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LESSON PLAN CONSTRUCTING NARRATIVE Grades 7-12 Theme: Language Arts Unit: Narrative Visual Art Topic: Creating Dramatic Stories from Visual Art
CONTENT OF LESSON Goal The goal of the lesson is to have students explore the concept of narrative that exists within the works in Drawing Narrative. Throughout the process, the students will create a story to be presented as a movie, play, illustrated book, or puppet show that will explain what occurs before the frozen moment of the work of art and what occurs afterwards. Knowledge The major concepts addressed in this lesson are understanding narrative, understanding how to create a story arch with an appropriate and relevant beginning, middle, and end, and using a prompt to develop a storyline. Skills The skills that this lesson plan will reinforce are socialization, cooperating with peers, translating an image from a story into a visual presentation, and the ability to see an image as a moment in time rather than as an isolated instance. Instructional Objectives By the end of the lesson students will have worked together as a group to pick one of the pieces in the show, written a story surrounding the image, and have transformed the story into a visual presentation. CONTENT LEARNING STANDARDS LANGUAGE ARTS Reading Applications: Literary Text Benchmark A (7-10): Analyze interactions between characters in literary text and how the interactions affect the plot. (11-12): Analyze and evaluate the five elements (e.q., plot, character, setting, point of view and theme) in literary text. Benchmark B(11-12): Explain ways characters confront similar situations and conflict. Benchmark C (7-10): Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace events in literary text. Writing Processes Benchmark A(11-12): Formulate writing ideas and identify a topic appropriate to the purpose and audience. Writing Applications Benchmark A (7-10): Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. Benchmark B (11-12): Write responses to literature (artwork) that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author°s (artist°s) use of stylistic devices and effects created. PROCESS OF THE LESSON Anticipatory Set/Motivation To introduce the activity the teacher will ask the class to discuss the elements of a strong story-line. Once the class has identified the key elements of a story, the teacher will introduce the exhibit at The College of Wooster Art Museum and discuss how the artists use narrative in their works. 1. The teacher will remind students that the skills used when interpreting a written piece, such as a poem or story, can be applied to interpreting pieces of art. 2. The vocabulary will include the such terms as beginning, middle, end, conflict, plot, characters, resolution, and narrative Activities and Procedure The teacher will outline the activity for the class before visiting the museum. 1. At the museum, each group will pick a work of art from which to base their story. 2. Working together, the group will come back to the classroom and discuss what was occurring in the work of art. Was there apparent conflict? Who are the major characters in the work? What is happening in the piece? 3. Based on the piece of art and the group's preferences, each group will decide the format in which to present the finished assignment. This will impact the construction of the text, as it will either read as a play or as a story. 4. The group will then begin to write a story that will explain what occurred before and after the moment depicted in the work of art. The teacher may either allow time for the entire story to be written in class or students may be required to finish the plot-line at home. 5. On their own time, students will film the movie, build the puppets, practice the play, or create the book to be presented to the class. 6. The groups will present their projects to the classroom. Closure/Assessment After students have presented their projects, they should individually write a response paper detailing how they felt about working in a group for the project. Students should outline what went well and what they believe could have gone better. Once the individual papers have been turned in, along with the script and other objects (such as video or book) if applicable, the teacher should assess each group on how the worked together as a team (did each student produce an equal amount of the work?) and how they used the piece of art as a launching point in developing a plot. The plot should have a clear beginning, middle, and end as well as a discernable conflict that is resolved. Follow-Up/Related Activities In order to follow up with this activity, the teacher can explore with the class how narrative exists in multiple media, such as literature, artwork, and music. Listening to various songs, specifically orchestral pieces, students can write creative stories based on what they believe that the song is describing. This lesson plan was written by Sarah O'Leary '06, a senior studio art/education major at The College of Wooster. |
