May 20, 2013:Learning Map, Unit 4, Romeo and Juliet

Check as you complete:

Essential Question: What are the essential features of an effective drama and/or dramatic performance?

Purpose: 

• To interpret a visual text
• To plan a dramatic performance
• To create an interpretation of a scene from a play

Do Now (8 minutes) Do the following ( Listen to the directions ):

_____1. Divide into “ones” and “twos”. Ones look at the projected painting labeled “ones” while the other, the twos, look at the other entitled “twos”. A pair consisting of a one and a two will pair-up later for discussion.  

_____ 2. You might go to the “May 20, 2013...” entry on the blog site to see the paintings more clearly ( teamthunderenglishblog.blogspot.com).

Ones and Twos:

____ 3. Look at the list below. The words on the left we have used in class to describe literature and film. The words on the right are their equivalents for the sake of describing fine art paintings.

____4. You will write. Choose two terms from the list and use them to describe your painting in writing. Write three or more sentences. Identify specific characteristics of the people in the paintings: their body poses, their facial expressions, and their hand gestures. How do these things relate to style, point of view, imagery, color, tone/mood, or setting?

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____ 5.  Jigsaw. Pair up with someone who looked at the other painting.Share and record your observations with each other, so that you have descriptions of your painting and your neighbors. 

List:

a. style = style

b. point of view = perspective

c. imagery = imagery

d. color = color

e. tone/mood = tone/mood

f. setting = setting

II. Think-Pair-Share (12 minutes)

• ___Share your findings from the do-now with the whole group. 
• ___Just as we have close read films, advertisements, and literature this year, we are using this strategy with fine art paintings today.
• ___With your partner, after our whole group discussion,  observe, apply two more terms, and write your findings to the following about the two paintings.

• ____Close read the above visual prompts, the paintings, again.

• ____Create a Venn diagram, that identifies similarities between the two paintings. 

• ____The similarities between the two paintings might further identify the style of the artist.  

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III. Think-Pair-Share/ Close Read Paintings Inspired by Romeo and Juliet (22 minutes).

• James Stephanoff’s painting:

• Frederick Leighton’s painting:

• Jean Pierre Simon’s engraving of John Opie’s painting:

• ___With your partner, close read some more projected fine art paintings. These were inspired by Shakespeare’s Romeo and Juliet.

• ___Use both a learning strategy, the handout, graphic organizer, provided, and the above terms to document your close read.

• Complete the graphic organizer with complete sentences, not just words and phrases. The highest marks will be given for these complete sentences. Use the entire 22 minutes, pace yourself.

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IV. Exit Ticket/  Applying This Learning Experience to Our Play Performance (8 minutes).

• Gallery Walk. Those not in proximity, take a walk over to the photos of the tableaus on the closet door we created a few weeks ago. 

• Share your response with the group: Are there any connections between the paintings and the tableaus?

• What effects did you see in the paintings and in your re-visit of the tableau photos that you might strive for in your own play performance to make it better?

HOMEWORK: With your play performance group discuss how you can apply your thoughts about the artworks you analyzed today to your own performance. Think about hand and facial gestures and body language. Discuss what visual and emotional effects you want to achieve and how you might use elements such as the placement of the actors (blocking), simple sets and props, and color to create them. Document your findings on the bottom of your meeting log. Turn this in on Tuesday. More visual prompts found on the blog site.