Tag Archive for art

Greek Mythology: The Odyssey, Day 4

May 14, 2020 / / No comments

Goals for the Week:

  1. Understand the mythology of the Olympian gods/goddesses.
  2. Understand the plot and characters of Homer’s The Odyssey.
  3. Create a myth for an original Greek god/goddess.

Today’s Checklist:

  1. Watch a video clip from the film O Brother, Where Art Thou? showcasing the sirens from Greek mythology and The Odyssey.
  2. Read Book 12 from The Odyssey.
  3. Utilize the OPTIC strategy to analyze two different artworks that represent the sirens from The Odyssey.

Today’s Lesson!

* The Odyssey is a very large epic poem. Because of time constraints, we will be reading a couple of books from The Wanderings (journey) of Odysseus, as opposed to the entire text.

Standard:

  • ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: 

I can read and analyze Book 12 of The Odyssey, so that I can comprehend the nature of the sirens. I can consider various interpretations of the sirens from Greek mythology so that I can analyze their prevalence in literature, history, and film.

Activator: 

Odysseus encounters the sirens in Book 12 of The Odyssey. According to Greek mythology, sirens were female creatures (often sea nymphs) that lured sailors to destruction by the sweetness of their song. Check out this modern interpretation in a video clip from the film O Brother, Where Art Thou? (The film O Brother, Where Art Thou? is loosely based on Homer’s The Odyssey). Disclaimer: The clip is slightly suggestive, but you won’t see anything inappropriate.

Work Session: 

* Book 12 focuses on Odysseus’s interactions with the sirens and two different sea monsters, Scylla and Charybdis. *

  • Read Book 12 of The Odyssey. Holt Literature Textbook, The Odyssey, Book 12
  • Take a look at these two paintings! Use the OPTIC chart below the paintings to analyze what’s going on here. (Click the pictures to see them bigger.)
Ulysses and the Sirens by John William Waterhouse (1891) Ulysses and the Sirens by Herbert James Draper (1909)
  • Fill in this chart (recreate it on your own paper) with your observations on each painting:
Overview: What do you see in this picture? What is your overall impression?
Parts: What different parts of the picture do you see? Consider characters, foreground, background, frame, etc.
Title: What is the title of this painting? How does the title relate to what is going on in the painting?
Interrelationships: How do the parts and title relate to the overall picture? Why are some things in the background? Why is there an owl flying around?
Conclusions: What conclusions can you draw from this painting?

Closing Session: 

  • Check out these videos over Scylla and Charybdis.
    • Scylla:

    • Charybdis:

  • Continue to work on your original Greek myth. The assignment is due tomorrow, Friday, May 15th by 11:59 pm. Submit to your teacher via email or however he/she wants you to turn your assignments in. Message your teacher if you have questions. Original Greek Myth
  • Greek Mythology Chart

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. There are no new lessons for tomorrow. Just remember to submit your original Greek myth by 11:59 pm on Friday, May 15th.
  2. Next week, we’ll wrap up our Greek mythology unit!

 

World Lit: The Life and Times of Frida Kahlo

January 24, 2018 / / No comments

Standard: ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session: Check out this video from PBS America, a clip from The Life and Times of Frida

Work Session: Okay, let’s dive into this excerpt from the biography of Frida Kahlo! As we read, you’re going to use metacognitive markers to mark the text:

  • put a ? when you have a question
  • put an ! when you have a strong reaction to something in the text
  • put a * when you have comment to make
  • underline any key ideas or details

After we go over this and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
  • Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

After we discuss the painting, I want you to flip in your book back to page 35 and work on the Second Read questions. Remember that you should flip back to the text while answering these questions!

Closing Session: Let’s end the day with a book talk – I’ll share what I’m reading now, and I’d love to hear from one or two of you guys as well!

Assessment: Informal – class discussion, check of Second Read questions

Differentiation: Learning style (painting versus text); Process (scaffolded questions)

Guernica!

January 13, 2017 / / No comments

Standard: 

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I will examine Guernica by Pablo Picasso and begin reading our anchor text, Animal Farm.

Opening Session:  Pablo Picasso, an artist we are going to be looking at today, at work:

Work Session: First on the agenda for today, we’re going to view a really famous painting by Pablo Picasso. I’m not going to tell you anything about it. I just want you to look at it for thirty seconds and think…and then we’re going to write. I’m going to play a song while we write which has the same title as this painting, Guernica. I’ll give you until the song finishes to write your reaction to this picture.

  • What do you think this is a painting of?
  • Why do you think Picasso painted it?
  • What does this represent?
  • What does it mean to you?
  • What do you think this painting says about the time period when it was painted?
  • What do you think would be a good title for this painting?

There! Okay, here is the painting…

Now that you guys have written about the picture, we’re going to read an article about the bombing of Guernica. While we read this, we’re going to mark it up with a reading strategy called margin marking. Here’s the skinny:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

After we do our margin marking, we’re going to discuss what needs discussing and see where we all fall.

Once we finish talking about the painting, we’re going to start reading Animal Farm! Our goal today is to get through chapters 1-3. We’ll be listening to the audio version in class to start off easy 🙂

If you’re reading from home or ISS, here is the full story:

After we finish those chapters, if there’s time, I want you guys to write a short paragraph anticipating what will happen next. At this point in the story, the animals have rebelled and are starting to put their principles of Animalism to full effect.

Closing Session: Ticket out the door — answer these questions:

1. Why do the pigs get the milk and apples?

2. What happened to the puppies that were born right after the revolution started?

3. Do you think the farmhouse will be forever preserved as a museum, and if not, what will become of it?

Assessment: Formative assessment of Guernica brain-dump writing, ticket out the door collection.

Differentiation: Learning style – visual/auditory interpretations of Guernica; Process: annotated version of the article provided as needed; Process: listening to the audiobook, high level readers can read independently.

Guernica!

August 16, 2016 / / No comments

Standard: 

  • RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: Students will examine Guernica by Pablo Picasso and begin reading our anchor text, Animal Farm.

Daily Video: 

 

First on the agenda for today, we’re going to view a really famous painting by Pablo Picasso. I’m not going to tell you anything about it. I just want you to look at it for thirty seconds and think…and then we’re going to write. I’m going to play a song while we write which has the same title as this painting, Guernica. I’ll give you until the song finishes to write your reaction to this picture.

  • What do you think this is a painting of?
  • Why do you think Picasso painted it?
  • What does this represent?
  • What does it mean to you?
  • What do you think this painting says about the time period when it was painted?
  • What do you think would be a good title for this painting?

There! Okay, here is the painting…

Now that you guys have written about the picture, we’re going to read an article about the bombing of Guernica. While we read this, we’re going to mark it up with a reading strategy called margin marking. Here’s the skinny:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

After we do our margin marking, we’re going to discuss what needs discussing and see where we all fall.

Once we finish talking about the painting, we’re going to start reading Animal Farm! Our goal today is to get through chapters 1-3. We’ll be listening to the audio version in class to start off easy 🙂

If you’re reading from home or ISS, here is the full story:

After we finish those chapters, if there’s time, I want you guys to write a short paragraph anticipating what will happen next. At this point in the story, the animals have rebelled and are starting to put their principles of Animalism to full effect. Try to answer these questions:

1. Why do the pigs get the milk and apples?

2. What happened to the puppies that were born right after the revolution started?

3. Do you think the farmhouse will be forever preserved as a museum, and if not, what will become of it?

That’s all for today! See y’all tomorrow!

Assessment: Formative assessment of Guernica brain-dump writing, ticket out the door collection.

Differentiation: Learning style – visual/auditory interpretations of Guernica; Process: annotated version of the article provided as needed; Process: listening to the audiobook, high level readers can read independently.

Guerniwednesdayca!

February 13, 2013 / / No comments

Standard: SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: Students will view Picasso’s Guernica, and then do an impromptu reaction writing about the painting.

Activator: “Guernica” by Brand New

Today we’re going to start off with previewing some vocabulary for today! I think I told you yesterday about this cool site Ms. B found? Well you’ll see in the post right next to this one that we have compiled a list of words you might not know from the article we’re going to read today. We’ll preview those words first and give you guys a brief overview, then we’re going to look at a painting and do some writing 🙂

After our vocab preview, we’re going to view a really famous painting by Pablo Picasso. I’m not going to tell you anything about it, not even the title. I just want you to look at it for thirty seconds and think…and then we’re going to write. I’ll give you 8 minutes to write your reaction to this picture.

  • What do you think this is a painting of?
  • Why do you think Picasso painted it?
  • What does this represent?
  • What does it mean to you?
  • What do you think this painting says about the time period when it was painted?
  • What do you think would be a good title for this painting?

There! Okay, here is the painting…

Now that you guys have written about the picture, we’re going to read an article about the bombing of Guernica. While we read this, we’re going to mark it up with a reading strategy called margin marking. Here’s the skinny:

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

After we do our margin marking, we’re going to discuss what needs discussing and see where we all fall.

We’ll end today on The House of the Scorpion…. see y’all tomorrow!

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