Voice

To look at a piece of art and identify what type of voice the piece portrays.
To communicate how the artist was able to get their audience to feel a certain way while viewing the piece.
To express why the artist chose to use this particular voice on the piece.
To produce a piece of writing that incorporates voice.

“Writing and Speaking – E1”

Teacher will post the Writing Trait of voice
Students will engage in the following bell activity, designed to exemplify voice in an authors piece of writing: Display “Maybe Dats Youwr Pwoblem Too” on overhead/LCD projector
Teacher reads aloud while students follow along.
Whole group reads aloud.
Whole group discussion:
Whose voice is this?
How do you know this is that voice?
Why did this author choose this voice for that poem
Teacher will give definition and explanation of voice.
Students will view a preselected piece of art.
Whole group discussion
What type of voice would you classify this piece as?
How do you know it should be classified as this type?
Why did the artist choose this type of voice?
Teacher will preselect groups according to their responses during whole group discussions.
Each group will be given a preselected piece of art to discuss.
What type of voice would you classify this piece as?
How do you know it should be classified as this type?
Why did the artist choose this type of voice?
Groups will present and justify their answers to the class as the art is projected for everyone to see.
Teacher will use probing questions to help students clarify, adjust and/or support responses in order to demonstrate their understanding of voice in a piece of art.

Informal–teacher may make anecdotal notes regarding level of engagement & quality of responses.
Using the 6 Traits of Writing rubric for voice.

Choose two distinctly different voice pieces of art.
Students use a venn diagram to compare and contrast how the artist uses voice in their piece.