TASKS DI SUPPorT Make reviews of art exhibitions available for students to use as models as they discuss and plan their writing. Many reviews are easily accessed online. DI chALLENgE When students share their finished monologues, have them refrain from identifying the artwork. Challenge the class to deduce the identity of the artwork based on the content and voice of the monologue. Writing an Art Review: Imagine you are a writer for an art magazine. You have been commissioned to write a review for an art show displaying the works presented in this selection. What will you tell your audience about the art and the artists at the exhibit? Write your review. Before assigning the task, discuss the art review with students. Explain to students that it is impossible to go into specifics about every piece, so they will have to decide what information is most essential or interesting for their readers. To this end, they need to decide who is their target audience. Is it art experts or people who are relatively new to the art world? Adults or youth? Civilians or military personnel? Ask them to reflect on how a review that is published in a magazine for war veterans might differ from one written in a student newspaper at a school for the arts. What elements in the works would be most interesting to each of these groups? Finally, students should determine the bias that they feel toward each artist’s work and how that bias influences the review. Delivering a Monologue: Imagine you are one of the works of art included in this selection. Give voice to the piece by telling your story in a monologue. Consider your origin and your purpose. Share your monologue with others. Help students “get into character” for this creative writing activity. Remind students that to find an authentic voice to match the artwork, they will need to determine the essential mood or “personality” of that piece. Is it angry? Optimistic? Ironic? Depressed? Have students share their first drafts with a peer to get feedback on how effectively they have used word choice, tone, and development of ideas to create an authentic personality and biases for the work of art. Extension options The following activities provide opportunities for students to respond to the text. Choose specific learning tasks based on student needs, or let students choose an activity based on their interests or learning styles. WrITINg AND rEPrESENTINg: AD cAMPAIgN What the ReseaRch says “The digital world has made powerful tools available to virtually everyone, fostering an explosion in communication by ordinary individuals, and in this interactive world, our children must be able to create and publish original digital products with which they can communicate just as effectively as they can with text.” —I. Jukes,L.Crockett, T. McCain, Understanding the Digital Generation, 2010 Choose two pieces of art in this selection. Create an ad campaign to persuade the public to attend an exhibit of these works. Your campaign can include brochures, posters, Internet ads, and/or newspaper ads and should include a clear message about the exhibit’s point of view and bias. Give the exhibit a name that links all of these works to one theme, and create an appropriate slogan or tagline for the campaign. SPEAKINg AND LISTENINg: PrESENTINg A SoNg Find a song with music and/or lyrics that you feel complements one of the works in this selection. Play the song for your classmates, either instrumentally or by playing a recording, and follow it up with an explanation of how the piece of music and art are related. Include at least three text-to-text connections between the artwork and the song in your presentation. WrITINg AND rEPrESENTINg: ExPoSITorY WrITINg Research and write an expository piece about one of the conflicts mentioned in this selection. Since this is an expository text, your work should not include any sort of bias. Try to give a balanced and accurate account. 66 Nelson English 10 Teacher’s Resource Unit 1: Conflict NEL