Activity 3: Words and Pictures
Level
· All
Purpose
· To explore how
words can be used to capture images and describe feelings related to an
experience of a particular place.
Materials
· Paintings in
the exhibit (or slides)
· Copy of J.E.H. MacDonald's poem
· One of
the following: drawing, painting supplies (oil pastels), pencils and paper
Procedure
· Creative
Writing and / or Drawing
1. Tell the students that
Lake O'Hara was a popular place for artist to paint. Tell students a bit
about J.E.H. MacDonald and his relationship with the Whytes, or if you've
done the activity Life of a Landscape
Artist
, ask students to tell you what
they know about him. Background info can be found in the Activity 4
outline in the J.E.H. MacDonald Scenario Sheet.
2. Read poem to class (see
Untitled Poem
by J.E.H. MacDonald).
a) Ask students to visualize the
scene described in the poem. b) Discuss: What words or phrases stand out?
What images are most vivid? What do you hear, smell, see, feel, taste when
you visualize this poem? Is the artist trying to communicate a message?
What is it?
c) Identify and
discuss the confusing or unclear parts of the poem. Go over the place
names and find the locations mentioned. Which of these locations are
depicted in the paintings of Peter and Catharine Whyte? (Oesa Falls,
Wiwaxy) What colours are mentioned in the poem? (violet, emerald,
malachite, jade, rainbow green, mermaid eyes.)
What do
these colours look like? Find examples of these colours in the paintings
by Peter and Catharine Whyte.
d) Ask students if their initial
response to the poem has changed or evolved. In what way? Are the images
more vivid? Is the poem more real?
3. The teacher should select
one of the following activities, or do them subsequently:
a) Draw or
paint your impression of MacDonald's vision. Capture the images most vivid
in your mind. Oil pastels would work well for this activity as they
resemble oil paints but are more accessible and less messy.
b) Create
a poem or short story based on a real mountain experience you have had, or
an imaginary one you would like to have.
c) In both cases students
should visualize the scene and imagine the colours, sounds, smells,
textures, sights, and tastes. How do they make you feel? Choose your
words/colours carefully to get across the feeling of your experience in
writing or imagery.
Evaluation
·
Thoughtfulness of work and attention to detail
· Creative use of words
or visual imagery to evoke the senses
Curriculum Connections
·
Visual Art, Language Learning, Geography
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