This is the same exercise we did with Keats’ “La Belle Dame Sans Merci” using “The Lady of Shalott” by Alfred, Lord Tennyson.
These were the painting choices:
William Maw Egley (1858)
Arthur Hughes (1873)
Atkinson Grimshaw (1878)
John William Waterhouse (1894)
John William Waterhouse (1916)
John William Waterhouse (1888)
William Holman Hunt (1886-1905)
We repeated the Visible Thinking routine:
And as they were writing, I played this video/song by Loreena McKennitt:
The students read and analyzed John Keats’ poem, “La Belle Dame Sans Merci” and we then did a Visible Thinking exercise using artwork that was inspired by Keats’ poem.
They had their choice from the following paintings:
Walter Crane (1865)
Arthur Hughes (1861-63)
Frank Cadogan Cowper (1926)
Henry Meynell Rheam (1901)
John William Waterhouse (1893)
Robert Anning Bell
Sir Frank Dicksee (1902)
Once the class voted on the painting they wished to work with, we did a See/Think/Wonder exercise in which they had to focus on how the painting reflected specific imagery in Keats’ poem. We share their responses using Post-Its and then wrote a three-chunk paragraph analyzing the painting using textual support from the poem.
While the students were writing, we listened to the following musical interpretation of “La Belle Dame Sans Merci” as performed by Jesse Ferguson.
I had my regents kids prepare for a Visible Thinking exercise in their journals with the heading “Creating Atmosphere in Film”. My students then watched the following video, “Lovefield” by Mathieu Ratthe, and as they were doing so, I asked them to write down ten things they noticed in the film that created a specific atmosphere (they had to use “tone” words with the descriptions).
After the film, they shared what they noticed with a partner in the room. They then had to return to their seats and write three things they thought about the film and three things they wondered. We then shared ideas using the routine I’d set up during the year: a different colored Post-It note for See/Think/Wonder.
Their writing task was to explain in a three-chunk paragraph how director Mathieu Ratthe effectively created a misleading atmosphere which led to situational irony at the end of the piece.