Current Issue Back Issues Cards
Issue 11, Spring 2014
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Education, Expanded,
   Cameron Ishee
Students as Experts in Professional Development,
   Ben Krueger
A Humbling Lesson in Listening,
   Ashley DeGrano
Teaching, Learning, and Relationships,
   Student Panel
A Reel-y Authentic Project,
   Daisy Sharrock & Elizabeth Perry
Growth Through Reflection,
   Georgia Hall
Making Critique Work,
   Briony Chown
Permission to Wonder: Using Art to Deepen Learning,
   Philip Yenawine
What Does it Mean to Think Like a Teacher?,
   Cindy Meyer Sabik

1: Building a Better Athlete
2: Airwaves of Identity
3: #Hashtag Film Project
4: Understanding Habits of Heart and Mind through Our Community
5: Jambox Project
6: LEGO Carnival
7: What’s the Story – an Art Project
8: Raptors for Rodents
9: Re-inventing Romeo and Juliet
10: In Sickness and In Health
11: Water We Doing?
12: Creating Ripples with Underwater Robots
13: A Picture is Worth 1000 Words

A Picture is Worth 1000 Words

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This was a collaborative project between 12th grade Art and English classes where students chose a piece of art to reproduce and then wrote the 1000 word story that emerged from the painting as they studied it. Although the story didn’t have to be biographical, students (and teachers) researched their artist, asking the following essential question: How does an artist’s life show up in his/her art, and what kinds of stories might emerge from a close reading of the artist’s art, life, and environment? After multiple workshops and revisions, the finished products were collected in a book that is available for purchase through Amazon.

Teacher Reflection
By linking a creative writing assignment to an introductory painting exercise, we noticed the students’ efforts become deeper and more purposeful, giving greater significance to the experience and effectiveness of reproducing a work of art. The writing informed the reproduction of the painting and vice versa. Researching the artist, the time, the history behind the work and the era, helped students to become more familiar with the context in which the artist worked, thus allowing students to make use of the stories that naturally emerge after spending a significant amount of time with an image. Very few students had trouble coming up with an original story based on their painting.

Student Reflections
It was hard to get 1000 words but it challenged us to develop a story within those limits and tested our writing skills. —Teta C

I enjoyed the freedom to write about and create my own world around a piece of art that I found interesting. —Vincent S

The fact that I had to keep my story at a thousand words challenged me to figure out what was actually crucial to my story. —Jon B

To buy the book on Amazon visit: