem and -- using this
lesson’s experience as a
bridge -- engage in a
discussion on the desired
topic.
Part III: Poem Creation and Sharing
Once the students are back at their desks, have them transfer the post-its to their
desktop.
Next, have them arrange the post-its on the back of their work of art to form a poem.
They must use every word as often as it was written on a post-it. (If the word “fire” was on
seven different post-its, “fire” needs to appear in the poem seven times.) They may not
use any additional words. (There will typically not be any articles, conjunctions, or
prepositions.)
Set a limited amount of time for the poem generation.
Encourage the students to volunteer their work, reading their poem while holding their
work of art up for the class to see.
Have the students comment on each others’ poems, relating how it reminds them of Lord
of the Flies.
Assessment: The poem itself is an informal assessment of each student’s knowledge of
the mood and tone of the literature particularly when considered in conjunction with the
class discussion.
Participation in the activity should simply be a daily grade assessed according to the
teacher’s classroom expectations for following direction.
Resources/ Links:
Moonlight Sonata: http://www.youtube.com/watch?v=vQVeaIHWWck