BEForE DI LEArNINg STYLE Discussing Images Prior to the lesson, ask students to search for an image that represents conflict in some way. Tell students to focus their search beyond images of weapons. Instruct students to write a single word, other than conflict, on the back of their image. The word should convey the essence of the image. Invite students to form small groups and share their images and words with one another. Ask students to discuss this question: Can images evoke a theme as much as texts do? Why, or why not? Have each group share their responses with the class. Ask one student from each group to post the group’s images and words for the class to view. Use the display to demonstrate to students the different feelings, themes, and messages that can be expressed through images. Students who enjoy creating art might prefer to create their own image for the Before activity. STrATEgIc rEADINg What Do You Think? Ask students to suggest different forms of artistic expression: try to elicit a broad and eclectic response. Have them list the forms on a web. Students can work in pairs to discuss the What Do You Think? prompt on SB page 48: “Artistic expression can help heal the wounds created by conflict.” Advise students to make reference to the web as they discuss the prompt. If they agree with the prompt, students should try to think of works of art—including some from this unit— that demonstrate an attempt to heal from a conflict. Invite students to share their thoughts with the class. reflecting on Personal response As students read, have them note their personal response to each artist’s work. Do they find the work pleasing or confusing? Do they find the artist’s use of materials innovative or unimaginative? Encourage students to reflect on the role bias played in their response. DI INTErEST Identifying Point of View Explain to students that visual artists, just like writers, bring their own point of view to their creations. When analyzing visual texts, students should consider factors that might shed light on an artist’s point of view. Have students read the first marginal note on SB page 49, and discuss how Mozambique’s civil war could influence an artist’s point of view and potentially create a bias in his or her work. Ask students to suggest other factors that might influence point of view. (nationality; age; gender; political and religious beliefs) Tell students to keep these factors in mind as they read the selection. Invite interested students to prepare a visual presentation of artwork related to the theme of conflict. They can look for works by artists from their province or other provinces in Canada. Have students identify each artist’s point of view and research factors that may have influenced his or her point of view. 64 Nelson English 10 Teacher’s Resource Unit 1: Conflict NEL