Thomas Webster (British, 1800-1886). A Slide, 1849
Every Painting Tells A Story
Beaverbrook Story Starter Teacher Kits
EARLY YEARS: GR. 1-4
wag.ca/schools
Winnipeg Art Gallery 300 Memorial Blvd • Winnipeg, MB • 204.789.1290 • wag.ca
Art is the perfect Story Starter! Inspire your students
with a fascinating masterwork –one of many- featured
in the anticipated exhibition at the WAG, Masterworks from
the Beaverbrook Art Gallery. Choose from one of three
educational lesson plans that encourage inquiry and
stimulate creative thinking through conversation,
writing and art making.
Each Kit serves as a flexible teaching tool that can be used in
a variety of ways to fit your classroom schedule and teaching
style. Enjoy this Early Years Beaverbrook Story Starter Kit
in the classroom; it’s easy to use, grade appropriate, clearly
linked to the curriculum, and geared for fun! Deliver the
lesson in class and then bring your students to the exhibition
to discover and explore many more narrative masterpieces
in person!
BOOK A TOUR TODAY
Bring the world to your classroom with
a visit to the WAG and experience Masterworks from
the Beaverbrook Art Gallery (Sept 27–Jan 25, 2015)
CHOOSE FROM:
1) 90 minute interactive tour
$45 per 10 students or multiples thereof.
2) Full-day experience including art-making workshop
$100 per 10 students or multiples thereof.
Fill out a booking request at wag.ca/schools and email
it to [email protected] or call 204-789-1290
Every Painting Tells A Story:
Thomas Webster, A Slide, 1849.
Early Years: Gr. 1-4
Subjects: English Language Arts, Visual Arts
Time Required: Single Class Lesson (1 to 2 hrs.); 2 Class Lessons if including optional
art making workshop activity.
Thomas Webster (British, 1800-1886). A Slide, 1849. Oil on canvas. 77.2 x 154 cm.
Gift of the Beaverbrook Canadian Foundation
Lesson Overview:
Students will make observations based on Thomas Webster’s painting, A Slide, and use the painting as a Story Starter. Working
independently or in groups, students will explore the narrative elements in the painting; brainstorming and mapping ideas to
inspire the creation of their own descriptive short story or written script for a dramatic play. An extended or optional workshop
activity will give students an opportunity to create their own narrative painting. Designed to sharpen essential writing skills,
this lesson plan will encourage students to apply and demonstrate an understanding of key story elements and narrative
sequencing. Finally, students will be challenged to think and write imaginatively, and to gain an appreciation for the work of
artist Thomas Webster within the scope of western art.
KIT INCLUDES:
1)
Lesson Plan and Workshop
2)
High resolution jpeg of the painting, A Slide by Thomas Webster (1800-1886).
3)
Printable Beaverbrook Story Map handout
2
Lesson Steps
INTRODUCTION TO LESSON PLAN:
•
Present this Power Point image on a smart board or large
screen for students to look at.
Can you find a group of kids playing hockey with rocks
and sticks?
•
How about a playful dog?
•
Can you find two girls observing all the activity
unfolding?
•
How do you think each of these children is feeling?
If you could be one of the children in this painting,
who would you be, and why?
1)
2)
3)
Ask students:
•
Do you think artists tell stories in their artwork?
•
Do you think this painting could be telling a story?
Why or why not?
Tell your students that they will become like Art
Detectives today as they look for any ‘visual clues’ in the
painting that might suggest the story being told in the
picture.
Ask the students to quietly look at the painting for a
minute or two. Ask them the following questions:
Does anyone have an idea…
•
Where this story might take place? Why do you see that
makes you think so? (a school ,a house, a pond)
NOTE: Accept all guesses or ideas with a positive
response ie.“ That’s an interesting observation!” or
“It could be” …followed by “Does any one else have
an idea?”
•
What time of day do you think it is? What time of year?
How can you tell?
•
Who are these children and how do you think they
know each other? What do you see that makes you
think that?
•
Are all of the children playing together?
•
Look at the different children in the painting and the
expression on their faces.
•
Are all of the children feeling the same way about
what’s going on?
•
Can you find a child that has lost his hat and is crying
out as he’s landing on his back?
•
How about a boy crawling on his hands and knees?
•
Can you find another boy holding his arm in pain?
OPTION 1
INDEPENDENT CREATIVE WRITING RESPONSE:
a) Ask your students to imagine they are one of the
children or characters in the painting. Encourage
them to use their imagination and write a one page
short story about what’s happening in the picture
from that character’s point of view. Review the
main elements of storytelling; reminding students
to include information about their character or
characters.
•
What is their character’s name? What is she or he
doing? Is he or she playing alone or with someone
else? How are they feeling about what’s going on?
Students should also describe the setting, and
brainstorm about a basic story line.
•
What happens in their story? Where does it take
place? Is there a problem? Will it be resolved?
b) They may want to use the Beaverbrook Story Map to
help organize their ideas.
Or they may want to begin their story with the
following phrase(s): Let me tell you about what
happened to me yesterday...,or You’ll never believe
what happened at school today…
c) For younger students, allow 10-30 minutes for them
to create their character’s story. When they are
finished, present the painting once again on the white
board or large screen, and encourage each student
to share their short story with the class or post their
stories in the classroom.
3
Lesson Steps
d) For older students ask them to take their cue from
authors of books to create a more elaborate story
based on their selected character’s point of view.
Allow them more time to brainstorm and write their
stories. Remind them that they should think about
what happened before the scene shown in the
painting and what will happen after it. Encourage
them to use the Beaverbrook Story Map as they
consider the basic elements of story telling including
the characters, the setting, the plot, and a potential
problem/solution concerning the relationship
between characters.
4)
BACKGROUND INFORMATION ABOUT THOMAS
WEBSTER’S, A SLIDE.
After students have shared their written stories or acted
out their plays, tell them that when they are looking
at a work of art like this painting it is important and
interesting to learn about the artist who painted it; to
understand when it was created and why. Asking these
questions can also help us to understand the story in the
painting.
5)
OPTION 2
Begin a discussion with students by asking them the
following questions:
•
COLLABORATIVE WRITING RESPONSE:
a) Pair students up and ask them to use their
imagination to write a short play or tableaux (one or
two pages) that brings the story in the painting to
life. They may choose to have two or more characters
from the painting in their script but they should keep
in mind that there will be only two of them to read the
script and act out their play.
b) Allow them at least 20 minutes to brainstorm and
develop their script. Remind them that they should
think about what happened before the scene
shown in the painting and what will happen after
it. Encourage them to use the Beaverbrook Story
Map as they consider the basic elements of story
telling including the characters, the setting, the plot,
and a potential problem/solution concerning the
relationship between characters.
6)
Tell your students that this picture was actually painted
over 150 years ago by a well-known British artist named
Thomas Webster. Many of his paintings focused on
the theme of children at play, at school, and at home.
Explain that the artist was working during a difficult and
challenging time in British history when many adults
had to move from the countryside into busy cities. Most
of them had little money and had to work very hard jobs
in factories in order to support themselves and their
families.
7)
Ask students:
•
Why they think Thomas Webster painted this picture?
Any ideas?
After hearing from students make the suggestion:
c) Encourage them also to creatively embellish their
story using sound effects if they wish.
d) When they are finished writing their scripts allow
them time to practice acting out their short play.
Then present the painting once again on the white
board or large screen, and encourage each pair of
students to present their play for the rest of the
class. Celebrate each tableaux!
Does this painting look like a scene from today or from
a long time ago? Why do they think so? (hint: look at
the clothes, houses, etc.)
•
8)
Do you think that adults back then liked paintings like
this one because it reminded them of the fun they had
when they were kids growing up in a small village in
the country?
We don’t know for sure why the artist painted it, but
based on a lot of paintings like this one -created at this
time- it’s likely true that people back then wanted to be
reminded of the ‘good old days’ when they were enjoying
the simple and carefree lives of children.
4
Lesson Steps
9)
Ask Students:
•
Can anyone guess what the title of this painting is?
•
Tell them that Webster gave it the title A Slide
and ask them:
Why do you think he called the painting, A Slide?
(ie. Likely because of the pile of kids who have slid into
one another at the center of the painting)
10) Finally, ask your students:
•
Do you like this painting by Thomas Webster?
Why or why not?
•
Do you think he captured what it is like to be a child?
•
Do all of you still enjoy playing like the children in this
painting?
3)
Remind them that they should remember the basic
elements of story telling as they create their image
including at least two characters, the setting, and
storyline:
•
4)
Pass out pencils and wax crayons (or colored pastels) to
students. And encourage them to draw the two or more
characters in action on their page. Allow them at least 30
minutes to finish.
5)
Next, they will have to think about the setting:
EXTENDED/OPTIONAL WORKSHOP ACTIVITY:
•
Where does their story take place? At school, in the
park, or maybe in outer space?
•
What elements will they use to describe their settingsome trees, the ocean, a field of grass, a distant
spaceship?
•
At what time of year or day will their story takes place
and how will they communicate that in the picture?
Will they use bright sun-shiny colors or dark colors
and a glowing moonlit sky?
(Materials needed: heavy white paper, pencils, erasers,
coloured crayons or oil pastels, watercolour pencils,
paintbrushes, containers of water)
1)
2)
Tell students ‘it’s their turn’ to use their imagination and
paint their own story. They might want to think about
painting a scene that shows children playing together in
a contemporary setting. How have things changed since
1849 when Webster painted his scene? What kind of
games do they like to play today?
How will their characters relate to one another?
What happens to them in the story? How does each
character feel about what is happening? Will their facial
expressions reveal how they are feeling?
6)
Pass out watercolor pencils, paintbrushes and
containers of water. Tell them it’s time to paint the
setting! Have them color the setting with the watercolor
pencils, adding water with paintbrush. Let them know
they can paint right over the characters because the
watercolor will not stick to the waxy surface of the
crayon markings. This technique is called “wax resist.”
7)
When each student has completed their drawing, ask
them to write a short story describing their drawing on
one sheet of ruled paper. Once they are finished they can
present their work and read their story to the class.
Hand out a white piece of paper to each student.
NOTE: If you are not able to visit the WAG as a class, please inform students that if they want to explore Webster’s painting
of A Slide in person, they can see it at the Winnipeg Art Gallery in the exciting exhibition, Masterworks from the Beaverbrook
Collection running from September 2014 to January2015. In this exhibition they will be able to see over 100 fascinating
paintings created by many different artists from around the world, and enjoy exploring the stories that each one tells!
5
General Learning Outcomes: Grades 1-4
ENGLISH LANGUAGE ARTS:
VISUAL ARTS:
Grade 1
K-8-U1.1 Engage thoughtfully with artworks from various
times, places, and peoples.
K-4 A-U3.4 Demonstrate appreciation of art as a means of
experiencing and exploring own and other’s lives (eg.
feelings, values, stories, events, cultures)
K-4 A-V2.4 Demonstrate understanding that noticing details
enhances thinking about and enjoyment of artworks
K-1A-C1.1 Create images and objects in response to ideas
rived from a variety of stimuli (e.g., from memory,
imagination, learning in other subject areas, observation
of art and of life)
2-4A-V3.1 Reflect on, share, and explain ideas about meaning
in own and other’s artworks
2-4 A-C1.1 Generate multiple ideas fro art making in response
to a given stimulus (e.g., as expressed within extended
brainstorming, thumbnail sketches, drawings, diagrams),
with teacher guidance
2.3.5 Create original texts (such as paintings and drawings,
dramatizations, oral or written stories...) to communicate
and demonstrate understanding of forms and techniques.
4.1.2 Share ideas and experiences through talking,
storytelling, pictures, singing, illustrations, and print.
5.2.2 Take turns sharing information and ideas.
Grade 2
2.1.3 Use textual cues (such as story patterns, titles...) to
construct and confirm meaning.
2.2.3 Identify and express the feelings of people in oral,
literary, and media texts.
2.3.5 Create original texts (such as oral or written stories,
pictures, dramatizations...) to communicate and
demonstrate understanding of forms and techniques.
4.1.3 Order ideas to create a beginning, middle, and end in
own oral, written, and visual texts.
5.1.4 Participate in shared language experiences to celebrate
individual and class achievements.
Grade 3
1.1.1 Describe personal observations, experiences, predictions,
and feelings.
2.3.2 Identify the sequence of events in oral, literary, and
media texts, the time and place in which they occur, and
the roles of main characters.
2.3.5 Create original texts (such as personal narratives,
reports, visual art, dramatizations, puppet plays,
tableaux...) to communicate and demonstrate
understanding of forms and techniques.
4.1.3 Develop and arrange ideas in own oral, written, and
visual texts using organizers (such as story maps,
research planners...).
Grade 4
1.1.2 Explore connections between a variety of insights, ideas
and responses.
2.3.5 Create original texts (such as murals, scripts for
short plays, descriptive stories, charts, poems...) to
communicate and demonstrate understanding of forms
and techniques.
4.1.1 Focus a topic for oral, written, and visual texts using a
variety of strategies (such as jotting point-form notes,
mind mapping, developing story frames…)
4.1.3 Determine key ideas and organize appropriate
supporting details in own oral, written, and visual texts.
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Beaverbrook Story Map
CHARACTERS
Name: _________________________________
Characteristics (description of appearance, age, and behaviour)
SETTINGS
THE PLOT
(what will happen in your story?)
How will your story begin?
How will your story end?
Potential problems/solutions concerning the
relationships between the characters