Presentation

  1. Introduction
  2. Teach It 
  3. Dig Deeper

Introduction

This segment discusses the completion of a piece and the value of sharing a finished piece with an audience.

Creating projects and sharing with a broad audience

Time: 45-50 minute period

Objectives:

  • Students will explain the similarities between the work of artists and writers.
  • Students will prepare a final copy of a piece of writing and adhere to prescribed guidelines.

Common Core State Standards for English Language Arts:

  • W.CCR. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Publishing student works

Maine Learning Results Visual and Performing Arts Standards:

  • E2 The Arts and Other Disciplines

Teach It

Prior to viewing:

Tell students they will be watching the final segment of The Thousand Words Project video. The video has mirrored the progression of artists and writers’ work; the last segment is the culmination of that work: Presentation.

Ask students to summarize, in writing, their answer to this question: How is an artist making a picture like a writer writing?

Writing Through Art Activity:

Note: Before students complete their final copies, determine what form you would like the work to take. Will it be published to a blog? Included in a class anthology? Will students create a podcast? See the Additional Writing Through Art Activities section for other options and ideas.

Share any specific guidelines and expectations that you have regarding the final copy of students’ written piece.

Dig Deeper

Note: If students created a Venn Diagram to compare and contrast art and writing in the first segment, revisit the diagram and make any necessary additions or corrections based on this segment.

Ask students to explain what is meant by the “One picture is worth a thousand words” quotation.
Then, ask students to write whether or not they think the reverse is true:  Is one word worth a thousand pictures?