Writing+About+Art

[|Writing across the curriculum]
Writing through Art

Grades 6-12

Pre - and Post -Visit Materials for Educators

Program Overview

This program explores the relationship between art and writing. Students will discover how

works of art can inspire creative writing, and how writing can be a powerful means of engaging

with images. Tours will focus on the Museum’s permanent and special exhibitions.

The Writing through Art program will be thematically based to meet the specific curricular needs

of each school group. In preparation for the tour, The Jewish Museum educator assigned to the

group will contact the classroom teacher in advance to discuss which theme is most appropriate.

Themes include: Painting and Poetry, Images of People and Poetry, Narrative Paintings and

Creative Writing, Objects and the Stories They Tell, and Modern Art and Writing.

Program Content

The Jewish Museum’s school program, Writing through Art, engages students in writing

activities as they view original works of art in the Museum’s collection. By incorporating

writing exercises into the art museum experience, students not only learn to be careful observers

but they learn to articulate their thoughts and reactions into writing. Students have an

opportunity to hone their writing skills in a way that is meaningful and memorable. As the

development of reading and writing skills is increasingly becoming the focus in today’s schools,

the inception of this program is timely. Kathleen Walsh-Piper, art museum educator and author

of Image to Word: Art and Creative Writing, describes the benefits of participating in writing

activities in the art museum:

Writing about works of art really serves a dual purpose. Not only does the work

of art provide a point of inspiration for the writer, but it also causes the viewer to

slow down, analyze, and respond to the work and to become aware of the looking

process…Writing about works of art is valuable not only because the rich store of

images in an art museum liberally builds and stimulates the imagination, but also

because it teaches about art. Receptive and thoughtful attention, the most

important skill for a writer, is also crucial for learning about art.

Although creativity and imagination are difficult to define and teach, research on

learning tells us that we remember what is meaningful—what touches a chord or 2

connects with our previous experiences. The more an idea is connected with our

experiences and emotions, the stronger it is.

1

Goals

• Discover the Museum’s art exhibition and learn how to analyze individual works of art.

• Understand how works of art communicate ideas through their forms and subject matter.

• Examine the variety of approaches artists use to convey meaning.

• Explore the relationship between fine arts and writing, including the artistic process, form,

and presentation.

• Write creatively, inspired by works of art in the Museum’s exhibitions.

Vocabulary

Background The part of a pictorial representation that appears to be in the

distance and that provides relief for the principal objects in the

foreground.

Composition The structure or organization of a work of art, literature, or music.

Cool colors Subdued colors including blue, green, and violet.

Culture The arts, beliefs, institutions, and other products of human work

and thought expressed in a particular community or by a particular

group.

Foreground The part of a picture or scene that appears nearest to the viewer.

Identity The set of behavioral or personal characteristics by which an

individual is recognizable as a member of a group.

Narrative A story or account of events, experiences, or the like, whether true

or fictitious.

Pattern A repeated design of natural or accidental origin; an artistic or

decorative design.

Poetry Literary work written in verse, in particular verse writing of high

quality, great beauty, emotional sincerity or intensity, or profound

insight.

Portrait A painting, photograph, or other likeness of a person, especially

one showing the face.

1

Walsh-Piper, p. xxvii-xxviii. 3

Sculpture A three-dimensional work of art.

Shape The outline or contour of a form.

Symbol An image that represents something else by association,

resemblance, or convention.

Texture The feel and appearance of a surface e.g., rough or smooth.

Theme An idea, or point of view, embodied and expanded upon in a work

of art.

Warm Colors Vibrant colors including red, yellow, and orange.

Pre-Visit Activity

1. Describing a Work of Art

In the program Writing through Art, students will examine the forms and subject matter of works

of art in The Jewish Museum’s permanent and special exhibitions and will participate in writing

activities inspired by those works. Select a painting that you find interesting and share a

reproduction of it with your class. Guide your students in a writing activity based on this

painting.

1. Have students look at the painting for one minute. Then, have them turn away from the

painting and write about what they see.

2. Ask students to re-read what they wrote and circle what aspects they feel are most

important.

3. Ask students to consider how much of their description considers the key questions: who,

what, where, why, and how?

4. Have students look at the painting a second time. Ask them to list any new observations.

5. Have students share their description with a partner. Students should consider the

following questions together:

• Do you both see exactly the same things?

• What does the work bring to mind?

• Make a list of “I wonder” statements about the work.

6. Have students go back and review their original description. Ask them to pretend they

are writing the description for someone who can not see the work. How can they improve

the description? What can they add? 4

7. Ask students to share their final descriptions with their partners.

2

Extension: Ask students to write a free verse poem, emphasizing the senses evoked in this

painting: sight, hearing, taste, smell, sound, and touch. Each line of the poem may focus on a

different sense.

3

Post-Visit Activities

During the Writing through Art program, students participate in a number of writing activities

based on a selection of works of art in The Jewish Museum’s permanent and special exhibitions.

The activities suggested below are follow-ups to some of activities students may have

participated in during their Museum visit.

1. Symbol Poem

During the Museum visit, students may have viewed the piece Warsaw, by Michael David.

Warsaw is a large, yellow Star of David with a textured surface. While looking at the work of

art, students discussed its shape, color, size, and texture. Afterwards, students were asked to

think of their own symbol and write descriptive words to describe it. As a follow-up in the

classroom students can use their descriptive words to write a free verse poem.

2. Portrait Poem

Some students—particularly in the younger grades—may have created an abstract poem, using

the writing prompts below, while viewing one of the portraits on view at the Museum. As a

follow-up in the classroom, students can turn their abstract poems into abstract self-portraits

using paint, pastels, or any other medium.

Writing Prompts:

Answer the following questions by filling in the blanks. (Sample answers are provided.)

1) If I were a color, what color would I be? (red)

2) If I were a shape, what shape would I be? (circle)

3) If I were a texture, what texture would I be? (soft)

4) What does that texture feel like? (sand)

5) If I were line, what type of line would I be? (straight)

6) If I were a sound, would I be loud, quiet, etc.? (loud)

7) What do I sound like? (thunder)

8) If I were a taste, what would I taste like? (sweet)

9) If I were a mood or an emotion, which mood or emotion would I be? (happy)

10) If I were an element in nature, what element would I be? (warm breeze on a

sunny day)

2

Walsh-Piper, pp.5-6.

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Walsh-Piper, p. 6. 5

In order to turn your answers into a poem, put each word/phrase into sentences as follows:

beginning with the words “I am….” Here is an example:

I am the color_.

(answer to question 1)

I am a _.

(answer to question 2)

I am _ like.

(answer to question 3) (answer to question 4)

I am a _ line.

(answer to question 5)

I am like ___.

(answer to question 6) (answer to question 7)

I am.

(answer to question 8)

I am.

(answer to question 9)

I am a _.

(answer to question 10)

3. Dramatizing a Painting

During the Museum visit, students may have written a conversation or dialogue between two

figures depicted in a painting or they may have written a short monologue in the first person,

from one figure’s point of view. Ask students to perform their dialogues or monologues in front

of the class. Ask them to consider the tone of the painting, as well as the personalities of the

characters (based on the imagery), before they begin performing. 6

Lesson Plan
= Artistic Elements: Exploring Art Through Descriptive Writing = [|E-mail] / [|Share] /  [|Print This Page] /  [|Print All Materials] (Note: Handouts must be printed separately)

North Carolina ||
 * < Grades ||< 3 – 5 ||
 * < Lesson Plan Type ||< Standard Lesson ||
 * < Estimated Time ||< Two 40-minute sessions ||
 * < Lesson Author ||< [|K. Powell]
 * < Publisher ||< [[image:http://www.readwritethink.org/files/partners/ira.gif width="120" height="32" caption="International Reading Association" link="@http://www.reading.org/"]] ||

 [|Overview] [|Featured Resources] [|From Theory to Practice]
 * < [|Preview] ||< [|Standards] ||< [|Resources & Preparation] ||< [|Instructional Plan] ||< [|Related Resources] ||< [|Comments (2)] ||

OVERVIEW
Art and literature go hand-in-hand in this integrated lesson designed to develop descriptive writing skills. Student artwork serves as the basis for a guided discussion on the elements of artistic expression—color, shape, line, and mood—and how these can be conveyed in written language. A read-aloud of //Anna's Art Adventure// applies these ideas to the work of well-known artists, focusing on Jackson Pollock. Students each choose a work of art from an online or print source (recommended sources are included) and work individually to write a vivid description of that picture. They exchange their finished descriptions with a partner and use classroom art materials to try to reproduce the picture their partner described. The lesson is easily adaptable for students with special needs or who are English-language learners. [|back to top]

FEATURED RESOURCES
**//Anna's Art Adventure// by Bjorn Sortland; illustrated by Lars Elling (Carolrhoda Books, 1999)**: Engage students in art he story of a young girl who, while searching for the bathroom in an art museum, discovers the work of many influential artists. [|back to top]

FROM THEORY TO PRACTICE
Greco, R. (1997). Introducing art history through children's literature. // The Reading Teacher //, //50//, 365. This article explores the ease with which art and literacy goals can be achieved cohesively within the elementary classroom by using integrated units and lessons based on children's literature. "Art and literature are natural companions," states art teacher and author of the article Rita Greco. The diverse literature selections now available for elementary-aged children provide a wonderful starting point for educational endeavors involving all of the content areas. This "is a venture that should not be ignored." [|back to top]

= [|Writing about art] = = How to Critique and Write about Art = The following steps—**description, analysis, interpretation and evaluation**— are the steps in a formal critique. It is called the Feldman method. It is an established critique method that has been used by students and professionals alike for over 50 years. Please respond to the following sections in paragraph form, using complete sentences. Use the questions provided **//as a guide//** to provide you with information for your paragraphs. Describe This stage is like taking inventory. You want to come up with a list of everything you see in the work. Stick to the facts**. Imagine that you are describing the artwork to someone over the telephone.** LIST Name of artist, title of work, and gallery or location of artwork. If this is an in-class critique of your own or another student’s work, simply list your own or their name. For example, //“This is a critique of my self-portrait”// or //“This is a critique of Art See’s self-portrait.”// NOTE FIRST IMPRESSION Make a note of your first spontaneous reaction to the artwork. By the end of the process you may understand your first impression better or you may even change you mind. There are no wrong answers. Analyze Try to figure out what the artist has done to achieve certain effects. You should refer to your first impressions and try to explain how the artwork achieves that reaction. Q. Use the vocabulary you learned in class. For example, if you’re looking at a chain-link graphic, you learned reversals, transparency, complementary or analogous color, etc. Q. How are the elements of art (color, shape, line, texture, space, form, value) and the principles of design (balance, contrast, emphasis, movement/rhythm, unity, variety) used in this artwork? Q. What do you notice about the artist's choice of materials? Q. What grabs your attention in the work? Refer to your first impression. Q. Do you see any relationship to the things you listed during the description stage?

Interpret Try to figure out what the artwork is about. Your own perspectives, associations and experiences meet with "the evidence" found in the work of art//. All art works are about something//. Some art works are about color, their subject matter, and social or cultural issues. Some art works are very accessible — that is, relatively easy for the viewer to understand what the artist was doing. Other works are highly intellectual, and might not be as easy for us to readily know what the artist was thinking about. Q. What is the theme or subject of the work? What mood or emotions does the artwork communicate? Q. What is the work about; what so you think it means? Q. Why do you think that artist created this work? Q. What do you think the artist's view of the world is? Evaluate This is a culminating and reflecting activity. You need to come to some conclusions about the artwork based on all the information you have gathered and on your interpretations. Q. Have your thoughts or feelings about the artwork changed since your first impression? If so, how? What made you change your mind? Q. If not, can you now explain your first reaction to the work? Q. What have you seen or learned from this work that you might apply to your own art work or your own thinking?