Look Again, There’s
More than Meet’s the
Eye
Tennessee Association for Gifted Conference
Emily Mofield, Ed.D.
Sumner County Schools, Tennessee
[email protected]
Today’s session
 Concept-based
units
 Nature
of Reality
 Models
for Visual Analysis
 Model
for Literary Analysis
 Sample
products
 Finding
concepts and conflicts in art
Integrated Curriculum Model
Advanced Texts
• Primary Source Documents
• Fiction
• Abstract Poetry
• Rich prints
Accelerated Standards
- 9th/10th grade CCSS ELA
Content
Process
Concept
Power, Truth, Conformity
Thinking Models
-Elements of
Reasoning
-Literary Analysis
-Visual Analysis
-Rhetorical Analysis
-Big Idea Reflection
Quick Debate
It is best to know the truth.
AGREE
DISAGREE
Quick Debate
Truth is reality.
AGREE
DISAGREE
Visual Analysis
Basic:

What are the images?
More complex:

What techniques are used to create the images?

How does the artist’s background affect the main idea?

How does the structure affect the main idea?
Purpose
Context/Audience
Visual Analysis Wheel
Point of View
Assumptions
Techniques
Emotions
Main Idea
Implications
Organization
Structure
Images
Artist
Background
Evaluation
Mofield & Stambaugh, 2014
Big Idea Reflection

Concepts (What ideas are in the art?)

Generalization (What generalization can we make regarding a concept?)

Issue/Problem (What is the main conflict/problem?)

Insight on life (What does this reveal about life?)

Individual-Community-World (How does this relate to you, your peers, the
world? What question does the artist want you to ask yourself?)

Implications- How should you respond to these ideas?
Plato’s Allegory of the Cave
Truth vs. Perception

One’s perception of truth varies.

There are positives and negatives to realizing
truth.

There are consequences to believing perception
rather than truth.
Reasoning about a Situation/Event
What is the situation?
Who are the
stakeholders?
What is the point of view
of each stakeholder?
What are assumptions of
each group?
What are the implications
of these views?
ExamplePaul’s Reasoning
Who are the
stakeholders?
What is the situation?
Is Perception Reality?
Chained Prisoners
Freed prisoners
What is the point of view
of each stakeholder?
Yes - believe they know
the truth- believing
shadows are reality
No- They know that
shadows are only
reflections of reality
What are assumptions of
each group?
Assume their reality is
true because it’s all
they’ve know their whole
lives
Assumes he is
experiencing the real
reality because the sun
has exposed him to
true things
What are the implications Will reject freed prisoners Will take risk to share
of these views?
truth
Concept Organizer
Though Truth is
Constant, one’s
perception of
truth varies.
Lesson 1
Escher
Lesson 2
“Plato’s
Allegory”
Lesson 3
There are
consequences to
believing perception
rather than truth
There are positives
and negatives to
realizing truth
Create your own
generalization about
truth
Compare and Contrast
Escher
Plato
Truth vs. Perception


Introduction: “Relativity,” MC Escher: Truth vs. Perception (Lesson 1)
Truth: An Examination of What is Perceived




“The Lottery,” Jackson (Lesson 3)

“Starry Night,” Vincent Van Gogh (Lesson 4)

Primary documents of Christopher Columbus (Lesson 5)
Truth: An Examination of Disillusionment

Flowers for Algernon, Daniel Keyes (Lessons 6)

“The Necklace,” de Maupassant (Lesson 7)
Truth: An Examination of How Society is Deceived

Propaganda (Lesson 8)

Fahrenheit 451, Ray Bradbury (Lesson 9)



“Allegory of the Cave,” Plato (Lesson 2)
“McDonaldization of Society,” Ritzer (Lesson 10)
“Tell the Truth but tell it Slant,” Dickinson (Lesson 11)
Conclusion: Culminating Project and Post-test (Lesson 12)
Differentiated Product Choices
Experiment with Picasso’s unique techniques by
making your own sculpture out of cardboard or create
your own collage out of newspaper prints, wallpaper,
music sheets, or pieces of photographs. Start with an
ordinary object. Draw it on paper, cardboard, or other
materials. Cut it and reassemble it in a creative way to
reflect Picasso’s style. Explain how your abstract
relates to “Picasso Speaks.”
Research more about Picasso’s personal
life. Find examples of how he battled
individuality vs. conformity. Give a presentation
to the class showing at least five ways Picasso
worked against the status quo. Include at least 5
images in your presentation.
Compare and contrast Picasso’s techniques
between Still Life with Guitar (1913) and
another Picasso piece (art, collage, or sculpture)
using the Visual Analysis Wheel for each
piece. Then note your interpretations and
findings in a chart, Venn-Diagram, or essay.
ELA Task
 Write
an essay in which you explain
how Plato’s Theory of Forms can be
used to interpret Picasso’s art. Cite at
least four quotes from Plato’s Republic
and/or Phaedo in your expository
essay.
Both conformity and
individuality are agents
of change.
Both conformity
and individuality
involve sacrifice.
There are positives
and negatives to both
conformity and
individuality.
Examine the relationship
between conformity,
individuality, and another
related concept.
Picasso’s unique
style changed the
way art is
appreciated. Picasso
challenges
everyone’s
definition of guitar
by making a guitar
out of unique
materials.
Picasso’s art
was first
rejected, but is
now widely
acclaimed.
Picasso’s own
style of “guitar”
allows others to
consider the
definition of art;
though some
reject it as art.
Students may examine
relationship to freedom,
status quo, power, or
change.
Mofield & Stambaugh, 2014
Literary Analysis Wheel
Setting
Symbols
Language
Style
Structure
Mood
Plot
Conflict
Theme
Characters
Point of View
Tone
Stambaugh & Mofield, 2015
Use with permission
Literary Analysis Wheel
Language
Style
Structure
“concussion
of storms”
“ashjungle”
Simile- sun
is like a
penny
Setting
Constant rain, Venus, “rain washed
the yellow from their hair”
Ash-like jungle
Storm, “blank” horizon
Symbols
Mood
Isolation, emptiness
White imagery
Plot
Sun- restoration
Characters
Conflict
Theme
Margot
Individuality
vs.
Margot
conformity
Enlightened
Vs. society
Bullying
Point of View
children
3rd limited
Tone
Condemnatory
Unapproving
Stambaugh & Mofield, 2015
Use with permission
Additional Complexity
Combined Elements- Focus on relationships,
connections, and interactions (Analysis, Synthesis)
Level 2:

How does setting shape the conflict?

How does setting develop the mood?
Additional Complexity

Level 3- Focus on multiple elements or manipulate
elements.
(Advanced Synthesis)

How is the setting symbolic of the characters? How
would the character be different if the setting were
different?
Relating to TN Standards

RL 9.3- Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme).

RL 8.3- Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to
the characters, the setting, and plot.

RL 7.3- Analyze how particular elements of a story interact (e.g., how
setting shapes the conflict or plot).

RL 4.3- Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
Relating to Literature
Tell all the truth but tell it slant- would she agree with
Escher or Plato?
Dark-they were and Golden-Eyed- Does where we are
change who we are?
Flowers for Algernon, Fahrenheit 451- cave imagery
throughout disillusionment.
Dali- Bradbury and Yeats
Picasso- Much madness is divinest sense
Much Madness is divinest Sense(620)
Emily Dickinson
Much Madness is divinest Sense To a discerning Eye Much Sense - the starkest Madness
’Tis the Majority
In this, as all, prevail Assent - and you are sane Demur - you’re straightway
dangerous And handled with a Chain -
How can you do this in your class?
 Think
in terms of “concepts”- In your
literature or art, ask, “what concepts are
involved?
Sample ELA writing tasks (Truth vs.
Perception)
 Contrast
the ideas and emotions revealed
in MC Escher’s “Relativity” to Van Gogh’s
“Starry Night.” How do the artists’
techniques contribute to the emotional
reaction of the viewer? Explain your
answer in a well-developed essay, citing at
least three examples from the each work.
Sample ELA Task (Conformity vs.
Individuality)
 Does
where we are change who we are?
Use evidence from Escher’s art “Day and
Night” and one of Bradbury’s stories to
support your answer. Address the question
in an argument essay, defending your
response with evidence from both a story
and the art.
Advanced Middle School ELA Curriculum for Advanced
Emily Mofield, Ed.D. & Tamra Stambaugh, Ph.D. (Prufrock Press)
Features
• Text-Dependent Questions for
Close Reading
• Primary Source Documents
• Poetry, Short Stories, Novels
• Practice ELA Writing Tasks
• Formative Assessments
• Differentiated Product Choices
With appropriate complexity
AvailablePrufrock Press
Barnes and Noble
Amazon