Students will demonstrate their understanding of mood, place, time, and setting by creating an original art piece (drawing, painting, sculpture, collage, etc.) depicting a scene and describe it in a paragraph.
Poster prints of Van Gogh’s “Starry Night,” “River View of Nijmegen with the Valkhof” by Salomon van Ruysdael, Edward Hopper’s “Nighthawks,” Peter Doig’s “Concrete Cabin,” “The Beast’s Castle” by Randy Souders, Norman Rockwell’s “The Homecoming,” and Salvador Dali’s “Persistence of Memory,” “The Lost Jockey” by Rene Magritte, “Water Lilies” by Monet, “The Virgin Chancellor Rolin” by Jan Van Eyck, “Silvermine” by Jeanine Jackson, and “Deli Grocery” by Howard Newman; art supplies (drawing paper, pencils, water-based paints, paintbrushes, colored pencils, crayons, watercolor paints, old magazines, glue sticks, glitter glue, erasers, Sculpey, poster board, construction paper, large Post-It paper, markers, DVD player, TV, “Lilo & Stitch” DVD, “Haunted Mansion” DVD, “Pride & Prejudice” DVD (2005 version).
Students arrive in classroom which has been turned into a mock “art gallery” with posters of paintings on the wall. Give each student a piece of paper and writing utensil – they have 15 minutes to observe the paintings, write down their observations, and describe their feelings and thoughts (can work individually or with another student).
Step 1 – Directions: When there is 2 minutes left, alert the students. After the 15 minutes is up, throw the markers on the floor in the center of the room and tell each student to grab one. Tell them to write any of their thoughts and observations on the Post-It papers that are on the walls next to each painting. After 5 minutes, have them gather in the floor in a circle.
Step 2 – Discussion: Ask the students to share their experience as an “art critic.” Go through each painting and Post-It papers with the experiences written on them and ask the students to describe what they observe in each piece. Go around the circle to have each student share at least one thing that they wrote on the Post-It paper. Questions to ask the students: What do you see in this picture? How does it make you feel? What thoughts does it bring up? What about it makes you feel this way? What about it makes you think these things? What kind of a story would this painting tell?
Step 3 – Instruction / Discussion / Checking for Understanding: Assign a student to take a marker and begin at one painting. Ask the class what it is about each painting that creates certain emotions and thoughts within them. Have the student circle the elements (written by the students on the Post-It paper) that create mood in the paintings. Possible answers: Color, lines, definition, light, shadow, shape, perspective, contrast. Transition: Ask the students if they would be able to visualize the paintings and experience the same moods if the paintings were taken away and all they had were the Post-It papers with the writings on them. How could they better convey the setting of the painting? § Possible Answers: More detailed description, try to help the audience feel like they are there by appealing to their senses, describe it in a way that relates to audience so they can better visualize it.
Step 4 – Directions / Instruction: Divide the students into groups and give each student a handout with the definition of setting and how to create setting / environment in a play. Have the students go over the handouts in their groups and assign them to report back with one example from the handout that they found in at least one of the paintings. (SEE SUPPLEMENTAL HANDOUT)
Mid-Lesson Assessment Point: Will be able to gauge the students’ understanding during their report.
Step 5 – Instruction / Discussion / Checking for Understanding: Show the students clips from “Lilo & Stitch” (“Burning Love” scene), “Haunted Mansion” (Graveyard scene), and “Pride & Prejudice” (ball at Netherfield scene). After each clip, ask the students to describe what they saw, and identify elements from the handout.
Step 6 – Objective Activity / Final Assessment: The students will be given 20 minutes to create an original art piece depiction of a scene, utilizing the elements gone over previously that create mood and setting. They can choose from any of the art mediums provided and can interact with other students to get feedback, however they must each produce their own piece. The students also need to create a detailed description of the setting in the piece they’ve created. Give each student a copy of the rubric so that they know what you will be looking for in their final products. When each student has completed his/her art piece and description, go around and have them present their final products to the class. Formal Final Assessment: Each student can earn up to 100 points for their final art piece / descriptive paragraph. (SEE SETTING RUBRIC)
Step 7 – Closure: Ask the students why it is important to create a vivid, descriptive, detailed setting. Does it help a play be more effective and enjoyable? How? Having convincing, intriguing characters isn’t enough; setting helps to ground the audience in the story, thus creating a more powerful overall experience. Encourage the students to pay closer attention to the environment and settings around them, and the beautiful variety of moods these settings produce.
Objective Activity / Final Assessment: The students will be given 20 minutes to create an original art piece depiction a scene, utilizing the elements gone over previously that create mood and setting. They can choose from any of the art mediums provided and can interact with other students to get feedback, however they must each produce their own piece. The students also need to create a detailed description of the setting in the piece they’ve created. Give each student a copy of the rubric so that they know what you will be looking for in their final products. When each student has completed his/her art piece and description, go around and have them present their final products to the class.