9TH GRADE ENGLISH STUDENTS
INCORPORATE ART INTO THEIR CURRICULUM
Once again, 9th graders will have an opportunity to paint personal narrative triptychs in their English I classes in conjunction with the school’s efforts to incorporate art into all curriculum areas. In the past, funding for the project was provided by “Building Blocks for Success” grants and funding from the Leslie and Margaret Weller Arts Education Program through the Community Foundation of Sarasota County.
In preparation for this project, students visit the Ringling Museum for a guided tour focusing on myths and legends in art. During their trip, students get to see an actual triptych, or three panel painting on wood that was a popular form of religious art during the 13th century. Because of their size and portability, triptychs were often used as traveling altar pieces. Larger works of such art graced cathedrals across Europe and were often commissioned by prominent members of the aristocracy.
Early in their curriculum, students study mythology and read The Odyssey, a Greek epic poem that relates the nostos, or “hero’s journey home,” of Odysseus. They also learn how a) narratives were first expressed as art and then, as language developed, evolved to oral narrative poetry and song; b) about the development of language, also initially as art; and c) about the role narrative poetry has played in communicating a culture’s history, mythology, and values.
The objectives of the project are as follows:
a) Students will learn the historical significance of narration and its evolution prior to the development of the moveable type press.
b) Students will learn about the Renaissance from a cultural and historical perspective, and develop an appreciation for the role played by narrative art during this time frame.
c) Students will demonstrate an understanding of “art as narrative” and “narrative as art” and be able to identify common techniques and elements that produce quality work in either that is enticing to the viewer/reader.
d) Students will demonstrate an increased ability to recognize symbolism and underlying literary themes in various reading selections incorporated into the curriculum.
Specific activities planned include:
· Students will be provided initial instruction on the pre- and
early Renaissance period of European history, and will view
overhead transparencies of some artwork from the era and the
cultural context within which they can be best understood.
· Students will use the computer lab to conduct Internet
research on a related topic selected from a list provided by the instructor.
Information gathered from this exercise will be shared
by students in class as a means of mutual instruction and enrichment
and to improve students’ oral presentation skills.
· Through a trip sponsored by the school, students will have an
opportunity to experience narrative art at the Ringling Museum.
This trip will be followed by class discussion related to students’
personal impressions and their ability to recognize characters and
themes already covered in the curriculum (e.g., mythology). The
focus will be to help students recognize the narrative qualities of
art and how color, placement, contrast, perspective, etc., are used
to focus the viewer’s attention and convey specific meaning.
· Students will be asked to use both creative and critical thinking
skills throughout creative brainstorming activities in the classroom
with a view toward identifying archetypal symbols evident in
art and literature that are used to convey both specific meaning and
overall theme.
· Students will compare art and literature and learn to make analogies
that will ultimately improve their writing skills. (The idea here is to
help students understand that they can ultimately paint a literary
canvas with words so vivid and descriptive that the reader
wants to step into an imaginary world.)
· Students will use graphic organizers to begin creating a personal
narrative, first in text and then pictorially, identifying symbols that
might be effectively transferred from one medium to the other.
· Students will use art materials purchased by the grant to transfer their
narratives to a triptych canvas. (The triptych consists of a 10”x 20”
canvas-covered board that can be scored and folded inward to create
triptych panels).