Poems about Works of Art, Featuring Women and Other Marginalized Writers

CONTENTS OF CURRICULUM UNIT 18.02.04

  1. Unit Guide
  1. Introduction
  2. Rationale
  3. Content Objectives
  4. Why Poetry?
  5. The Power of Ekphrastic Poems
  6. Why the emphasis on Murals?
  7. Diego Rivera: “I paint what I see”
  8. The Mural Making Process
  9. Teaching Strategy
  10. Classroom Activities
  11. Resources
  12. Appendix

Creatively Communicating through Visual and Verbal Art- Poetry and Murals

Stephany Jimenez

Published September 2018

Tools for this Unit:

Appendix

Following the IB Middle Years Program guidelines, the key concept we will focus on is Communication because it is defined as “the exchange or transfer of signals, facts, ideas and symbols. It also requires a sender, a message and an intended receiver.” Communication involves the activity of conveying information or meaning and that is essentially what the students will be putting into practice in this unit. The related concepts (promoting a deeper learning of the key concept) will be: Visual Representation, Interpretation, and Audience. The global context in which the students learn is Personal and Cultural Expression. This is because the students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic in both poetry and visual arts.

In addition to IB’s guidelines, the following standards will be addressed in this unit:

National Core Arts Standards

  • VA:Cr1.2.8a: Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art and design.
  • VA:Pr6.1.8a: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
  • VA:Re8.1.8a: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, artmaking approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
  • VA:Cn10.1.8a: Make art collaboratively to reflect on and reinforce positive aspects of group identity.

Common Core State Standards

  • ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
  • ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • ELA-Literacy.CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
  • ELA-Literacy.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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