DI To SUPPorT To help students understand point of view and bias, use a familiar topic such as food. Have students list a few of the foods they love. Ask: How are your food preferences influenced by factors such as family, culture, nationality, and where you live? What foods are you biased toward? Why? AFTEr responding (SB page 52) DIScUSSIoN QUESTIoNS DI LEArNINg STYLE Offer students who are more comfortable with written communication (linguistic/verbal learners) the option of writing a list of images that evoke war to them. Encourage students to include verbs, nouns, adjectives, and adverbs in their list to get a complex range of ideas. They can use this list as a comparison tool instead. Analyzing Point of View and Bias: Describe how each artist featured in this selection uses their art to convey different views of conflict. What does each artist value? What does each artist want the audience to think or believe? Divide the class into small groups and assign one artist to each group. Have each group infer the artist’s point of view and purpose by analyzing clues in the text as well as the artwork. To help students answer the second question, have them consider the questions in the second marginal note on SB page 49, as well as what each artist chose to include and not to include in his or her art. Have groups who analyzed the same artist join together to compare their findings. Then ask each group to present their ideas to the class. Metacognition: With which work of art was it hardest to make a connection? Why was it difficult? Prior to the discussion, have students record a text-to-self, text-to-text, or text-to-world connection to one of the pieces by each of the three artists. If students experience difficulty, have them try to articulate in writing why they were unable to connect to the piece. Ask students to use their notes to reflect on the questions above and then share their ideas with the class. Critical Literacy: When you think of war, what images come to mind? Is what you visualize depicted by any of the artists? If so, how is it the same? If not, why do you think that is? To help students address the first question, organize them into groups and have them doodle or draw any images of war that come to mind. Then have students compare and contrast their images to the artwork in the selection and discuss the remaining questions. Guide students to realize how their own point of view and bias affected their visual interpretation of war. NEL Artists Respond to Conflict 65