Poetry & 2D Art

Thousand Words Project (Conventions and Style), Shayna Malyata, Lewiston Middle School, Integrating Literacy and Visual Art

Literary Devices in Two-Dimensional Art and Poetry


  • To introduce or review and practice recognizing the parallels between literary devices and their anologuess in 2D visual art, such as symbolism, irony, allusion, repetition, mood, and personification
  • To understand an appreciate the meaning of a work of art by analyzing the figurative techniques employed
  • to expose students to a wide range of 2D art and artist techniques
  • To draw comparisons between  visual art and literature

Maine Learning Results



  • Laptops computers
  • LCD projector
  • Overhead projector
  • Poem
  • Classroom materials

Understanding Mood in Art and Poetry


  • Teacher shall preselect four works of art, each work to portray a significantly different mood (i.e., joy, grief, anger, fear).
  • One of these works will be projected on a screen at the front of the room while students are entering classroom.
  • Students will be asked to answer the following question on a piece of paper: How does this work of art make you feel?
  • After a few minutes of fee writing, students will be asked to share their thoughts.
  • Teacher will tehn ask students to explain why they felt this way when observing the image.  At this time, students should be encouraged to give strong evidence to explain the mood they think the image portrays.
  • Spend time discussing the artist’s choice of colours, “vocabulary” of mark-making, perspective, focus, choice of details, etc.
  • Teacher will then post the literary device “mood” and try to generate an accurate definition from the students.  This definition should be posted and recorded by students.
  • Students will then discuss the next three works of art that portray different moods.  Students should work in pair, and the teacher should roam among them checking for understanding.
  • Once an understanding of mood has been mastered, teacher will lead the class through a discussion of mood in a preselected poem.
  • Teacher will plaace the poem on overhead projector and read it aloud to the students twice.
  • Students will discuss the feeling teh get from hearing/reading the poem.
  • Teacher will model an analysis of the poem’s mood by underlining details, phrases, words, and punctuation, and by noting line and stanza breaks that the author used to develop this mood.


  1. Informal: teacher will confer with pairs of students to check for understanding.
  2. The next day, students may be asked to perform the previous day’s task independently, both on a work of art and on a poem

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