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View of Visions

Liven up those Venn diagrams and turn them into works of art. This project has the entire class playing along as they try to match the person with the voice!

  • Grade 4
    Grade 5
    Grade 6
  • Multiple Lesson Periods
  • Directions

    1. Share the book "Liberty!" by Allan Drummond as a read aloud or have students read it in small groups. This book depicts the unveiling of the Statue of Liberty. Many people were there to see it and so the voices were some of the people there. One was an ocean liner bringing immigrants from Europe, one a ship with the workers who transported and assembled the statue, and one holding a group of women protesters fighting for the cause of women having the right to vote. Also on the island on that day was the statue's designer, Frederic Bartholdi, who was up in the statue while his wife and daughter (the only women on the island) were at the base of the statue. The book is told from the perspective of a little boy who Bartholdi gave a handkerchief to so that he could signal when to unveil it.
    2. After students have experienced the read, have them make a short list of each perspective presented. They need to think of a visual way to represent each although all will be depicted in one scene. This one scene does not need to be logically real, but it should be able to be viewed as one artwork, similar to a Venn diagram where each object has its own individual 'voice', yet they all also overlap sharing the common event.
    3. Once student lists are complete, have them use Crayola Erasable Colored Pencils to sketch out the shapes of images to be included in their scenes. Because this image will be painted with a wash of Crayola Watercolor Paints, it is recommended that they be drawn on a heavyweight paper such as posterboard or a recycled file folder. This example shows different sized boats unrealistically pulled up the shore of Liberty Island. Bartholdi is shown from the perspective that he most likely saw looking down, the feet of the statue, and his wife and daughter are under an umbrella, as it was raining pretty steadily, and the image of the small boy; the small boy is all enclosed in the common color since the book is mostly told from his perspective.
    4. Have students cover work areas with recycled newspaper. Distribute paints and space water bowls so that students can share. Demonstrate how to do a watercolor wash: choose one area to begin with and paint plain water inside the lines of that shape; encourage students to leave no puddles of water but work quickly. Gently paint the brush around in small circles in the color of paint desired. When you bring the color to the wash of water, it will spread; use the brush to help spread to all areas. Be careful to paint just inside the lines and to keep the color translucent. Students will be painting another layer of a different color over part of this area. Continue with each area being careful not to allow water wash touch another wet area; if they do, have students should blot excess water with a crumpled paper towel as soon as possible.
    5. Once most of the page has a layer on translucent color over and has dried, students use one color of translucent watercolor over parts of each of the areas that will show the parts of voice/event that they all have in common. For example, a green layer may represent the Statue of Liberty. This common color will be painted in a wash fashion, with slightly less water if possible, and will cover only parts of the objects. This color will represent the things they all have in common. Allow to dry completely.
  • Standards

    LA: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

    LA: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

    LA: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    VA: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.

    VA: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

    VA: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.

    VA: Compare one's own interpretation of a work of art with the interpretation of others.

  • Adaptations

    Have students work in groups and create this project together, based on one book read in class.

    After a class debate, have students create this type of project that would describe all of the facets of the sides of the issues.

    Lead a discussion/critique about how effectively these captured the essence of the voices of the book. Review rules first so that criticism is polite and only constructive.

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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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