Professional Documents
Culture Documents
Share665
9
students were very concerned for his welfare. "That boat looks
rickety. I think hes going to get eaten by the sharks," was a
common refrain. Then a very quiet, shy girl raised her hand. "It's
OK, he'll be fine," she said. "The ship will save him."
The room got quiet as everyone stared intently at the painting. I
looked closely at it. "What ship?" I responded. The young girl
walked up to the image and pointed to the top left corner. Sure
enough, faded in the smoky distance was a ship.
This revelation changed the tone and content of the conversation
that followed. Some thought it was the ship that would save him.
Others thought it was the ship that cast him off to his death.
Would the storm, sharks, or ship get him? The best part of this
intense debate was hearing the divergent, creative responses.
Some students even argued. The written story produced as a
result of analyzing this image was powerful.
Since this experience, I have developed strategies that harness
the power of observation, analysis, and writing through my art
lessons.
Children naturally connect thoughts, words, and images long
before they master the skill of writing. This act of capturing
meaning in multiple symbol systems and then vacillating from one
medium to another is calledtransmediation. While using art in the
classroom, students transfer this visual content, and then add new
ideas and information from their personal experiences to create
Step 1: Observe
Asking students to look carefully and observe the image is
fundamental to deep, thoughtful writing. Keep this in mind when
choosing art to use in class. Look for images with:
Lead your students through the image. "I like it" is not the answer
we are looking for. Ask questions that guide the conversation.
Encourage divergent answers and challenge them. Try these
questions:
What colors do you see? How do those colors make you feel?
What is the focal point of the image? How did the artist bring
your attention to the focal point?
How did the artist create the illusion of space in the image?
If you were living in the picture and could look all around you,
what would you see?
If you were living in the picture, what would you smell? What
would you hear?
their opinions based on logic and these details, they are analyzing
art and using critical thinking skills.
Here are some tips to model a mature conversation about art:
Ask students to listen to, think about, and react to the ideas of
others.
Step 3: Create
After thoughtful observation and discussion, students are abuzz
with ideas. For all of the following writing activities, they must use
details from the image to support their ideas. Here are just a few
of the many ways we can react to art:
Identify characters and their motives. Who are they and what
do they want? Explain how you know based on details.
Pretend that you are in the image, and describe what you see,
smell, feel, and hear.
Describe the details that are just outside of the image, the ones
we cant see.
We dont know what the future holds for our students, but we do
know that they will have to think critically, make connections, and
communicate clearly. Art can help students do that. During this
year's commencement speech at Sarah Lawrence
College, Fareed Zakaria said, "It is the act of writing that forces
me to think through them [ideas] and sort them out." Art can be
that link to helping students organize their ideas and produce
coherent, thoughtful writing.