Lesson 1 - LearningThroughMuseums

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● Advance Preparation • Keep the reproduction of Train Station on display in the classroom for student viewing. • Preview “One Way Ticket” by Langston Hughes, and identify sections you want to highlight with students. Plan to read the poem aloud. ● Vocabulary change destination journey sequence theme ● Procedure Part 1: Illustrating a Journey 1. Explain that the people traveling north in the painting did not just make a trip. They were making a journey. Emphasize that this journey is about change, that when the travelers reach the destination their life is different. 2. Ask students to choose one person from the painting and draw a picture of where they think s/he will be going and how their life will be there. Give them the Art Planner to prepare their drawing. 3. Ask them to write a caption for their artwork. Part 2: Communicating in a Poem 1. Read the poem “One Way Ticket” aloud. Ask how it is like the painting Train Station. (You might explain that the artist who painted Train Station also illustrated works by the poet Langston Hughes, who wrote about the Great Migration and other important themes and events in African American history.) List ideas that the painting and the poem both communicate. 2. Ask students to write a letter that the person they have chosen in the painting might have written to relatives after they reached their destination. They can use the Letter Writing organizer to plan their letter. ● Home Connection Ask students to interview family members about journeys they have made or know about in which people migrated. Students can write narratives and illustrate those family journeys. ● Assessment Ask students to write an extended response about what they have learned from this lesson. Ask them to respond to this question: • Based on what you learned and your own ideas, why was the Great Migration important to many people in the United States? Ask students to write a guide to interpreting a painting. Ask them to use the following questions to help develop the contents of their guide: 86 • <strong>Lesson</strong> 5: Choices
• What kinds of things do you notice? • What kinds of questions do you ask yourself? ● Expansion Activities • VOCABULARY DEVELOPMENT: Students make a “painter’s” vocabulary chart, including words the painter thinks about when preparing to paint, such as subject, represent, symbol, color, line, foreground. • WRITING: Students write what people in the painting might have said to each other during their journey. • RESEARCH: Students can research more about the Great Migration and the work of the artist Jacob Lawrence. • FOR ENGLISH LANGUAGE LEARNERS: When possible, provide concrete examples of vocabulary words (pictures or actual examples) and allow them to use drawn images to represent vocabulary words as well. • FOR STUDENTS WITH SPECIAL NEEDS: Partner or group students, varying performance and skill level, and collaborate on activities. Art Institute of Chicago • 87
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Understanding Environments and Valu
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CITY OF CHICAGO Richard M. Daley Ma
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Curriculum Overview The Art Institu
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Lesson 1 The Southeast: Picturing,
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Additional Web sites • The U.S. D
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● Procedure 1. Ask students what
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