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In a creative choice project, a handful of AP Lit students used art as their medium after reading Jane Eyre. As a culminating project, students chose to create a work of art, write character journals, write and perform original songs or poems, or ‘teach’ about a modern theme from the novel through a Ted Talk and presentation.
Take a look as some of the impressive artwork from our seniors below!
This semester’s creative writing class has been working tirelessly all term, writing beautiful poetry, captivating stories, and hilarious personal journals. Their hard work culminated in a beautiful literary magazine publication which they called “Inkwell.” In it, one can find poems and stories written by Creative Writing students and also contributions from Westside’s visual art students. Ms. Tagayuna hopes that more students contribute and submit their writing and art to future volumes! So keep writing during the summer! You may be published next year!
The Creative Writing Class has been exploring the intersection between visual art and poetry. As a capstone project for their poetry unit, students broke up into groups and created poems and art pieces that would exemplify those intersections. Their challenge was to integrate all group members’ poetic and artistic voice and use a BOOK as their medium.
Students in AP Language and Speech classes have been exercising their argumentative skills through Lincoln-Douglas debates. They’ve been spending weeks researching and writing arguments on topics that are fundamentally VALUE driven. Such topics include juvenile delinquents and the justice system, socialism vs capitalism, compulsory immunizations, and more! They are required to debate within the confines of a given resolution and be able to articulate the foundational values that drive their stances. They are quite an impressive lot!
Mr. Trine’s English classes needed creativity and comprehension for a recent assignment in class: create an Anthem board/card game.
Review the grading rubric and see some excellent examples below!
|Knowledge Gained||Participants could not correctly state facts about the topic used for the game without looking at the game.||Participants could easily and correctly state 3-5 facts about the topic used for the game without looking at the game.||All participants could easily and correctly state 5-7 facts about the topic used for the game without looking at the game.||All participants could easily and correctly state 10 or more facts about the topic used for the game without looking at the game.|
|Accuracy of Content||3 pieces of information used in the game are not accurate.||2 pieces of information used in the game are not accurate.||1 piece of information used in the game is not accurate.||All pieces of information used in the game are accurate.|
|Rules||The rules were not written.||Rules were written, but participants had some difficulty figuring out the game.||Rules were written, but one part of the game needed slightly more explanation.||Rules were written clearly enough that all could easily participate.|
|Cooperative work||The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.||The group worked fairly well together with all members contributing some work.||The group generally worked well together with all members contributing some quality work.||The group worked well together with all members contributing significant amounts of quality work.|
|Creativity||Little thought was put into making the game interesting or fun.||The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.||The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.||The group put a lot of thought into making the game interesting and fun to play using textures, fancy writing, and/or interesting characters as shown by creative questions, game pieces and/or game board.|
In Mrs. Hultgren’s class, senior students created artistic representations of themes in recently read Jane Eyre.
Sarah Oh shares about her artwork with the following:
My piece is meant to embody two central themes of Jane Eyre: the titular character’s independent spirit and her fiery defiance.
Throughout the book, Jane changes as she grows older, becomes more mature, and learns from new experiences. However, these two themes always remain the same as Jane always remains who she is, never truly becoming a completely different person. This piece depicts the earlier portion of the book where Jane lives at Lowood Orphanage; while it’s a safe home where she is fed, clothed, and educated, the administration is generally spartan and almost oppressive. Jane gets the worst of the situation, as the headmaster has an initial aversion for Jane thanks to the cold-hearted Mrs. Reed. Despite her unfavorable circumstances, Jane remains true to herself and never surrenders herself to anyone.
In a sea of subservient bonnets, Jane, illuminated in a patch of sunlight, maintains a piercing glare in the opposite direction of the other meek girls swarming around her. Her warmer color scheme reflects her fiery independence and contrasts against the cooler tones of the girls around her. I chose to depict Jane as clearly as possible while blurring out the other girls in order to draw the eye towards her, since the other girls are unextraordinary and bland in comparison to the main character.
In Mrs. Hultgren’s classes, students created artistic representations of themes in recently read Lord of the Flies. Some students created art pieces like those seen below, while others represented themes by designing video games, composing character journals, or writing alternate endings to the novel.
Such talented students!
Students in English 11 wrote some phenomenal Creation myths after reading examples from Cherokee and East Woodland-Huron tribes. They turned their own myths into children’s story books which they illustrated and bound themselves!
Freshmen students in Mr. Trine’s class were tasked with creating a poster depicting 4 major elements from The Book Thief. Each group was required to include all four of the elements below:
- Theme: A significant element depicting a major theme of the book.
- Characterization: A significant element depicting characterization from the book.
- Diction: A significant element depicting the diction of the book.
- Vocabulary: A significant element depicting the vocabulary of the book.
Student work below, we’ve some impressive artists!