<p>Paintings used to launch 6th grade short story unit, "Sweet Music in Harlem," written by Debbie A. Taylor</p> <p>#SAAMteach</p>

<p>1. The mural “Memories of Marion County” is a compilation of scenes from Marion County including a flood scene (on the left), slaves escaping to Illinois (on the right), and Tom, Huck, and Jim on the raft (in the middle).  The Mississippi River dominates Marion County, though Palmyra is inland several miles. #SAAMteach</p>

<p><strong>Lesson Activity/Directions: </strong></p> <p>This collection is used, through a See/Think/Wonder format, to launch a discussion about the "Gilded Age" and how the lifestyles, values, belief systems, and socioeconomic circumstances surrounding this era helped prompt the Modernism movement. Discussions revolve around the economic disparities, and some polarizing movements such as Prohibition. Therefore, in a sense, this collection helps launch the Modernism/Great Gatsby Unit.</p> <p>Students are divided into small groups - usually  no more than 3 per group. Each are provided with one painting. During some lessons, I've printed out the pictures for them, but other times I've also provided them with a link and one student pulls up the painting on their computer - for the group; in this manner, they zoom in and really investigate the details. This works well for a small class. By this point in the school year, we've completed the "See - Think - Wonder" activity enough so that it is familiar. Groups go through this process on their own, and then their art work is on the smart board, and they walk the class through their discoveries, interpretations, and questions. Jointly as a class, we speculate about what this image might reveal to us about the time period, it's people, values, etc. How might we see this play out in literature?  Eventually I weave in a number of the facts provided below in "Notes to other users." </p> <p><em>I conclude with this statement by John D. Rockefeller on the smart board - - it seems to preview some of </em>"The Great Gatsby" themes quite well. <br /></p> <p>"I believe it is my duty to make money and still more money and to use the money I make for the good of my fellow man according to the dictates of my conscience." - - John D. Rockefeller, 1905</p> <p><em><strong>#SAAMteach</strong></em></p> <p>(For background/historical context notes, see below within "Notes to Other Users."<em></em></p> <p><br /><em></em></p>

<p>1. Divide students into small groups (2 or 3 works for me)</p> <p>2. Assign each student a painting - - send them the link, and they access it through their own computer so that they are able to zoom in if they would like a closer look at a particular feature.</p> <p>3. Ask students to complete the following thinking routine:</p> <p>a. See - - an objective list of what they "see"</p> <p>b. Mood - - ideas as to what mood or emotions these particular qualities or items evoke.</p> <p>c. Theme - - broad ideas as to a potential theme/larger idea expressed by the work.</p> <p>3. After completing this thinking routine within their small groups, the students take turns projecting their painting on the smart board and sharing their discussion highlights with their classmates. We start to make a random list (like a "Wordle" forming) on the board of these "theme" ideas."</p> <p>4. By the time we finish with the last painting/photograph/work of art - - we have a "Wordle" on the board that somewhat represents or hints at many of the thematic ideas expressed in "The Tempest."</p> <p>5. I then complete a standard PowerPoint introduction to the play, but noting the similarities between many of their ideas expressed through their interpretations of the works of art, and Shakespeare's larger ideas as presented in "The Tempest."</p>

<p>This lesson is used after students have finished reading William Shakespeare's "The Tempest."</p> <p>1. I print each of the paintings in this collection (most uploaded from The Folger Shakespeare Library's Digital Collection), and then post them across the board, around the room to create a "Gallery Walk" environment.</p> <p>2. I remind students, before they begin, that the keyword in this play is "art." Just as it is Prospero's "art" to control Ariel and Caliban through magic and bring his abusers to the island, so it is the dramatist's art to create an enchanted island on a simple wooden stage. I share with them that artists have been, in turn, then inspired by what has appeared on the stage during productions of "The Tempest," for centuries. The various works of art posted around them span from the 1700's through the 20th Century.</p> <p>3. Students are asked to walk through the gallery, and select one painting, one artistic interpretation of "The Tempest" that speaks to them, appeals to them, for any reason. Conversely, they should pick one they believe, for them personally, misses the mark as far as how they would interpret or envision this character, this scene, this play in general. They are to mark their names - - only their names - - on the board under the paintings.</p> <p>4. When finished, we have then have a discussion about their choices - it's quite free wheeling - - no wrong answers here - - wonderful sharing of ideas. Many of the ideas and conversations I subtly steer to reflect some of the questions they will address in the wrap up writing assignment that follows.</p> <p>5. When our conversations have finished, and after we've heard from everyone about their various interpretations, I give them the wrap up writing assignment. There are five individual response questions, with students being asked to write responses ranging anywhere from 175-200 words for each question. Three out of the five questions require them to return to this SAAM Learning Lab collection in order to write their responses, one other question is a classic literary analysis (thematic) question, while the last one is a historical context question. </p> <p>(I've attached the prompts as a resource.)</p> <p>Note: This assignment went over far better than I expected and I look forward to recreating it/adapting it for other units. </p>

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