DISCREPTIVE WRITING ON A MUSEM
Answers
A visit to a museum in interesting as well as educative. We can understand a lot about the history and culture of a country, its industry, arts, fashions etc. ... Last Sunday, I along with some of my intimate friends, went to a museum at Delhi. We bought tickets and entered the museum.
Answer:
Descriptive Writing
Overview: Students will write a paragraph describing a work of art, giving
their personal response to it.
Goals: This lesson will
Support concepts and skills: develop a distinctive writing voice,
use more expressive language.
Fulfill: ELA: 1-3, 5, 15, 19; Visual Art: 5.
Practice: descriptive writing, use of adjectives, adverbs, images, metaphors; opinion, response or
interpretation, and evidence.
Familiarize students with: works of art, expressive language, imagery in visual art and writing.
Objectives for Students: Students will
Be able to: identify and use in writing: details, adjectives, adverbs, images, metaphors; state an opinion or
personal response, and cite evidence for it.
Understand: that people may have different opinions of a work of art; how adjectives, adverbs, similes and
metaphors help written descriptions become more specific and interesting.
Key Questions (to be answered by students):
1. What words can I use to best describe this work of art?
2. What impact does this work of art have on me?
3. How do works of art create their impact?
Materials Needed: Definitions and examples of Adjectives, Adverbs, Images, Metaphors and Similes;
Copies of the Descriptive Writing worksheet.
Museum Objects: This lesson can be applied to any work of art, but these would work well:
• Object shown is Colts In a Storm by Anna Hyatt Huntington, marble, 1902, Gift of Anna Hyatt
Huntington (1941.72)
• Mrs. Sarah Clayton by Joseph Wright of Derby, oil on canvas, 1869? (1953.1)
• Regates á Fecamp, by Raoul Dufy, oil on canvas, 1906 (1983.73)
Pre-Museum Visit – Review adverbs and adjectives, brainstorm a list of each to keep in the classroom.
Review images, similes and metaphors, look at examples, and make up some for objects they can see in
the classroom (for example, “the desk sat stoically in the front of the room,” or “the desk was a patient
servant holding the chaos of her papers”). State the reason for each choice of image (simile or metaphor),
and try to get as close as possible to one that the class can agree on for an object.
At the Museum – Conduct a group discussion, all together, in front of the work of art.
“What do you notice?” (Other prompting questions if necessary: “What stands out for you? What does it
make you feel? What kind of an impact does it have on you? What details did you not notice at first? What
does it make you think of? What do you see in the
Post-Museum Visit – Reflection: talk about the activity in pairs. “Explain to your partner why you made
those choices.” “Explain to your partner why those images stuck with you.” Share some out in the large
group, and talk about metaphors that might describe this object. Write down things that were confusing or
that they didn’t understand, or wanted more information about.
Assignment: “Write a descriptive paragraph describing the work of art, developing the raw material from
above, and including your response to the work, and your opinion of it. Back up your ideas with specific
details from the work.” (Option for a second Museum visit to work on details.)
Ask a Museum Educator to address the issues that the students identified as confusing or said they didn’t
understand, or wanted more information about.
Add to the adjective and adverb lists and keep in classroom for future writing projects.