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Romanticism Through the Eyes of Art, Poetry, and Technology


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Keywords: Romanticism, Art, Poetry, Collaboration
Subject(s): Art, Technology, Writing, Reading, English/Language Arts
Grades 10 through 12
NETS-S Standard:
  • Communication and Collaboration
  • Critical Thinking, Problem Solving, and Decision Making
  • Technology Operations and Concepts
View Full Text of Standards
School: Brethren Jr Sr High School, Brethren, MI
Planned By: Rachel Edmondson
Original Author: Rachel Edmondson, Brethren

Title: Mrs. Rachel Edmondson, Brethren High School, English 12
Romanticism Through the Eyes of Art, Poetry, and Technology

Objectives:

Analyze the significance, meaning, and theme of a work of art and literature through individual elements;
Identify and explain the characteristics of a literary genre [Romanticism] reflected in a work of art and piece of literature;
Identify and analyze author’s purpose and perspective


State Curriculum/Common Core State Standards: W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text.
RL.11-12.9: Demonstrate knowledge of eighteenth,-nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


Materials: Elmo Document Camera [digital wish]; lined college-ruled paper; handouts (fill-in-the-blank notes; painting displayed on SMART Board; poem handouts); pen/pencil; plain computer paper; Epson projector, SMART Board; Power Point presentation illustrating the elements of "Romanticism"


Introductory:
Respond in writing to the following questions: What is your definition of romantic? What does it mean to call something Romantic?
Using the document camera, students (2-4) will come up and write their ideas.

Discuss how some responses have similarities and some have differences.

Students will then receive a survey where they are asked to agree or disagree with the statements to determine how literary “Romantic” they are.


Presentation:

The five characteristics of Romanticism, beliefs of the age, and modern relevance will be discussed using a fill-in-the-blank note-taking sheet to be used from the Power Point presentation (and the SMART Board and/or Epson projector).

Discuss and break into small groups. They need to discuss whether or not they agree with the Romantics philosophies and beliefs. They will share their discussion with the rest of the class (they may use the document camera to show along with tell).

Activity: Display art, such as The Raft of the Medusa by Theodore Gericault on document camera. Begin THINK-PAIR-SHARE. Individually (about 3 minutes), students will think on the following questions:
1) What images are displayed?
2) What do you think the purpose is in depicting this event?
3) What emotions are depicting when viewing this painting?
4) What do you like?
5) What do you dislike?

Students will then pair up and discuss how they answered individually. (This will take approximately 6 minutes.)

Partners will share their findings using the document camera (or SMART Board).

Students will write one new thought or idea that they didn't think of on their own on a sticky-note and stick it on their notes sheet.

Students will then be introduced to “The World Is Too Much With Us” by William Wordsworth. Individually, they will annotate the poem by circling the images presented in the poem. They will follow the basic steps of poem analysis.

We will circle and respond as a class using the document camera.

Summary: Ultimately, answer: Does The Raft of the Medusa meet Romanticism criteria? How?
Does “The World Is Too Much With Us” meet Romanticism criteria? Explain.

Write responses on paper under Elmo Document Camera.


Test/Quiz:
None at this time. I will look over the responses to see how the elements of Romanticism are being understood.

Assignment:
Review the characteristics notes to continue looking at Romanticism.
Also, search to find other art or poetry [using the notes sheet] that fits the Romanticism genre. Print it out and bring it with you tomorrow to share with your classmates using the document camera.

Comments
My students love sharing their information and ideas that a document camera would be a daily used tool in my English classroom. I also like the idea of using it to model writing while they are writing, or in the case of this lesson, to highlight important points the students have brought up in order to provide positive reinforcement and visual feedback.
Cross-Curriculum Ideas
This could easily go into an Art and/or History classroom.
Follow-Up
Continue looking at Romanticism qualities. A look at William Blake poetry or other Wordsworth poetry to further the concept of this genre.
Write an essay that follows the 6 traits of writing.
Materials: Mobile Labs
Other Items: 1 Elmo Document Camera, $985 each, total of $985.00