Writing and Art

Author's Word Choice	Artist's Brushstrokes, Color, and Medium Selected
Author's Point of View	Artist's Perspective
Author's Purpose	Artist's Purpose
Author's Main Idea	Artist's Subject
Author's Setting-time, place	Artist's period, time, place Discuss the art in general terms of analogy and metaphor. Seek examples of specific paintings and how they demonstrate communication of an idea or feelings. Develop a literary term for each of the terms used to analyze the art form.  Title _________________ Artist_________________ (Author) Time painting was done __________________(setting) Brushstrokes _______________ (words,genre,style) Lines ______________________ (style, form) Colors______________________ (word choice, style) Shadings ___________________ (inferences) Shadows ____________________ (inferences,opinion) Perspective _________________(point of view, bias) Focal Point _________________(point of view) Background __________________ (setting) Subject of painting _____________ (main idea) Discuss this as a prewriting framework. Talk through, verbally model, how these ideas can shape a discussion of art as a means of communication, comparing the similarities between writing and painting-both the artist and the author are portraying an idea, images, a story, and/or an opinion. The students will use this framework to express their thoughts about ways in which the process of writing is similar to the process of creating art, using the transitional, comparative vocabulary developed for the class word bank. Introduce the Compare & Contrast Map, and demonstrate how students can use the online graphic map to organize their ideas. Using examples from the nonprint media they have studied, and perhaps examples from literature, ask students to write a compare and contrast essay. Allow time for them to revise, edit, and type their essays. STUDENT ASSESSMENT/REFLECTIONS Impressionism was inspired by the music of Modest Petrovitch Moussorgsky who translated Russian literature into musical genres. Understanding of the similarities between the creative processes of composition—writing, art, and music—could be assessed through extended synthesis, after listening to Moussorgsky's "Pictures at an Exhibition" (Maurice Ravel's 1922 orchestration). Student responses could be noted through contributions to a large group discussion or reflective journal entries (written or drawn). The students' written responses to the painting (or other art form) can be assessed with a rubric based on: their use of transitional and comparative words (e.g. alike, similar to, close to, both, also, not only, therefore, consequently, next, in fact, still, besides, finally, furthermore, consequently). their inclusion of literary terms applied to the non-print media (see previewing and prewriting handouts). evidence of careful editing and proofreading. See lesson plan: http://www.readwritethink.org/classroom-resources/lesson-plans/creative-communication-frames-discovering-10.html?tab=4#student-assessment Students could be given the option to demonstate their understanding by creating an original art form—computer generated, mixed media, musical piece or mix, etc.—accompanied by a written piece that could be used as a gallery print release about a "newly recognized artist". The written piece would address the artist's perspective/point of view; choice of media; purpose; focual point/main idea; and technique. These pieces could develop into a classroom or school exhibit—a form of publication.