Understanding the complexities of setting

In order to address a variety of learning styles with emphasis upon the tactile learner, students will participate in a class project to construct a wall-sized, three dimensional mural of the setting of the novel, Where the Lilies Bloom. This project cannot be too large (an outside corridor wall is suggested.) The massive size of the mural makes the project distinctly different from similar art projects attempted in the past, it allows students enough space for all of the details desired in the end result of the mural, and it affords enough space for all students in the class to display their work.

A lesson plan for grade 8 Visual Arts Education and English Language Arts

By Pam Altom

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Related topics

• Learn more about arts, hands-on, language arts, murals, setting, and tactile learning.

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Learning outcomes

Students will:

• become aware of the complexities of a moving setting in a novel.
• increase comprehension by developing an awareness of detail presented in novels.
• be encouraged to work as a team and build a cooperative learning spirit.

Teacher planning

Time required for lesson

6 hours

Materials/resources

• green, blue, white, brown, black bulletin board paper for background
• multi-colored tissue paper for constructing wild flowers
• wooden coffee stirrers for construction of buildings
• used file folders to construct characters, cars, trucks, etc.
• green bulletin board paper sent through the paper shredder for leaves on trees and shrubs
• banner made on computer, colored, and decorated with wildflowers
• cotton to make the clouds
• books to research wild flowers and mountains buildings of the era

Technology resources

Computerized banner: Where the Lilies Bloom

Research using library equipment to find pictures and information on wild flowers and herbs mentioned in the novel.

Pre-activities

• Read the novel, Where the Lilies Bloom. Read aloud a particularly descriptive passage from the book (1-2 paragraphs). Note the descriptive words used to make a word picture of the setting. Compare that to a passage with the descriptive language stripped away. Which passage is easier to visualize?
• Read aloud a descriptive passage from an informational book on wildflowers. How does this informational description compare to the novelist’s description?
• Students compile list of wildflowers and herbs from novel. Collect descriptions of wildflowers and herbs from the novel. Use sticky notes to identify pages with descriptions.
• Students identify descriptions of mountain gristmill, schoolhouse, country store, tobacco barn, houses in the novel. Mark with sticky notes. Locate pictures and photos of each from that era, etc.
• Students make list of art supplies they will need and the teacher attempts to find them within the school.

Activities

1. Divide classes into assignment groups: background, trees and shrubs, wild flowers, buildings, cars and trucks, Kiser’s house, Roy Luther’s house, schoolhouse, characters, hospital and mountain town, banner, etc. The project grows as the students buy into it and the ideas flow.
2. Research details of wildflowers and buildings.
3. Construct buildings and begin to place on the background.
4. Watch the mural develop.
5. Make a lot of pictures. This is a tremendous team building activity.

Assessment

• How well does the students’ work fit the author’s description of the setting?
• How imaginative and excited were the students?
• Were students able to relate the complexities of setting found in the novel to their visual representation?

Comments

This activity allowed all students on our team to work together on a wonderful project. The response of administration and teachers was very affirming to the students. They amazed themselves at what they could accomplish when they all worked together. For most students the setting of the novel came alive. Many students said they felt as if they had been on a field trip to the mountains.