Intertextuality Of Literary And Visual Arts - KendallHunt
11Intertextuality of Literaryand Visual ArtsLesson Length:Approximately 1 ½ hoursCurriculum Alignment CodeInstructionalPurposeXXXXX To consider how artists’ choice of media impacts their message To develop analytical and interpretive skills in literatureAssignment OverviewBackground/Context Analyze the photograph “Flower in aChurchyard Wall.” Discuss the poem “Flower in the Crannied Wall”by Alfred, Lord Tennyson. Complete a Literature Web. Write a Response Journal entry.In this lesson students will analyze how a visualartist and a literary artist respond to similar subjectmatter, specifically, the image of a flower growingfrom a wall. This will give you a chance to challengeand extend students’ visual literacy, noting thesignificance of choice of subject, how a visual artistassembles a composition (what is placed in theforeground and background, how the eye is ledamong the visual elements), how color and tonecan establish a mood, and what each visual elementmight symbolize.HomeworkCopyright Kendall Hunt Publishing CompanyGOAL 1 GOAL 2 GOAL 3 GOAL 4 GOAL 5 GOAL 6 Finish reading The Death of Ivan Ilych byLeo Tolstoy. Finish writing an essay.Extensions Explore and respond to other works of visual artlinked to literature. Complete an Art Web for a painting or otherwork of visual art. Connect to MusicMaterials Teacher Resource 11A Student Activity Pages 11A and 11B The photograph “Flower in the Brick Wall”(Student Guide p. 69) “Flower in the Crannied Wall” by Alfred, LordTennyson (Student Guide p. 70)Students will also read a poem focused on aflower growing from a wall. Alfred, Lord Tennyson(1809–1892), its author, was the most esteemedpoet of Victorian England. Publishing during a periodwhen there was a considerable popular audience forpoetry, his works sold in great number and allowedhim to dedicate himself to his writing. His worksinclude Idylls of the King, which is a poetic renderingof the legends of King Arthur, and Poems, ChieflyLyrical. This lesson’s poem illustrates the compressionthat is possible in poetry. In a few brief lines,Tennyson conveys both a specific image and a desireto understand the whole universe.In response to both pieces, you might ask studentswhat types of words or phrases the visual art bringsto mind, and what sorts of mental pictures arise inresponse to the written poem.Section 3 · Lesson Plans 111KH10598 CFGE TG10-12 L11.indd 1116/8/10 10:37 AM
1. Discuss Artistic MediaName: Date: Explain to students that different artists useActivitydifferent media to convey an experience to anaudience. Different artistic media include thesound produced by musical instruments orthe human voice, paint or ink applied to a flator three-dimensional surface, and the writtenor spoken word. In this lesson students willexamine two different artistic portrayals ofone image: a flower growing from a wall. Thefirst portrayal, a photograph, is strictly visual,while the second, a poem, is literary.“Flower in the Brick Wall” on Student Guidepage 69. As students view and think about thepicture, ask them to respond to the followingquestions.Directions: Complete the Literature Web for “Flower in the Crannied Wall.”Key WordsFeelingsImages/SymbolsIdeasTitleCopyright Kendall Hunt Publishing Company Have students turn to the photograph11ALiterature WebStructureDiscussion Questions Discuss students’ answers in class, analyzingthe photograph together to interpret itspossible underlying messages and determinewhat makes it artistically engaging.Change Through Choices · Lesson 11 · Intertextuality of Literature and Visual Arts71From Student Guide, page 712. Discuss the Literature Next, have students turn to the poem“Flower in the Crannied Wall” by Alfred, LordTennyson, on Student Guide page 70. Ask avolunteer to read it aloud. Then have studentsturn to Student Activity Page 11A andindependently develop a Literature Web inresponse to the poem. Divide the class into small groups. Have themshare and discuss their webs. Then talk abouttheir responses as a class. Share the responseson the Sample Literature Web (TeacherResource 11A) and have students comparethem to their own.Copyright Kendall Hunt Publishing Company Describe the subject of this photograph. Why doyou think the photographer found it importantenough to serve as the focus of an artwork? Why do you think the photographer decided tophotograph the flower from this angle? What details make the image visuallyinteresting? What might the photographer want tocommunicate via this photograph? Continue discussion of the poem, using thequestions on the next page as a guide.112 Change Through ChoicesKH10598 CFGE TG10-12 L11.indd 1126/8/10 11:15 AM
Discussion QuestionsLiterary Response and Interpretation Questions Why do you think Tennyson chose to write thisbrief poem? Why does the speaker choose to pluck theflower “out of the crannies”? What is the relationship between the poem’sspeaker and God, mentioned at the end ofthe poem?Reasoning Questions How is a flower, either stuck in or plucked from acranny in a wall, like a human being? What does artistry—either literary or visual—have to do with human spirituality? Do the poem and the photograph communicatethe same theme or message? Why or whynot? What does this indicate about differencesbetween visual art and literature?Change Question Imagine that the photograph and the poemwere both composed by Tennyson. What wouldhis choice to change between visual and literarymedia say about him or the message that hewished to communicate to his audience?Response JournalHave students respond to one of the followingquestions in their Response Journals: Do you agree with the adage that “a picture isworth a thousand words”? Why or why not? Do you personally respond more strongly tovisual or literary art? Why?3. Have a Journal Conference If you have not already done so this week,meet with students individually to discusstheir experiences with the unit readings andto evaluate their progress in their journals.Use the Journal Response Rubric in Section 2under “Assessment” to evaluate students’work and suggest areas for improvementand exploration.HomeworkH Have students complete their reading of TheDeath of Ivan Ilych in preparation for Lesson 12.Copyright Kendall Hunt Publishing Company Remind students to finish writing their essayexamining The Death of Ivan Ilych from thePlatonist, Aristotelian, Moralist, and Historicistperspectives, due in Lesson 12. Explain that theywill not have an opportunity in class to revisethe paper before they turn it in, so they shouldmake sure it is thorough and expressed well.Section 3 · Lesson Plans 113KH10598 CFGE TG10-12 L11.indd 1136/8/10 10:38 AM
ExtensionsExName: Date: Have studentssinvestigate other works ofActivity11Bvisuali l art that are based on or related toworks of literature, or vice versa. Someexamples are W. H. Auden’s poem “Muséedes Beaux Arts,” based on Pieter Brueghelthe Elder’s painting Landscape with the Fall ofIcarus; John Everett Millais’s painting Ophelia,based on the Shakespearean character inHamlet; and Francis Cugat’s painting thatbecame the famous jacket art for F. ScottFitzgerald’s novel The Great Gatsby. Askstudents to consider why visual artists mightfeel motivated to respond to literature, andlikewise why writers might find inspirationin visual art. Have them analyze some of thepossibilities in their Response Journal.Key ElementsMusic Have students locate and listen to musicalcompositions based on or related to a workof literature. Examples include songs fromLeonard Bernstein’s West Side Story (basedon Shakespeare’s Romeo and Juliet), SamuelBarber’s song collection Twelve Poems of EmilyDickinson, Richard Strauss’s symphonic workDon Quixote, or Cole Porter’s songs from KissMe, Kate (based on Shakespeare’s The Tamingof the Shrew). Ask students to read the literarywork referenced in the musical work, andthen to listen thoughtfully to a recordingof the music. Then have students make aclassroom presentation that (1) discusses howthe musical work draws ideas or emotionsfrom the text or responds to its characters orevents, and (2) includes recorded segmentsfrom the musical work to share with others.Images/SymbolsCopyright Kendall Hunt Publishing CompanyTitleStructure72Change Through Choices · Lesson 11 · Intertextuality of Literature and Visual ArtsFrom Student Guide, page 72Copyright Kendall Hunt Publishing CompanyConnect toFeelingsIdeas Many of the same concepts, ideas, andsymbols that can be conveyed throughliterature can also be conveyed throughvisual art. Have students choose a paintingor other work of visual art they findparticularly rich with meaning. Have themuse the Art Web on Student ActivityPage 11B to analyze the work of art. Invitestudents to share completed webs alongwith the images they chose with the class.Art WebDirections: Complete the Art Web based on a painting or other visual artwork ofyour choice.114 Change Through ChoicesKH10598 CFGE TG10-12 L11.indd 1146/8/10 11:15 AM
11ASample Literature WebKey ht Kendall Hunt Publishing le“Flower in theCrannied Wall”by Alfred, Lord TennysonFlowerWallCrannyHandStructurePoemFree verseRhyme schemeSee Section 2,”Teaching Tips for Implementing This Unit,” for a detailed explanation.Teacher Resource PageKH10598 CFGE TG10-12 L11.indd 115Section 3 · Lesson Plans 1154/14/10 4:53 PM
Copyright Kendall Hunt Publishing CompanyFlower inthe Brick Wall26kot, 2010. Under license from Shutterstock, Inc.Change Through Choices · Lesson 11 · Intertextuality of Literature and Visual Arts69
Flower in theCrannied WallAlfred, Lord TennysonFlower in the crannied wall,I pluck you out of the crannies;—Copyright Kendall Hunt Publishing CompanyI hold you here, root and all, in my hand,Little flower—but if I could understandWhat you are, root and all, and all in all,I should know what God and man is.70Change Through Choices · Lesson 11 · Intertextuality of Literature and Visual Arts
Name: Date:Activity11ALiterature WebDirections: Complete the Literature Web for “Flower in the Crannied Wall.”Key WordsFeelingsImages/SymbolsIdeasCopyright Kendall Hunt Publishing CompanyTitleStructureChange Through Choices · Lesson 11 · Intertextuality of Literature and Visual Arts71
Name: Date:Activity11BArt WebDirections: Complete the Art Web based on a painting or other visual artwork ofyour choice.FeelingsKey ElementsImages/SymbolsIdeasCopyright Kendall Hunt Publishing CompanyTitleStructure72Change Through Choices · Lesson 11 · Intertextuality of Literature and Visual Arts
work of visual art. Connect to Music Curriculum Alignment Code GOAL 1 GOAL 2 GOAL 3 GOAL 4 GOAL 5 GOAL 6 X X X X X Instructional Purpose To consider how artists' choice of media impacts their message To develop analytical and interpretive skills in literature Intertextuality of Literary and Visual Arts
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