Ekphrasis - close reading, interpreting and responding to works of art

In an excellent article from the National Council of Teachers of English: Speak Out! How Ekphrasis Inspires Writing on the Edge authors Sirpa Grierson and Sarah Orme introduced me to the idea of "ekphrasis". 

With “ekphrasis” we combine the two Greek words “ek” meaning “out of” and phrasis meaning “speak”. When we practice the technique of ekphrasis we respond in a very structured way to a work of art with both analysis and creativity. 

Grierson and Orme focus their students on responding to works of art through poetry. Building on this, I think short narratives and dialogue would also be interesting forms for students to explore as they demonstrate their observation and interpretation skills. A great opportunity to use media to teach word choice, extending understanding and critical literacy.

Google's Art Project with it's super high resolution images is a tremendous source for this sort of work.

This doc outlines the task and provides students with an organizer for their ekphrasis work: "Ekphrasis Poetry and Narrative from Works of Art"

+ bonus item ekphrasis poetry task from the Smithsonian Education group

Fitting In and Finding Your Way...

Young Canadian singer songwriter Aleesia Cara is a poet. Her first song "Here" is a wonderful sarcastic apology to the popular crowd for not fitting in at a party:

 

"I'm sorry if I seem uninterested

Or I'm not listenin', or I'm indifferent

Truly I ain't got no business here

But since my friends are here, I just came to kick it

But really I would rather be at home all by myself"

I think it's a great prompt for discussion groups to consider (full lyrics) and / or a prompt for a quick write as we get to know our students early in the school year. 

Prompts:

1. How much do you connect with Aleesia Cara's feelings in her song "Here"?

or

2. If you were a friend of Alessia Cara's how might you respond to her after hearing her song "Here"?

Wild Things by Alessia Cara

Cara's second released song "Wild Things" (full lyrics) builds on the theme with thoughts about high school cliques. It's a terrific call to arms, full of great word play and connections to Maurice Sedac's classic children's story.

Prompts:

1. Identify a character from a text we’ve read in class and explain how he/she would respond to Alessia Cara’s song. Justify your analysis with specific references to the character’s actions and/or thoughts.
2. A “lamentation” is a song about regret and loss while a “celebration” is a song about success and triumph. Explain which label you’d apply to Alessia Cara’s “Wild Things”.
3. How is Alessia Cara’s “Wild Things” related to the classic children’s story “Where the Wild Things Are” by Maurice Sedak?

"I lose my balance on these eggshells you tell me to tread

I'd rather be a wild one instead

Don't wanna hang around the in crowd, the cool kids

I'm cool to me, cause they're not cooler than we are"

10 Ideas To Get Your Class Outdoors

1. Think Walk - pose a “big idea” question for students to consider while you lead them on a 10 minute walk. 10 minutes of movement and a change of context will lead to a richer discussion and better retention. After the walk ask the students to work in triads to develop a common answer to the initial question to share with the class.
2. Observation Challenge - lead students on a 10 minute walk outside. Notice 5-10 details while you walk. Challenge the students to pay attention to their surrounding while they walk. When you return to class pose questions based on the details observed during the walk (e.g. “How many people were sitting on the grass by the track?” / “What colour was the car parked beside the door we exited?” / “What kinds of flowers were growing in the garden we walked past?”) -- Useful activity for poetry study or narrative writing.
3. Inside Circle / Outside Circle - move the class outside and form two concentric standing circles. The members of the inner circle face the members of the outer circle. Provide a big idea prompt to the inner circle students (e.g. - “justify your choice for the most interesting text we’ve read in class this year” / “explain which character from a text you’ve read this year would be the most interesting to meet” / “explain why a sequel should be developed for one of the texts that we’ve read this year”). Rotate the outer circle two places and repeat with the member of the outer circle speaking. Repeat a few times. Great review or consolidation activity. Alternative context helps with retention. Standing promotes focus.
4. Character Walk - ask the students to choose one of the characters from a text they’re reading. Lead students on a short walk. Challenge the students to walk in trios and to adopt the traits of their chosen character and to have a conversation in character while they walk. Give the trios a minute to brainstorm a topic for their conversation before you leave. When you return ask the students to report on how they used word choice, body language and specific ideas to bring their characters to life.
5. Context Circle - move the class outdoors for a circle on the grass. Set the context for the lesson or activate students' prior knowledge with a prompt (e.g. - what’s something you already know about…”). The alternate context and circle can improve focus and give all students a voice.
6. Writing Instructions / Procedures - select a few specific destinations on the school grounds. In small groups challenge the students to develop very specific language to direct a person to their assigned destination -- with the one complication that they can only direct movement not describe the destination (e.g. - “Walk to the west end of the hallway and turn left…” NOT “If you’re standing under the goal posts you’re in the right place”). Have the groups trade instructions and see if they can successfully follow the other group's instructions.
7. Artifact Circle - ask students to bring artifacts from home (nothing valuable) that connect to a text that has been studied in class this year. Sitting on the grass in small circles of 6-8 ask the students to pass around the artifacts and make connections to the texts read in class. The student who provided the artifact goes last to explain the connection he/she intended the artifact to represent. Challenge the students to extend their understanding by making deeper connections to their texts and speculating how characters in their texts might participate in this experience.
8. Photo Hunt - lead students on a walk. During the walk, challenge the students to find or stage a photo that connects to a text that you’ve read / viewed in class. When you return to class jigsaw the class and have students share / explain their images.
9. Exam Prediction Brainstorm - lead the students on a walk. While walking ask the students to brainstorm a question that “should” appear on the final exam about one of the texts being studied in class. Prior to the walk co-create the criteria that you would use to describe an appropriate exam question. After the walk jigsaw a sharing of the questions.
10. Be Miserable - on a lousy weather day take students outside (briefly?). When you return to class ask the students to individually write a reflection or hold a whole class circle discussion about how the weather affects them. Make connections to the use of setting in a text or brainstorm ideas of how to overcome negative feelings about the weather and discuss how these strategies could have been used by a character in a text studied in class.

Sarah Kay & Phil Kaye "An Origin Story"

A great story about friendship, a terrific performance and a fun two person poetry form. A poem as a point / counterpoint. Great model for students to try emulating.