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Image to potentially use in conjunction with the metaphor "Emotions are forces".
"Artzy" Art during World War II
Description:
This
lesson helps students investigate answers to the following questions.
What is a literary metaphor? What does it mean? What are some examples?
What would it look like visually?
Subject: English
Language Arts, Fine Arts, and Social Science
Duration: 100 min
Grade
Levels:
8-12
Standards:
TX-110.24.8.22
Viewing/representing/interpretation. The student understands and
interprets visual images, messages, and meanings.
TX-110.24.8.23
Viewing/representing/analysis. The student analyzes and critiques the
significance of visual images, messages, and meanings.
TX-110.24.8.23.A
TSIET... interpret and evaluate the various ways visual image makers such
as illustrators, documentary
filmmakers, and political cartoonists represent meanings (6-8).
TX-110.24.8.24
Viewing/representing/production. The student produces visual images,
messages, and meanings that communicate with others.
TX-110.24.8.24.A
TSIET... select, organize, or produce visuals to complement and extend
meanings
(4-8).
TX-110.42.11.G
TSIET...
recognize and interpret poetic elements like metaphor, simile, personification,
and the effect of sound on meaning.
TX-110.42.19
The student understands and interprets visual representations.
TX-110.42.19.B
TSIET...
analyze relationships, ideas, and cultures as represented in
various
media.
TX-110.42.21
The student produces visual representations that communicate with others.
TX-110.43.19
The student understands and interprets visual representations.
TX-110.43.19.B
TSIET...
analyze relationships, ideas, and cultures as represented in various media.
TX-110.43.20
The student analyzes and critiques the significance of visual
representations.
TX-110.43.21
The student produces visual representations that communicate with others.
TX-110.44.19
The student understands and interprets visual representations.
TX-110.44.20
The student analyzes and critiques the significance of visual
representations.
TX-110.44.21
The student produces visual representations that communicate with others.
TX-110.45.19
The student understands and interprets visual representations.
TX-110.45.19.B
TSIET...
analyze relationships, ideas, and cultures as represented in various media.
TX-110.45.20
The student analyzes and critiques the significance of visual
representations.
TX-110.45.21
The student produces visual representations that communicate with others.
TX-110.46.3
The student produces visual representations that communicate with others.
TX-110.47.6.B
TSIET... respond to text through discussion, journal writing,
performance, and visual representation.
TX-110.49.1
The student recognizes/interprets visual representations as they apply to
visual
media.
TX-110.51.2.I
TSIET... determine and explain purposes and effects of figurative
language,
particularly
symbolic and metaphoric.
TX-113.32.c.14
The student understands the economic effects of World War II, the Cold
War, and increased worldwide competition on contemporary society.
TX-113.32.c.14.A
TSIET... describe the economic effects of World War II on the home front,
including rationing, female
employment, and the end of the Great Depression.
TX-113.32.c.6
The student understands the impact of significant national and
international decisions and conflicts from World War II and the Cold War to the
present on the United States.
TX-113.32.c.6.A
TSIET...
identify reasons for U.S. involvement in World War II, including the growth of
dictatorships and the attack on Pearl Harbor.
TX-113.32.c.6.B
TSIET...
analyze major issues and events of World War II such as fighting the war on
multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle
of Midway, the invasion of Normandy, and the development of and Harry Truman's
decision to use the atomic bomb.
TX-128.ESL.42.11.7
TSIET... recognize and interpret
poetic elements like metaphor, simile, personification, and the effect of sound
on meaning; and
TX-128.ESL.51.2.9
TSIET... determine and
explain purposes and effects of figurative language, particularly symbolic and
metaphoric;
Resources:
·
Examples
of metaphors (copy attached to lesson.)
{http://www.mind.to/mindnotes/id30.htm}
·
Remember
Dec. 7th (Image) (http://www.museumofworldwarii.com/images/TourPictures/08_Flag-Poster_lge.jpg)
Image to potentially
use in conjunction with the metaphor "Emotions are forces".
·
Woman and
Skull (Image) ( http://www.trinity.edu/mkearl/trophyskull.jpg)
Image to potentially use in
conjunction with the metaphor "seeing is touching, eyes are our
limbs". (Attached to this
lesson in an article found on the internet about this image.)
·
Explosion
and Plane(Image) (http://www.bitmap-brothers.co.uk/images/world-war-ii/title01m.jpg)
Image to potentially
use in conjunction with the metaphor "Anger is Heat".
·
Bomb
Shell (Image) (http://www.avi-writer.com/aboutbooks/bookcovers/dont_you_know_war.jpg)
Image to potentially
use with the metaphor "A lustful person is an activated machine".
·
Hitler
and Crowd (Image) (http://www.malaysiakini.com/imagebank/personalities/Hitler%20in%20command.jpg)
Image to potentially use with the
metaphor "dangerous beliefs are contagious diseases".
·
Rosie the
Riveter (Image) (http://www.bigdogdesign.com/rosie-the-riveter.jpg)
Image
to potentially use with the metaphor "beliefs are guides".
Vocabulary:
·
Metaphor
A figure of speech in which a word
or phrase that ordinarily designates one thing is used to designate another,
thus making an implicit comparison, as in “a sea of troubles” or “All the
world’s a stage”(Shakespeare)
{Source:
The American Heritage Dictionary of
the English Language. Fourth
Edition. Houghton Miffin
Company.2000 – provided by Dictionary.com}
Goal:
This unit of
instruction is engineered to teach the students that there is a give and take
relationship between art, and the culture and time period in which it was
created. This lesson reinforces
that idea by demonstrating to students how the political and social beliefs of
World War II, from the American perspective, are evident in images of the
period. Many of the political and
social beliefs can be put into literary metaphorical terms.
Many of the images studied in other lesson incorporated in this unit
include anthropomorphic images. Anthropomorphic images are metaphorical in
nature. Therefor a lesson about metaphor is necessary to deepen student
understanding.
Objectives:
·
The
student will demonstrate an understanding of the concept of metaphor in the
literary sense by providing student generated examples both visually and
textually.
·
The
student will relate literary metaphors to cultural happening during World War
II.
·
The
student will associate literary metaphors to visual images.
Motivation:
After the bell has rung and the
students are in the room. You look
around… and you see some students are visiting with other students… and a
student or two running in the room trying to beat that tardy bell…. and every
now and then you see a student looking at you waiting for you to deliver some of
your mighty wisdom. Just begin to
read the following poem to the class. Then
read it to the class again. Maybe
even a third time. (It is good for
the students to hear the poem again so they can think about the words in
relationship to one another. Most
of the students were probably settling down because the realized the teacher was
reading to them and as a result they did not get to hear the entire poem the
first time.)
My family lives inside a medicine
chest:
Dad is the super-size band-aid, strong and powerful
but not always effective in a crisis.
Mom is the middle-size tweezer,
which picks and pokes and pinches.
David is the single small aspirin on the third shelf,
sometimes ignored.
Muffin, the sheep dog, is a round cotton ball, stained and dirty,
that pops off the shelf and bounces in my way as I open the door.
And I am the wood and glue which hold us all together with my love.
By:
Belinda
{Source: http://images.trafficmp.com/tmpad/content/netflix/nflx_tmp_toaster0203.html}
After
you have read the poem to the students discuss it with the class.
Talk about the people in the poem and what they are compared to.
What do these comparisons imply about the people?
Continue the discussion and ask questions as the conversation continues.
This sets the stage to introduce the term ‘metaphor’ and to move onto
the procedure portion of this lesson.
Procedure:
1.
Present
the definition of metaphor according to the American Heritage Dictionary.
Discuss this definition with the students and discuss literary examples such as
"a sea of troubles" and "All the world's a stage". Use some
more examples of metaphor and discuss their meaning with the students. (A list
of metaphors is attached to this lesson.)
2.
Play
the metaphor game. In the resource section of this lesson there are six images
with suggested correlating metaphors. Choose one of the images and related
metaphor and discuss with the students why the metaphor might be appropriate for
the image. Do this with the entire class and encourage feedback from the
students. Divide the class into small groups. Give each group a set of five of
the images. Also give each of the groups the five related metaphors on separate
cards. Have the groups sort the images and metaphors. There should be one
metaphor linked to each image. The groups may have different responses.
Different groups may link images to different metaphors, that is fine. However,
students need to discuss with the class their selections and be able to defend
their choices.
3.
Students
will write their own metaphors. Students will individually write at least two
metaphors. The first will be a metaphor that relates to World War II. For
example, Nazis were killing machines. (In the previous lessons students studied
the political and social issues present during World War II.) The second
metaphor should be a metaphor that relates to a contemporary issue. This issue
could be a social or personal issue.
4.
Students
will select one of the two metaphors they wrote to create a visual
representation. Students should be reminded to complete the visual
representations with care and attention to detail. These will be presented and
discussed by the class.
5.
Students
will then return to the Boris Artzybasheff image presented in the first lesson.
Students will discuss the concept of literary metaphor in regards to the image.
Does this image inspire a literary metaphor? If so, give an example? Also look
at the notes from the brainstorming session from the introduction to the initial
Artzybasheff image to see if there is inspiration for metaphor. If so, what is
it?
(Above
image provided by The University of North Texas Library.)
Assessment:
A
portion of this lesson requires students to associate World War II images with
metaphors and defend why the metaphor works with the image.
The level at which the student can explain and defend the association of
the image to the metaphor demonstrates the level of the students understanding
of the concepts involved. Another portion of this lesson requires the student to
write and illustrate a metaphor. The
level at which the student is able to write a metaphor and illustrate the
metaphor demonstrates the students understanding of the concepts involved.
(Refer to the rubric at the end of this unit.)
Materials:
·
Sets
of image and metaphor cards for each group.
(You can make these using the images and metaphors in the resource
section of the lesson.)
·
Examples
of metaphors. (Attached to lesson.)
·
Paper
for writing metaphors.
·
Drawing
paper for illustrating metaphors.
·
Colored
pencils for adding color to the drawings if you or the students desire.
(You may substitute another medium if desired.)
·
The
Boris Artzybasheff Image discussed in the first lesson of this unit.
It is also in this lesson under ‘procedure’ step number five.
·
Brainstorming
notes from the first lesson about the Boris Artzybasheff image.
Background:
·
You
might want to review the information from the previous lesson about World War
II.
·
Metaphor
A figure of speech in which a word
or phrase that ordinarily designates one thing is used to designate another,
thus making an implicit comparison, as in “a sea of troubles” or “All the
world’s a stage”(Shakespeare)
{Source:
The American Heritage Dictionary of
the English Language. Fourth
Edition. Houghton Miffin
Company.2000 – provided by Dictionary.com}
Lesson
by Sandra S. Newton