乔治·卢卡斯教育基金会
艺术整合

如何使用图像教创意写作

景观绘画可以激发小学学生使用五种感官,并在写作中纳入富有想象力的细节。

2021年4月30日
Michael Morgenstern / The iSpot

As soon as my elementary students have learned how to string words together to form sentences, I have them writing paragraphs and essays. To me, teaching writing is about passing my love of the creative process on to my students—and I have yet to meet a child who was not born to write.

当我还是一名新老师时,我的学生对我的每日日历着迷,其中包括景观绘画。他们会在课堂之间站在我的桌子旁,并告诉我有关绘画的故事。从那里开始,飞跃很自然:我可以使用艺术来教他们如何利用自己的想象力写作。随着时间的流逝,我通过将它们配对绘画与五个感官的提示来完善了方法。

视线

那时,当我每天撕下它们时,我保存了景观,直到我为班上的每个学生都足够。每个学生首先与班级分享他们的绘画,然后在一张纸的顶部写下“我在画中看到的东西”。

接下来,我让学生使用简单的句子来列出他们在照片中看到的内容。我在房间里走来走去,帮助他们长出句子。诸如“我看到云”之类的句子变成了“我看到了一个大,白色,蓬松的云。”当学生在句子中增加形容词时,我们讨论了其他用比喻,隐喻和拟人化的句子来增加句子的方法。有了一点想法,这句话变成了“我看到了一个看起来像棉花糖的大,白色,蓬松的云,我想吃它。”

我的学生很快就陷入了困境,他们的句子变得更具想象力。在上课结束时,我让他们在图片和纸上交给我第二天。

听力

On the second day, I passed out the paintings again, with a second sheet of paper. When I had students write at the top of the paper, “What I hear in the picture,” they were confused: How could they hear a picture?

“Imagine the painting is real and you are standing somewhere inside it. Point to where you are standing.” The students studied their pictures carefully, chose their spots, and pointed.

我指示:“现在闭上眼睛,想象你在那里。”“你能在脑海中看到它吗?告诉我你听到的。”

学生们集中时,学生们皱着眉头。“我听到一只鸟,”有人终于说。“我听到了一个喷泉,”另一位说。

突然,他们都在闲逛。当他们写下句子时,我像前一天一样在房间里移动,帮助他们长出句子。这次,学生们更快了。“我听到一只鸟”很快就变成了:“我听到一只妈妈鸟对她的孩子大喊大叫,因为它们弄乱了巢穴。”在课堂结束时,我再次收集了他们的论文和图片。

触碰

第三天的提示是“我能碰。”Once they’d chosen a spot in their painting, I asked them to close their eyes and imagine the weather within it. “Can you feel a breeze? Is it hot or cold?” This time, the students told me they were running through their painting on the warm grass, splashing in the cold water of the creek, climbing the scratchy bark of the trees, and touching the soft petals of the flowers. This time, I didn’t have to help them with growing their sentences; their creativity was running wild all on its own.

味道和气味

We explored the last two senses together. I first explained to my students how smell and taste are linked and started off by asking them what they could smell in their paintings. The students talked about the scent of the roses in the garden and the freshly mowed grass in the yard; one of the students said that the house in the picture reminded him of his grandmother’s and he could smell and even taste her fried chicken. Another said that they were having a picnic with delicious lemonade, and yet another told me that the American flag in the painting reminded him of July Fourth—he could smell the fireworks.

将所有这些放在一起

在项目的最后一天,我将所有四张纸张都交给了学生,以及第五张纸,并井井有条分为六段。在第一段中,我让学生介绍自己,并分享他们的绘画和艺术家的名字。然后,他们利用本周早些时候的笔记为每天写一段。他们以最喜欢的绘画方式结束了论文。(对于年龄较大的学生,尝试一些these strategies修改最终草案。)

然后,他们将图片安装在建筑纸上,并在其周围画了一个框架。我把他们的绘画收集到了笔记本上。学生轮流阅读彼此的论文。当地的美术馆展示了笔记本,看到他们的作品被别人阅读,这激发了我的学生继续写作。现在,由于我不再使用印刷日历,因此本地美术馆捐赠了我们用于展示笔记本的明信片。

作为一名国际老师,我看到了艺术桥梁的差距,外交不能。曾经是七年级的英语学习者写道,她可以听到照片中的自由之声。当我问她这件事时,她拿出了一幅美国士兵走向灯光的画的照片。“我不知道自由听起来是什么样的,”她虔诚地感动了士兵时说,“但我知道他在听。”

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