Annotating Unconventional Forms of Art by Shelby Goodfriend

For this week’s blog post, I invited the wonderful Shelby Goodfriend (MS and HS Art in Humphreys County) to share her thinking and planning for a recent art project. Not an Art teacher? Fear not! There is tons here to learn about analyzing primary documents, asking BIG questions, getting students excited to read and write, and more!
All of this, of course, is wonderfully aligned to our Priority 1:

Students are engaged in the content because it is rigorous, compelling, and focused around essential questions that bring to light social justice issues because teachers are planning units and lessons that have strong visions of mastery, and that are propelled by essential questions and meaningful texts.

Without further ado… Here is Shelby’s post!

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January has the least amount of school days in the spring semester, and with Black History Month right around the corner, I knew I wanted to create a short unit for my students that would be interesting and get us off on the right track for the new semester!

I came up with the concept of teaching unconventional forms of art to my students. I knew that with this small unit I could teach some things that would really hook my students, like body art, but I could also utilize this time to teach them about poetry, therefore making my classroom a supplement to ELA.

I’ve utilized the Internet and found some really great plans and resources to teach poetry and art at the same time. The overall mini-unit can be broken down into four lessons, which should take a total of six days in the classroom.

After reading all the awesomeness below, check out Shelby’s Frida Kahlo PPT!

Lesson One (one day): Teaching Annotating through Art

Extended Bellringer:  On a projector, I had my students look at two of Frida Kahlo’s portraits (Retrato de Dona Rosita Morillo, 1994; Retrato de Natasha Gelman, 1943)

Images used for the Extended Bell Ringer

Students looked at the images for one minute and then had ten minutes to write. I thought this would be too much time but the students honestly utilized every minute.

The rules for writing were as follows:

  1. Write the entire time
  2. Do not share your ideas until time has expired
  3. Have fun, relax, there are no wrong answers!
  4. Write quickly without letting the ‘critic’ in you escape
  5. While using this picture, think of the following: Who is the person? Is she happy with her life? How can you tell? What was happening before the moment was captured? What is she thinking? What is she wishing for? Make sure the picture is helping to guide your decisions; for example, if the person is wearing a coat, you may infer that it is winter.
  6. Write an internal monologue, you shouldn’t write, “I am a seventeen-year-old girl who is sad. Right before the picture was taken, I was…” Use dialogue to convey the voice of the person in the portrait

After students finished writing, I had three students and asked them to support the decisions they made in their stories.

Lesson: I explained what annotation is, and how it is typically used in English classes. However, the activity we did for the bell ringer is a form of annotation through art. I found that at my school specifically, they taught students that annotation is use of symbols, which caused some problems, but we eventually got to the root of what annotation is.

Annotation aides in the close textual reading of a work, whether it be a poem, book or artwork.

In my class, students often dissect a piece of art with a bubble diagram before we talk about it so that they are looking at the piece before I tell them anything. This is something we started last August, if you’re unfamiliar with using bubble diagrams, look to this lesson: http://www.warhol.org/education/resourceslessons/Brillo–But-is-it-Art-/

Students were shown Frida Kahlo’s Self-Portrait with Thorn Necklace and Hummingbird, 1949 on the projector

Frida 2

Students created their own bubble diagram in 6 minutes with the questions being:

  • What do you notice?
  • What do you think it may mean?

After time was up, we came together and created one large diagram for the classroom.

Following this, I discussed the painting with the whole class, pulling out the symbols, asking them what they believed they meant and finally giving them what the critics believe the piece means.

Exit Ticket: I then showed 8 of Frida Kahlo’s self portraits for 30 seconds each and had the students choose their favorite.

Frida 3

Students selected their favorite, annotated it, and then wrote an analysis of the work, supporting their claims with reasoning and support from the painting.

Lesson Two (three days): Teaching Self-Actualization Skills through Art

Students are to create visual self-portraits about how they internally feel about themselves and their life, using Frida’s work as a model.

Students are to use a color symbolism chart when choosing the colors that they decide to use in their portrait.

Lesson Three (one day): Moving from Art to Poetry – Annotating Poetry

Students will utilize close reading strategies during this lesson.

I informed students that they are going to read a poem by a woman who wrote it specifically about the moment in her life that she was currently experiencing.

This should be tied back to Frida Kahlo and how she painted her self portraits according to how she felt at that exact moment..

First Read:

  • Students are to read and annotate the poem The Thirty-Eighth Year by Lucille Clifton
  • Student then should create a bubble diagram organizer for the poem.
  • Students will then work with a partner to talk about the text.

Second Read:

Third Read:

  • Students watch / listen as other students read and annotate on the white board

Fourth Read:

  • Students Reread to find answers and evidence

Questions: What message is conveyed through the voice of the speaker? What petic devices does the poet use to convey the message? What is the tone of the work? How does this relate to Frida Kahlo’s paintings?

Lesson Four: Personal Narrative Writing

  • Students look at their completed self portrait and use them as inspiration for a narrative poem about their lives
  • Students write a poem that captures who they are and where they are in their life journey. Students will use Lucille’s poem as a model.
  • Students share their poems as a class!

Identity Poem Assignment

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