>Literature Activity 1

Building Strategies and Vocabulary for Criticizing Visual Artwork

This literature activity asks students to develop and apply a visual arts vocabulary for writing. Students are asked to apply subtle descriminations and judgements about visual art to communicate effectively.
Two LAUSD arts standards are applicable to this activity.

Present two opposing examples of paintings: one, painted in bright and warm colors, depicting positive subject matter; the other, painted in dark gloomy shades concerned with a depressing theme. (For example, an Impressionist painting of a still-life or landscape and Edward Munch's The Scream are ideal as they are well known and diametrically opposed in tone.) Elicit discussion mapping the differences between two paintings. Direct the discussion in terms of perception and meaning: What do you see? What does it mean to you? What is your evidence?

Pass out copies of the Language Wheel and project a transparency of it. The Wheel encompasses the opposites of Light/Dark, Cheerful/Sad, etc. Using a Venn Diagram with two circles that overlap to form two segments for "different qualities" and a common segment in the middle for "similar qualities", map-out opposing and similar qualities of both paintings. Discuss the effect compositional elements (line, shape, color, contrast, size, scale) have on the subject matter of each paintings. How do the subject matters and compositional elements combine to effect meaning in each of the paintings? How do differences in subject matters and compositional elements in both paintings effect their meanings?

To expand the students' vocabulary, pass out Thesauruses and instruct the class to look up synonyms for each of the words on the Language Wheel to create a word bank for later assignments. The labor for this task can be divided by separating the class into small groups. They can look up three or four words each. When all the groups are finished, one member from each group can move to a different group to share this information. Continue sharing until all groups possess a complete list of vocabulary.

Writing Assignment: Ask students to select a painting made by Jacob Lawrence and write a descriptive analysis of it. Students should use their notes, Language Wheel, and word banks. Use the following four point rubric to evaluate their essays:

4 points: Contains a detailed description of the painting. The subject matter, color, and form are all thoroughly covered. Personal reflections are supported by examples from the painting. The essay follows all the conventions of English grammar and spelling.

3 points: Full description of the painting, but not as detailed as a 4 paper. Subject matter, color, and form are all considered. Some examples from the painting are used to support personal reflections. This essay contains some spelling and grammar errors, but is readable.

2 points: The painting is only partially described. Of the subject matter, color, and form, the student may have mentioned only one of these elements. The student may have written personal reflections but backed them up with no examples from the painting. This essay contains multiple spelling and grammatical errors.

1 point: The description of this painting is clearly incomplete. No mention is made of the elements of subject matter, form, or color. Personal reflections are not backed up by examples from the painting. The essay is practically unreadable.

Art Activity 2

Literature Activity 2