At a Glance

Discipline

  • Languages

Instructional Level

  • College & CEGEP

Course

  • Introduction to College English

Tasks in Workflow

Social Plane(s)

  • Group

Type of Tasks

  • Discussing
  • Reviewing & assessing peers
  • Creating & designing
  • Writing

Technical Details

Useful Technologies

  • Paper & Pencils, Smartboards and/or Online Course Folder (optional) with electronic drawing templates

Class size

  • Small (20-49)

Time

Single class period (< 90 mins)

Socio Affective Engagement

  • Array
  • Array

Overview

In this activity, students work in groups to create a visual interpretation of "The Story of an Hour" that illustrates a theme derived from the topic of freedom.  The visual interpretation should engage the symbolic imagery of the story in some way, through a drawing, a collage, or both! Students discuss and plan how to visually interpret the story before getting started.  However, words are not allowed to be used.

Students will then engage in a Gallery ...

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In this activity, students work in groups to create a visual interpretation of "The Story of an Hour" that illustrates a theme derived from the topic of freedom.  The visual interpretation should engage the symbolic imagery of the story in some way, through a drawing, a collage, or both! Students discuss and plan how to visually interpret the story before getting started.  However, words are not allowed to be used.

Students will then engage in a Gallery Walk where, as a group, they view each group’s creation and interpret how each group has analysed the topic (orally, with a notetaker transcribing at a station set up for this).  Questions may also be asked about how the group interpreted the topic and the choices they made.

Once the Gallery Walk is complete, each group returns to their creation and reflects on the responses from other groups members, writing a final reflection on how their peers understood (or not) what their creative intentions were and what was surprising about how their classmates interpreted the drawing.  They can also answer any questions.  These response documents are shared in the collective folder. 

As a larger class, the similarities/differences in interpretations are noted and discussed, often in the following class after they have reviewed responses.

 

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Instructional Objectives

  • Students learn to interpret a text and analyse a theme by creating a visual interpretation of the story; They apply these skills to their own creations by interpreting each group’s visual interpretation in a Gallery Walk/vernissage. 
  • Students learn critical analysis skills in a different way that allows for more free assocation. 
  • Students learn how to engage and reflect critically about what they have created. 
  • Students learn compare/contrast and critical analysis skills by reflecting on the different ways the text has been interpreted.

 

Student Learning Outcomes

 

 

Contributor's Notes

Benefits

  • Improves students’ ability to analyse texts
  • Allows for creativity to be applied to critical analysis skills
  • Engages students in a process of creation and collective interpretation
  • Fosters different approaches to literary analysis that might benefit different types of learners

 

Challenges

  • The instructor might need to adapt according to classroom environment (can be done using paper and “stations” set up in a traditional classroom or more high tech with Smartboards and electronic documents for response)
  • The instructor might need to test technology (if using) to ensure that everything is functional before class starts

 

Tips

  • This activity should be performed at a point in the course where students have become familiar with several concepts in literary analysis, including how literary devices such as symbolic imagery function and relate to themes
  • If working in an Active Learning Classroom with multiple Smartboards, group students one group per SmartBoard; once the creations are done, “unveil” each one by projecting the individual board to all screens; do this one by one as a preview before the Gallery Walk/Vernissage starts
  • If working in a more traditional classroom, it is possible to have each group tape their creation to the wall and create a space for viewing around this by moving furniture, with a desk that has a piece of paper for recording notes on each group’s interpretation
  • It is a good idea to set a timer and play a sound when it is time for each group to move on to the next station

 

Feedback

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