Classroom Activities
Lesson One: Background and historical information
Prior to the start of the unit, the students will be given a copy of Black Beauty with questions and graphic organizers to help them as they read. When I begin teaching, the students will have completed this part of the unit. Before even addressing the novel, I will do a Venn diagram activity. I will have both images, The Old Shepherd's Chief Mourner and The Old Shepherd's Dog, projected in the front of the room. The students will be asked to compare and contrast the two images. I want them to do this without any background knowledge of the paintings. I will collect their graphic organizers when they are finished and save them in order to revisit this activity later in the unit. After this, we will quickly review the novel, answering any questions. Next, I will show a PowerPoint that shows animals in art from a variety of times and cultures. While viewing the PowerPoint, the students will try to decide the purpose or function of the animal in each piece of art. For the remainder of the class period, the students will work on creating a sketchbook page on the functions of animals in art. This will be finished for homework.
At the beginning of the next class period, I will introduce the term anthropomorphism and ask the students to give me examples that they know. We will then look at a PowerPoint that shows examples of animals in Victorian art, focusing on the art of Harrison Weir and Edwin Landseer. Information on the two artists will be in the PowerPoint. The students will be given questions to answer while looking at the PowerPoint to help them focus on the key information. They will then create two sketchbook pages, one on each artist.
On the third day, the class will begin with the question "Why?" In small groups, the students will brainstorm possible reasons why Anna Sewell wrote the novel and why Landseer and Weir choose to paint and illustrate animals as the bulk of their work. After they have done this, we will discuss their answers as a group. I will guide their questions with information about Sewell, Landseer, and Weir in order for the students to realize that there was a shared concern for animals between the three. At this point we will focus on Anna Sewell. I will give them a list of facts about Sewell and Black Beauty and the novel's impact. They will use these facts to write a short biography of Sewell from the point of view of the horse, Black Beauty. This will be completed for homework. At this point I will recap what we have talked about and emphasize how art and literature can be used to change people's ideas and even laws. I will then explain that we will be making animal portrait cards as a community service project.
On the fourth day I will give back to the students their Venn diagrams made on the first day. I will ask them to revisit the two images and add anything that they feel that they missed. Next I will give each student a handout with John Ruskin's quote and the Harrison Weir poem. Working in pairs, the students will read each piece of writing and discuss how, if at all, it changed their perception of the painting. Using their Venn diagram and the new information provided the past two days and the writings they were given, the students will write a persuasive essay explaining which art image they feel is most powerful.
Lesson Two: Texture
One of the studio focuses of this unit is texture. The students will learn the difference between visual texture (texture depicted in art, i.e. simulated texture) and actual texture (texture that can actually be felt). They will also use texture effectively in their animal portraits. In class, we will begin with a brown paper bag game. Each table will have several brown bags, each with a different object in it such as cotton balls, sandpaper, toothbrushes, and random objects. The students will take turns putting a hand in the bag and feeling the item and guessing what it is. Next, they will each pick a bag and using only their touch, try drawing the item. We will then discuss the difference between visual and actual texture. In their sketchbooks, they will write the two definitions and create a sketchbook page illustrating the two types.
The next class period will focus on visual texture and developing visual texture with oil pastels. After a demonstration of different techniques, the students will make a sketchbook page with twelve squares with each one illustrating a different visual texture created by the students.
Lesson Three: Animal Portraits
Armed with information on how to create visual texture, I will show the students several images of animal portraits, from traditional to contemporary. We will discuss different aspects of the portraits, from composition to color choice to the range of realism and expressionism. By doing this, I hope to encourage divergent thinking and to free the students who don't feel comfortable with their drawing skills to be more expressionistic with their portraits. This should help the students understand that there is no one way or right way to go about this assignment.
I have dozens of calendars I have collected over the years from the SPCA and other animal organizations. I have cut these up into separate pages, and each table will have a large selection. Students will be able to pick one for inspiration if they choose to do so. I will ask them to think about composition, zooming in or out, and color choices. I will also remind them of the texture techniques that they had learned in the previous class period. They will do four possible sketches in their sketchbooks, and then I will talk to them about which one they want to make into their portrait.
Once the students know which image they want to create, I will give them a nine inch by twelve inch piece of white drawing paper. They will draw the animal with yellow chalk and then use oil pastels to finish the image. I imagine this will take at least two class periods. During these days, for homework, the students will be asked to write a poem. When giving the assignment, I will give them a handout that explains different styles of poetry, and then they will be able to choose one type which appeals to them. I will ask that they either write the poem from the point of view of the animal or of themselves. I will scan their images and shrink them to fit on a card. I am hoping a parent will be able to help with this part. I will then take the images and poems to a local printer and have them printed as cards. We will have multiples printed and donate them to the local SPCA to be sold in their gift shop. I will ask that the students to keep track of how much they earn from the cards so that they will be able to see the impact of their efforts.
I hope that through this project the students will walk away with the idea that one persona can make a difference. Regardless of what personal causes the students feel passionate about, I would like them to not be afraid to try and be a catalyst for positive change.
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