The students in room 122 are reading Tuck Everlasting and their focus is on the figurative language (similes, metaphors, and personification). The fourth graders have illustrated and explained the meaning of the figurative language. The students also are in the stages of creating bio-poems about a particular character from the novel. We also have done character analysis/traits. Finally, in the visual art portion of this integrated work, the students will create a quilt using the different figurative language represented in the novel.
Students were introduce to figurative language when reading Tuck Everlasting. Students were able to identify metaphors and similes from the novel. For a quiz on the novel, students were asked to chose from a random selection of metaphors, similes or personification lines from the text, and they were asked to draw a representation of their choice. Using regular and colored pencils, the students drew their images.
The images immediately below show students beginning work with metaphors, similes and personification and beginning work with watercolor.
This student drafted images for the simile "It (the music) was like a ribbon tying her to familiar things."
At the same time the student were beginning their introduction into figurative language of the novel, In the art class, they were being introduced to painting with watercolor, learning color symbolism and creating visual symbols. This student gets ready to paint with watercolors by creating a value scale of blue. By adding less paint and more water, the student is able to chow the gradual progression of an intense blue to a very light blue. Students painted these watercolor value scales to see how a color not only changes physically, but how that same color can represent a different mood as it gets lighter or darker. The fourth graders learned how to change a color based on mood.
This student chose the simile "...they gathered around her like children at their mother's knee."
In the photo below, this student is working on distinguishing the middle values of orange by adding more layers of paint. His three middle values are too similar and need more variation in order to tell them apart.
This student chose to represent this personification line: "The sun was only just opening its own eye..."
This student is working on the lighter values of green.
Students were introduced to creating symbols as a way of learning figurative language. In their journals, each student drew an image of an abstract word such as happiness, love, power, etc. The idea was to have the students identify the word and visual associations.
To further help them create symbols for figurative language, students learned about color symbolism in which colors and their changing values can represent ideas or concepts. Students were able to illustrate the symbols for their figurative language choices by using the appropriate colors that related to moods.
After reading Tuck Everlasting and completing their metaphor/simile symbol paintings, the 4th graders continued their studies symbols. The students listened to the song “The Circle Game” by Joni Mitchell. The lyrics of the song are filled with metaphors, similes and symbolism. The students received a written copy of the lyrics after listening to the song. To begin the integration of the visual art, each student picked a lyric of the song. Then working with the Ellen, the teaching artist, in the classroom, the students created an image that represented their lyrics.
The students painted on clear laminating sheets so that the light would filter through the images when they hung.
This student has created a clock tower for the lyric "And they tell him take your time it won't be long now."
"Before the last revolving year is through" is this student's lyric of the song. He is painting calendars.
This fourth grader is painting the lyric "Then the child moved ten times around the seasons."
These two students have represented the lyrics "Sixteen springs and sixteen summers gone now" and "Caught a dragonfly inside a jar."