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K–12 teaching and learning · from the UNC School of Education

Issues, we've all got them: Language arts/visual arts integration

Students will learn how to deal positively with social issues important in their lives through personal investigation of social issues addressed in literature and art.

A lesson plan for grade 7 Visual Arts Education, English Language Arts, and English Language Development

By Runell Carpenter

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Learning outcomes

Students will:

  • recognize and analyze social issues addressed in The Pearl and in five different famous artworks.
  • develop a persuasive essay and create a drawing/painting addressing a social issue of importance to them.
  • critique other students’ essays and artworks to determine positive ways to respond to social issues.

Teacher planning

Time required for lesson

3 weeks

Materials/resources

  • The Pearl by John Steinbeck
  • Art supplies: paper, colored pencils, chalk, oil pastels
  • Thesaurus/dictionary
  • ArtTalk

Artwork

Technology resources

computer with access to the internet

Pre-activities

Students must:

  • read The Pearl by John Steinbeck.
  • identify the plot in The Pearl.
  • be familiar with the point-of-view writing process.
  • be familiar with the process of critiquing art.
  • fill out Social Injustices Survey

Activities

After learning how to critique art, this same class of students will critique five famous artworks, which correlate to the social injustice issues dealt with in The Pearl. Students will then personalize these same social issues on an adolescent level by role playing them. After each role-play, they will discuss possible positive ways of responding to real social issues in their lives! Continuing to expand on these social issues, students will write a persuasive essay and create a correlating drawing/painting addressing any social issue of particular importance to them. Finally, students will critique each other’s essays and artworks based on the evaluating skills they learned in analyzing The Pearl and the five pieces of famous artwork.

  1. After reading The Pearl, by John Steinbeck, students will identify five of the social injustice themes in this story. Brainstorm with students on the chalkboard all the social issues they see evidence of in The Pearl. Determine the five major social issue themes found on the Social Issues Addressed sheet. Also give students a copy of the Teacher’s Assessment Form (1 lesson)
  2. Divide the class into groups of five. Give each group one of the pieces of artwork listed on the Social Issues Addressed sheet. As a group, ask students to critique prints using Chapter Two of ArtTalk as a guide. Have each group of students verbally report their critique of the work to the class. It is especially important for students to discuss in the interpretation section of the critique the social issues and symbols they see involved in the artwork. (1 lesson)
  3. After having talked about social issues in literature and art, students will now role-play these same social issues from an adolescent perspective. Ideas for scenarios can be found on the Role Play Scenarios sheet. After each role play, the class will discuss positive/appropriate ways to respond to real issues in their lives. (2 lessons)
  4. Guidance counselor will come in to discuss additional ways in which students can deal with what can be overwhelming issues in their lives. (1 lesson)
  5. Continuing with the expansion of social issues, students will write a persuasive essay on an issue of particular importance to them. They will also draw/paint a picture depicting the same issue. In the essay and artwork, there should be evidence demonstrating a positive response to this issue. (9 lessons)
    Note: In both essay and artwork, students need to:

    • Complete a rough draft
    • Discuss with teacher (conference)
    • Refine ideas
  6. Students will be given another student’s essay and artwork. They will critique both. If this critique is within five points of the teacher’s grade, they will be given an additional five points on their final grade. (1 lesson)

Assessment

Teachers will assess students using the Teacher Assessment Form on the following:

  • role playing of social issues addressed in The Pearl
  • group discussion after role play on social issues
  • students’ critique of famous art work addressing correlating social issues
  • students’ persuasive essays on a social issue of personal importance
  • student artwork
  • student assessment of peers

Students will assess peers using the Student Assessment Form on the following:

  • critique of peer’s essay
  • critique of same peer’s art work

Supplemental information

Modifications

  1. Pictoral journal.
  2. Oral presentation to teacher only of to a small group instead of the written assignment.
  3. Reduce the quanity requirements required to identify.
  4. Highlight significant passages or summarize significant
    information perhaps using skeletal outlines or graphic organizers.
  5. Use visuals and/or modeling as often as possible.

Alternative assessments

  1. Fill in the blank assessments with word banks.
  2. Multiple choice.
  3. Cloze exercises with word banks.

Comments

Guidance counselors can provide additional resources to this unit.

North Carolina Curriculum Alignment

Visual Arts Education (2001)

Grade 7

  • Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
  • Goal 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements.
    • Objective 3.01: Explore and discuss the elements and principles of design found in the environment.
    • Objective 3.02: Explore and apply the elements and principles of design used in an aesthetic composition.
  • Goal 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.
    • Objective 4.01: Use visual arts to persuade and communicate ideas.
    • Objective 4.02: Demonstrate the use of life surroundings and personal experiences to express ideas and meanings visually.
    • Objective 4.03: Interpret the environment through art.
  • Goal 5: The learner will understand the visual arts in relation to history and cultures.
    • Objective 5.01: Identify the history, purpose and functions of visual arts in various cultures.

English Language Arts (2004)

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • summarizing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • maintaining an annotated list of works read/viewed.
      • creating an artistic interpretation that connects self and/or society to the selection.
      • constructing and presenting book/media reviews.
    • Objective 1.03: Interact in group settings by:
      • responding appropriately to comments and questions.
      • offering personal opinions confidently without dominating.
      • giving appropriate reasons that support opinions.
      • soliciting and respecting another person's opinion.
    • Objective 1.04: Reflect on learning experiences by:
      • analyzing personal learning growth and changes in perspective.
      • examining changes in self throughout the learning process.
      • determining how personal circumstances and background shape interaction with text.
  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
  • Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
    • Objective 4.01: Analyze the purpose of the author or creator by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
      • exploring and evaluating the underlying assumptions of the author/creator.
      • understanding the effect of the author's craft on the reader/viewer/listener.
  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of individual interest.
      • reading literature and other materials selected by the teacher.
      • assuming an active role in teacher-student conferences.
      • engaging in small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
      • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
      • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
      • extending understanding by creating products for different purposes, different audiences and within various contexts.
      • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.

English Language Development (2005)

Grade 7

  • Goal 1. Listening: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IH 1.01: Identify main idea and some supporting details from a variety of genres that are presented orally.
    • Objective IH 1.04: Develop familiarity with language conventions during oral presentations.
    • Objective IH 1.05: Monitor own understanding of group discussions and seek clarification.
  • Goal 1. Listening: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IL 1.01: Listen to stories or information and identify key details and concepts through verbal and non-verbal responses.
    • Objective IL 1.03: Explore an awareness of language conventions and usage during oral presentations.
  • Goal 3. Reading: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IH 3.02: Demonstrate critical comprehension of familiar grade-level texts with assistance.
    • Objective IH 3.03: Identify elements of genres and support by using information from the text (e.g., referencing).
    • Objective IH 3.04: Analyze the text before, during, and after reading.
    • Objective IH 3.06: Interpret meaning of figurative and idiomatic language found in grade-level texts with assistance.
    • Objective IH 3.07: Extend vocabulary knowledge by using context clues or structural analysis of words.
  • Goal 3. Reading: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IL 3.04: Interact with the text before, during, and after reading with assistance.
    • Objective IL 3.05: Demonstrate comprehension of simple material in expository and narrative texts.
    • Objective IL 3.06: Recognize and respond to basic characteristics of different literary genres with assistance.
    • Objective IL 3.07: Increase reading fluency and comprehension through effective reading strategies.
  • Goal 2. Speaking: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IH 2.02: Demonstrate sufficient accuracy so as to be clearly understood in the use of common verb tense forms, past, present, future in oral expression such as present third person singular and simple past endings.
    • Objective IH 2.04: Sustain conversations on familiar and academic topics with minimal error.
    • Objective IH 2.05: Initiate group discussions on academic topics in oral expressions with assistance.
    • Objective IH 2.06: Provide responses demonstrating some use of connections and interpretation.
    • Objective IH 2.07: Paraphrase information acquired through reading or listening with sufficient detail.
  • Goal 2. Speaking: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IL 2.03: Participate in guided discussions and social conversations on familiar topics, although speaker may often demonstrate the use of repetition and circumlocution to make himself understood.
    • Objective IL 2.04: Participate in and demonstrate comprehension of short oral academic presentations through topic-related questions and answers.
    • Objective IL 2.06: Begin to retell information acquired through reading and/or listening.
  • Goal 4. Writing: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IH 4.03: Demonstrate control of more complex sentence construction, as well as the frequent use of standard conventions with assistance (e.g., learned vocabulary, simple idioms, figurative language).
    • Objective IH 4.05: Construct more advanced paragraphs demonstrating main idea and supporting details with assistance.
    • Objective IH 4.06: Respond to academic content with assistance (e.g., advance preparation, graphic organizers, reference materials, native language support materials).
    • Objective IH 4.07: Express opinions and reactions to a variety of media on familiar topics in simple form with assistance.
  • Goal 4. Writing: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective IL 4.02: Demonstrate control of basic sentence construction and use of standard conventions with assistance such as spelling rules and subject verb agreement.
    • Objective IL 4.03: Write in present, past, and future tenses with some errors.
    • Objective IL 4.05: Produce simple written responses to content area texts with assistance.