Image Analysis, Figurative Language, Beautify “Our” Space

The purpose of the activity is to inspire change/beautification in the world around us by using words and pictures that describe beauty.

Distribute prepared sentence strips containing the following text excerpts:

loudest color; sparkling eyes; glowing sun; laughter like a rainbow; wall lit up like sunshine; art followed like the string of a kite; his paintbrush was like a magic wand

Teacher rereads story, having students hold up each sentence strip as it is read aloud. Students will verbally answer: What is being described? How is it described?

Example:

Teacher reads: The lady with the sparkling eyes.

Students holds up “sparkling eyes” sentence strip.

Teacher: What is being described?

Student: The author is describing her eyes.

Teacher: How are the eyes described?

Students: She says the eyes are sparkling. That might mean shiny.

Student can dramatize with voice and actions what the description means.

Example:

Student puts hands up and moves fingers while speaking in high voice, “Sparkling!”

As sentence strips are used, they can be compiled on chart paper.

Form a “discussion donut” (see facilitation example video: https://www.youtube.com/watch?v=WoMFPsmAkFM not for content but for process).

Students on the inside circle are holding picture cards of children’s book characters. The outside circle is given directions to describe the card using comparative figurative language (simile, metaphor, etc). After the first child goes, the inside circle hands the cards to the outside circle. All children step one partner to their left. The outside circle holds a card for the inside circle and inside students describe the character they see using figurative language. This is repeated.

Make something beautiful.

Teacher says: Today, we’re going to describe something beautiful using words and pictures (prose way) using similes/describing words; share – picture w/poem or chalk poem.

(Visualizing activity): Close your eyes and think of something beautiful – what does it look like (pause) smell like (pause) feel like (pause) sound like (pause) taste like (pause)?

Pick up your chalk and use words and or pictures on this black paper to describe this beautiful thing.

Consider elements of poetry and prose (if any previously taught). This is the bulk of the work of the day, so take time for children to revisit, add, and comment on their work. See below for ways to give feedback on artwork:

Feedback process on artwork: http://www.lizlerman.com/crpLL.html

Feedback for drama and specific examples of phrasing to work from: https://artsedge.kennedy-center.org/educators/how-to/tipsheets/what-do-i-say

Praising phrases for process instead of product: http://articles.extension.org/pages/25728/praise-effort-instead-of-product-when-discussing-childrens-art

Students share out their pictures with their table/small groups and discuss:

Where will I put this? Why should that place be more beautiful? Consider places like school hallways, post office, grocery store, home/ in windows facing in or out, etc.

At home, conduct interviews with at least three people to determine what the collective community would like to see beautified and to harness some new ideas. Design the interview questions ahead of time or with the children. Bring the completed interviews back to school for next learning experience.

Read Additional Notes, Discover Community Connections, Beautify “Our” Space

The purpose of the activity is to discover how public art is used in the community.

Reflect on the book, why does Mira do this? What is Mira’s motivation? Discuss the meaning of her name, “Mira” means “look” in Spanish.

Look back at the first vertical page that begins, “Then, just like that…” Using VTS questions, analyze this page and record on chart paper:

• What’s going on in this picture?
• What do you see that makes you say that?
• What else can you find?

Look specifically at:

• Who is in this illustration? Why?

Look back at the second vertical page that begins, “Wherever Mira and the man went…” Using VTS questions, analyze this page and record on chart paper:

• What’s going on in this picture?
• What do you see that makes you say that?
• What else can you find?

Look specifically at the characters:

• Who is pictured? Who is biggest? Why might that be?

Discuss: Who is making the change in this neighborhood? How are they doing it?

Do all children need grownups to help them make change or can children make change on their own?

Read “a note from the author” about the Maybe Something Beautiful /Urban Art Trail campaign. Discuss how murals are usually found in public places and how they generally tell a story.

http://opticosdesign.com/the-power-of-public-art-murals/, a reference website demonstrating purpose and placement of public art.

Invite local artist/graffiti specialist/etc. In Springfield, MA, this is someone from the Springfield Central Cultural District office to showcase the recent installation of utility box paintings by local artists and children.
http://springfieldculture.org/utility-box-murals/

In your community, think of someone who works locally on public art.

With guest speaker, have students ask questions about public art (could be developed with students ahead of time). Examples: How does public art change the neighborhood? How do symbols represent? How do public artists work together to create or change a community? What are the steps to create public art?

Collectively analyze group data from interviews – what does the larger community determine most important to be beautified? What are the collective ideas for art or beautification?

With guest, begin to sketch or draft a design for a mural or public art piece. Use urban art trail and other websites as inspiration. Relating back to the text, play music that the children know while students work – see references. Potential to colorize with any medium available.

Students tape up pictures and one sentence summaries of their work. Hold a gallery walk for the class, other classes, staff, or parents to view ideas.