Transforming a haiku into a visual medium
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Transcript of Transforming a haiku into a visual medium
Transforming a haikuinto a visual medium
I am nobody
A red sinking autumn sun
Took my name away
By: Richard Wright
The Haiku…
I am nobody
A red sinking autumn sun
Took my name away
Thoughts & Questions…
Share the visual images you see.
What types of images can you use to represent nobody and name away.
How can you represent the adjectives: red sinking autumn.
Should your visual be a literal or an abstract interpretation? Should it be a blend?
What type of visual medium would you like to use?
How will your visual capture both the haiku and its mysterious individual parts?
Visual Medium: The Options
Photography
Comic Strip
Video
CGI(computer generated imagery)
Assignment Requirements
Search online for a haiku by Richard Wright
Choose a visual medium to interpret the haiku
Create an artist statement about your interpretation
Present your project
Rubrics will be used
to assess you
on the following:
Artist Statement
Visual Interpretation
Assignment Guidance
Artist Statement Visual Interpretation
How did you interpret the haiku?
How did that interpretation guide your visual lens?
Offer your opinion on why it’s important to transform words into visuals.
Use visual elements and principles to assist you.
Be unique… be innovative!
Use your rubric to guide your decisions.
Rubric for Artist StatementNumeric Score: 1 (lowest) – 4 (highest)
Interpretation Connection Critique Score
Through deconstruction, the student discoveredhidden meanings in the haiku.
The student used clear, concrete examples to explain the connection between the haiku and the interpretation.
The student used examples to explain the importance of transforming words into visuals.
The student interpretedthe haiku line-by-line and word-for-word.
The student used one clear example to explain the connection between the haiku and the interpretation.
The student explained the importance of transforming words into visuals.
The student interpreted the haiku in a confusing way.
The student used interesting adjectives, but failed to explain any clear connection.
The student explained the importance of words, but not the importance of visuals. (vice-versa)
The student made little effort to interpret the haiku.
The student was NOT clear on the connection between the haiku and the interpretation.
The student did not explain the importance of transforming words into visuals.
Rubric for Visual Project Numeric Score: 1(lowest) – 4 (highest)
Aesthetic Merit Presence (towards audience) Score
The student used the artist’s toolkit to create his/her visual project. The viewer can easily identify THREE elements/principles.
The student showed pride and enthusiasm when presenting his/her project. The artist was both clear in his/her words and in his/her voice. Many questions were asked.
The student used the artist’s toolkit to create his/her visual project. The viewer found TWO of the elements/principles listed.
The student showed confidence when presenting his/her project. The artist could be heard by the audience. Some questions were asked.
The student may have skimmed through the artist’s toolkit to create his/her visual project. The viewer noticed ONE artistic element/principle.
The student seemed shy and timid during his/her presentation. The artist could not always be heard. A few questions were asked.
The student may or may not have used the artist’s toolkit to create his/her visual project. The viewer cannot identify any clear elements/principles.
The student did not seem prepared during his/her presentation. The artist sounded confused and annoyed, so few questions were asked.
Let’s see if this presentation carries any aesthetic merit. Be critical.
How about this one?
And this one?
Come on… just one more… please!
State Standards (FL) The student will:
LA.1112.2.1.4
analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme;
LA.1112.3.5.1
prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia);
LA.1112.5.2.3
use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one’s own and others’ oral presentations according to designed rubric criteria;
LA.1112.6.4.1
select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations).
THANK YOU… WRIGHT CONNECTION SCHOLARS!
Powerpoint created by Marisol Cruz, July 2010
