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Another effective lesson is to work with a language arts class. They will
take a photo of a person from a newspaper or magazine and describe that
person. They must describe in detail what the person looks like, what they
do and other asst. facts. The essays are then distributed to the drawing
class and those students must then draw the person. The language arts
students must then "find" their person. The results are then exhibited with
the essay next to the drawing. I have seen this done with wonderful
----- Original Message -----
From: Litesal <litesal>
To: ArtsEdNet Talk <artsednet>
Sent: Wednesday, July 26, 2000 8:58 AM
Subject: Appropriating Ideas
> Hello. Just a thought on appropriation and perhaps an interesting lesson?
> When someone describes something visual to you, either verbally, or in
> written form (like on this list), it's interesting to see what kind of
> visual recreation you achieve. For example, my colleague often verbalizes
> project ideas to me. Then I go up to my room and make an example using
> verbal instructions. Though the concept of the work is the same, the
> results are often very different than the examples that she created. This
> is one of my favorite ways to borrow ideas.
> Perhaps this could turn into an interesting lesson where students describe
> things to one another, create the described work, then compare the
> A good lesson in how verbal, written, and visual communication differs. I
> did this once in a third grade class. They created a monster (knowing
> they'd have to describe it in writing), then wrote instructions on how to
> create it. If the person following the instructions made a monster that
> looked like the instruction writer's monster it was good communication.
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