{"id":88,"date":"2015-10-22T18:55:27","date_gmt":"2015-10-22T18:55:27","guid":{"rendered":"https:\/\/www.bates.edu\/thousand-words-project\/?page_id=88"},"modified":"2019-10-04T14:22:01","modified_gmt":"2019-10-04T14:22:01","slug":"brushstrokes-and-words","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/brushstrokes-and-words\/","title":{"rendered":"Brushstrokes and Words"},"content":{"rendered":"\n<ul class=\"wp-block-list\"><li><a href=\"#1\">Introduction<\/a><\/li><li><a href=\"#2\">Teach It<\/a><\/li><li><a href=\"#3\">Dig Deeper<\/a><\/li><\/ul>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"1\">Intro<\/h3>\n\n\n\n<p>This segment introduces students to The Thousand Words Project and provides an overview of what they can expect to learn from the video. The Chinese saying, \u201cOne picture is worth a thousand words\u201d is the springboard into using artwork to improve language skills.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Time: 45-50 minute period<\/h3>\n\n\n\n<h3 class=\"wp-block-heading\">Objectives:<\/h3>\n\n\n\n<div id=\"list\">\n<ul>\n<li>Students become familiar with the goals of The Thousand Words Project<\/li>\n<li>Students compare and contrast \u201cwriting\u201d and \u201cart.\u201d<\/li>\n<li>Students complete an initial evaluation of a piece of art by creating a list of words that identify the piece.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Common Core State Standards for English Language Arts:<\/h3>\n\n\n\n<div class=\"list\">\n<ul>\n<li>W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.<\/li>\n<li>W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.<\/li>\n<li>SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.<\/li>\n<li>L.CCR.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings<\/li>\n<\/ul>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Maine Learning Results Visual and Performing Arts Standards:<\/h3>\n\n\n\n<div class=\"list\">\n<ul>\n<li>A2 Elements of Art and Principles of Design \u2013 Visual Arts<\/li>\n<li>E2 The Arts and Other Disciplines<\/li>\n<\/ul>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading\">Segment Vocabulary:<\/h3>\n\n\n\n<p><strong>hindrance, think outside the box, equivalent, convey, composition<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?16\">Word Wall<\/a><\/strong><\/li><li><strong><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?16\">Tech Tips<\/a><\/strong><\/li><\/ul>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"2\">Teach It<\/h3>\n\n\n\n<h3 class=\"wp-block-heading\">Prior to viewing:<\/h3>\n\n\n\n<p>Divide students into two groups. Group One is provided with the word \u201cwriting\u201d and Group Two is given the word \u201cart.\u201d Groups should brainstorm the meaning of their assigned word and create a group definition of the term. &nbsp;Both groups share their definitions with the entire class. &nbsp;Next, Group One uses Group Two\u2019s definition of \u201cart\u201d and creates a list of actions to correspond to the word; provide the group with a lead of, \u201cWhen you create art you\u2026\u201d &nbsp;Group Two will create a list of actions to go along with \u201cWhen you write you\u2026.\u201d Groups share their lists and create a Venn Diagram to compare similarities and differences.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?22\">Using Write Room for Focused Writing<\/a><\/li><\/ul>\n\n\n\n<p><em>Note: Keep the Venn Diagram to revisit following each video segment. Students should be able to make necessary additions or corrections based on the information that will be provided in each segment.<\/em><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?20\">Creating Venn Diagram with Omnigraffle<\/a><\/li><\/ul>\n\n\n\n<p>Focus the students\u2019 attention on how art and writing are essentially both forms of communication. (Add this to the Venn Diagram if students omitted the idea during their initial brainstorming.) Ask students to explain and discuss why and how art and writing are considered forms of communication.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?21\">Free Online Webbing Tools<\/a><\/li><\/ul>\n\n\n\n<p>Explain to students that they will be watching a video that will use artwork to improve their writing. Tell them that they will be hearing from current writers and artists and viewing art from Bates Museum of Art. The video segment serves as an introduction to The Thousand Words Project and builds on their earlier brainstorming about the connections between art and writing.<\/p>\n\n\n\n<figure class=\"wp-block-embed-vimeo wp-block-embed is-type-video is-provider-vimeo wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Brush Strokes and Words\" src=\"https:\/\/player.vimeo.com\/video\/17441050?dnt=1&amp;app_id=122963\" width=\"500\" height=\"281\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>Pause after William Pope.L\u2019s statement, \u201c\u2026it\u2019s an artful way of thinking\u201d and before \u201cOne picture is worth a thousand words\u201d is displayed.<\/p>\n\n\n\n<p>Post William Pope.L\u2019s statement, \u201cCreativity can help you get a job\u2026you gotta be able to think outside the box.\u201d Check for understanding by asking students to explain what Pope.L means by this statement. Explain that The Thousand Words Project will help students learn more about how to think outside the box and further develop their writing skills.<\/p>\n\n\n\n<p>Show the remaining portion of the segment.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Writing Through Art Activity:<\/h3>\n\n\n\n<p>Note: Before introducing this activity to students, view the group of recommended images from Bates Museum of Art. Determine if you will choose one image for the class to work with or if you will allow students to select from the recommended images.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><u><a href=\"http:\/\/thousandwordsproject.org\/gallery.shtml\">Click here to see Gallery of Images<\/a><\/u><\/li><li><a href=\"http:\/\/s35.msad54.org\/noteshare\/notebooks\/technologynotebook1\/index.html?18\" target=\"_blank\" rel=\"noopener noreferrer\">How to save or import images to iPhoto Library<\/a><\/li><\/ul>\n\n\n\n<p>Once the image has been chosen, tell students they will be generating a list of single words to describe the image, like the Narrator did in the video for Neil Welliver\u2019s painting. Tell them to examine it for at least two minutes. Time them! Then, ask them to quickly generate a list of single words that provides a general idea of the image. Encourage them to list colors and objects. Students should list as many words as possible.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?26\" target=\"_blank\" rel=\"noopener noreferrer\">Image for Brainstorming list of Words<\/a><\/li><\/ul>\n\n\n\n<p>Remind students that the words they listed are similar to the brushstrokes a painter uses when roughing in a composition. Explain that the list of words they created are the building blocks of a writing piece they will be completing.<\/p>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"3\">Dig Deeper<\/h3>\n\n\n\n<p>Post Alison Hildreth\u2019s statement, \u201cFear is the greatest hindrance to writing or drawing.\u201d Ask students to share their views on what it is about creating that often scares people. Let them know that The Thousand Words Project will provide some strategies that will help to overcome those fears.<\/p>\n\n\n\n<p>Ask students to explain what is meant by the \u201cOne picture is worth a thousand words\u201d quotation.<br>Then, ask students to write whether or not they think the reverse is true: &nbsp;Is one word worth a thousand pictures?<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Link to teacher inspired lessons<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/www.bates.edu\/museum\/visit\/thousandwordproject\/lesson-plans\/remedial-reading-and-language-arts\/\">Informational Texts Structures in Remedial Reading<\/a><\/li><li><a href=\"https:\/\/www.bates.edu\/museum\/visit\/thousandwordproject\/lesson-plans\/susan-weber-lewiston-middle-school-reading-pictures-reading-words-comprehensive-strategies\/\">Pictures and Words<\/a><\/li><li><a href=\"https:\/\/www.bates.edu\/museum\/visit\/thousandwordproject\/lesson-plans\/judy-radigan-lewiston-high-school-scaling-art-freshman-mathematics\/\">Scaling Art<\/a><\/li><li><a href=\"https:\/\/www.bates.edu\/museum\/visit\/thousandwordproject\/lesson-plans\/choosing-vivid-verbs-to-make-writing-come-alive\/\">Vivid Verbs Make Writing Come Alive<\/a><\/li><li><a href=\"https:\/\/www.bates.edu\/museum\/visit\/thousandwordproject\/lesson-plans\/karla-martin-lewiston-middle-school-word-choice\/\">Word Choice<\/a><\/li><li><a href=\"http:\/\/noteshare.net\/NoteShare\/Notebooks\/technologynotebook1\/?30\">Art Images for brainstorming lists of words<\/a><\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Introduction Teach It Dig Deeper Intro This segment introduces students to The&hellip;<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":101,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_hide_ai_chatbot":false,"_ai_chatbot_style":"","associated_faculty":[],"_Page_Specific_Css":"","_bates_restrict_mod":false,"_table_of_contents_display":false,"_table_of_contents_location":"","_table_of_contents_disableSticky":false,"_is_featured":false,"footnotes":"","_bates_seo_meta_description":"","_bates_seo_block_robots":false,"_bates_seo_sharing_image_id":0,"_bates_seo_sharing_image_twitter_id":0,"_bates_seo_share_title":"","_bates_seo_canonical_overwrite":"","_bates_seo_twitter_template":""},"class_list":["post-88","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/pages\/88","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/comments?post=88"}],"version-history":[{"count":4,"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/pages\/88\/revisions"}],"predecessor-version":[{"id":254,"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/pages\/88\/revisions\/254"}],"up":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/pages\/101"}],"wp:attachment":[{"href":"https:\/\/www.bates.edu\/thousand-words-project\/wp-json\/wp\/v2\/media?parent=88"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}