Interdisciplinary Lesson For Demonstration Purposes
Demonstration lesson used in teacher training introducing and exploring the cognitive process of interpreting data though an INTERDISCIPLINARY/THEMATIC approach using George Tooker’s THE SUBWAY at the Whitney Museum in NYC, and Simon and Garfunkle’s lyrics for SOUNDS OF SILENCE. The numbers reference the core content standards and objectives developed by Sate of New Jersey and show how these may be addressed through creative lesson planning.
by LEONARD H. BERMAN
Motivation: Picture of painting of a person conveying a feeling of being alienated. Edward Hopper subjects are good.
Behavioral Objective: Students, sitting in the class meeting circle, will verbalize both the literal meaning and figurative associations they have with the word, “alienation.” 3.4:15 & 24
Focus Questions:
Behavioral Objective: Students will, from their own experiences or what they’ve heard, write down one example of alienation they’ve experienced or know about. They are asked to share. 3.3:3 3.1:6
Focus Question/Direction∙ Write down a situation where you have experienced alienation and also write down the feelings that were generated at that time. Share what you’ve written with someone next to you.
Show slide and play tape of song and ask the students to think about the sound of silence that is portrayed in the painting. 1.1:4 3.4:28
Note: A work of art should exist as a work of art and comment should be made as to the basic elements of the particular art form separate from its content. In this way, experiencing art does not become a silent, non intellectual experience. Students should know about the use of light, shape, color, words, phrases, metaphors, images, keys, etc., so in future encounters, they will look for specifics and the artistic experience will not be a non-verbal shrug.
Behavioral Objectives:
Students will verbalize how specific elements of an art form are used by the artist to create an idea. 1.1:2&4 3.4:28
Students will state those similarities and differences in content that exist between the song and the painting. 3.4:21 Students will focus in on important words and phrases and show facility for being able to extend their literal meaning to the figurative meaning. 3.4:24 3.5:11
Focus Questions for the Painting
For The Subway∙
Focus Questions for the Music
For The Sounds of Silence
Focus Questions for the Lyric 3.4:20
Note: Seeing and being able to verbalize similarities or differences between two dissimilar objects is an important thinking skill. Give them time to think. That sound of silence in the classroom may be the sound of thinking.
Behavioral Objectives:
Students recall the material shown and discussed and respond with personal experiences by sharing with others. 3.1:24 Students will infer what they think causes this particular example of alienation. 3.4:21
Students will state what they think the effects have been because this sound of silence exists.
Students will state what they think the prior conditions are that must exist for such causes to exist. 3.4:21
Students will state what subsequent effects might follow if this sound of silence continues.Students will clarify their causes and effects and give reasons for their thinking. 4.4:11
Focus Questions
The teacher selects one sound of silence that exist in the school setting and writes it at the top center of a large piece of butcher paper. Butcher paper is used because the ideas that are to be generated and written on it, can be reviewed and reworked or added to over and over again. Things written on the chalk board have to be erased and are most often forgotten. To the left of the “sound of silence,” write the word, “causes.”
Also
In the sequence of cause and effect questions, the teacher has the option of asking for all causes and effects and prior conditions and subsequent effects at one time or consider only causes and then, only effects.
Behavioral Objectives:
Students will draw conclusions regarding the causes for the sound of silence under consideration.Students will support their conclusions by citing the reasons behind their statements. ccrw3:12 4.4:2 & 10 6.4:8
Focus Questions for Drawing Conclusions
Behavioral Objectives:
Students will draw conclusions regarding the effects of the sound of silence. ccwr 3:12
Students will support their conclusions by citing the reasons behind their statements. ccrw 3:10 6.3:5
Focus Question for Conclusions on Effects
Note: This is the pulling together of the entire cognitive process from recall through generalization. It is basically taking specific information from the discussion and applying it to new situations. At this point, one can go into a writing lesson utilizing the information on the chart for a cause and effect essay or one can take this information and use it as a guidance lesson dealing with alienation. The first writing assignment might use the material generated on the board and another might utilize a “sound of silence” which exists in the students life. Often the state prompts deal with such experiences.
Focus Question:
Note: If the teacher wishes, the student’s “Sound of Silence” can be explored as a guidance or problem solving effort. This can be done by inviting a student to be the focus person in a problem solving focus group. This might best be done if the teacher is working with a group of students who share or are concerned about a specific problem and have established a “trust” with each other. A Peer Mediation situation might be ideal. This procedure allows this person to explore the problem as the focus of a group of peers who are willing to listen, support and help. The student sates the “sound of silence” and is asked those questions which will extend and clarity the situation. When this is done, the participant is asked to share those alternatives he or she has and the consequences of each. No one is permitted to make a judgement on the student who is exploring alternatives to solve the problem. A person with a problem can go only as far as his or her own experiences will take them. When a problem is open to a group, many new insights and perspectives might be offered. Having permission to seek alternatives and evaluate the consequences of a behavior are part of how we learn to value and are necessary for intellectual and emotional growth.
Behavioral Objectives:
Student in chair clarifies, defines and extends problem. ccwr 3:1
Student in chair focuses in on alternatives and the consequences of each. ccwr 3.2, 4, 10 & 13
Student feels support of group. 3.1:17 & 3.2:8
Note: The student whose sound of silence was considered by the class or the peer mediation group, is invited to the front of the room. If agreeable, the problem is restated and the student is asked to respond to questions that may encourage a solution or change in behavior. Any student may volunteer.
Focus Questions
Behavioral Objectives:
Students listen to the “Sound of Silence” offered and clarify issues. 3.2:8
Students generate alternatives and judge the three they would offer as possible solutions. ccwr 3:11
Student who owns the “silence” considers alternatives, reviews consequences and decides. ccwr 3:12, 13, & 14
After the students have clarified the situation, the teacher divides the students into smaller groups for brainstorming. Rules for Brainstorming
1. Make no negative comments on what anyone says.
2. Piggyback on other people’s ideas.
3. Permission for way out ideas.
4. Three minute time limit.
5. Every idea is recorded.
At this time, the participants have the opportunity to bring their experiences to the problem and offer alternatives to the person with the “Sound of Silence.”
Focus Questions
1.- What alternatives are there different from those already discussed?
2.- Of the list you’ve made, which 3 suggestions would you offer for solving the problem?
(To person in the chair)
1.- Which alternatives do you accept, will consider or reject?Behavioral Objectives
Students are to refocus on to their own personal sounds of silence and see and hear those involved, what is happening and what feelings are at work. ccwr 3:1, 2, 10 & 11
Students are to visualize the situation as they want it to be. ccwr 3:14, & 15
Students are invited to consider what they might do to change the situation.
Notes: The technique of focusing on the solution to a problem is the same technique used by coaches when they ask their players to visualize the play or the winning goal. It is making a fantasy into a reality. The students will be asked to write out a statement that would tell the person(s) who are causing this sound of silence, the honest emotion the student is feeling plus the tangible effect this person’s behavior is having without making that person feel defensive, guilty, stupid or angry. This is vitally important that people learn to make such statements if they want to be heard and change another’s behavior. This must be an “I” statement and not a “you” statement.
Focus Questions for Silent Consideration to be Place on the Board:
1.- Whose behavior is causing you this problem?
2.- Why is this a problem to you?
3.- How might you break this sound of silence by:
Note: The following activity should be completed before the end of each class. It is a way for the teacher to assess what the students considered important and it gives the students a chance to become involved in the valuing and assessment process.
Behavioral Objective: Students will sort out ideas from the discussion, select those items that touch them directly and verbalize what they have learned during the period. There should be an “I Learned...” chart on the wall. ccwr 3:14
Focus Statement: Considering what we’ve discussed today, would you please complete and share one of the following statements:
I learned that I.....
I re-learned.....
I thought about.....
I made a connection between.....
I now see that.....
I wonder.....
I.....
Homework Assignment:
If we were to use this general statement about “alienation” as a topic sentence, which ideas generated about causes and effects, prior conditions and subsequent effects would you use to develop your essay? Copy them down. You will be writing an essay using this information.
Considering the process we use in the “Sounds of Silence” lesson, you are asked to write down a “Sound of Silence” that exists in your life. Develop a chart that will explore the causes and effects as will as the prior conditions which may cause it and subsequent effect that will follow if it continues. 3.5:8
Next, write a general statement that will be used as a topic sentence for developing later in class.
Follow Up Writing Assignment In Class
Decide on an audience to whom you will write. 3.3:18
Your objective in writing is to break a sound of silence that exists. 3.3:15
Select a form and style for writing your thoughts. 3.3:2, 3, & 5
Write your thoughts. 3.3:4
Extend the writing process to include editing. 3.3:10 & 11∙
by LEONARD H. BERMAN
Motivation: Picture of painting of a person conveying a feeling of being alienated. Edward Hopper subjects are good.
Behavioral Objective: Students, sitting in the class meeting circle, will verbalize both the literal meaning and figurative associations they have with the word, “alienation.” 3.4:15 & 24
Focus Questions:
- What can you tell me about the people or person in this picture?
- What is your understanding of the word, “alienation?”
- In what situations might students find themselves alienated?
- In what situations have you found yourself alienated?
Behavioral Objective: Students will, from their own experiences or what they’ve heard, write down one example of alienation they’ve experienced or know about. They are asked to share. 3.3:3 3.1:6
Focus Question/Direction∙ Write down a situation where you have experienced alienation and also write down the feelings that were generated at that time. Share what you’ve written with someone next to you.
Show slide and play tape of song and ask the students to think about the sound of silence that is portrayed in the painting. 1.1:4 3.4:28
Note: A work of art should exist as a work of art and comment should be made as to the basic elements of the particular art form separate from its content. In this way, experiencing art does not become a silent, non intellectual experience. Students should know about the use of light, shape, color, words, phrases, metaphors, images, keys, etc., so in future encounters, they will look for specifics and the artistic experience will not be a non-verbal shrug.
Behavioral Objectives:
Students will verbalize how specific elements of an art form are used by the artist to create an idea. 1.1:2&4 3.4:28
Students will state those similarities and differences in content that exist between the song and the painting. 3.4:21 Students will focus in on important words and phrases and show facility for being able to extend their literal meaning to the figurative meaning. 3.4:24 3.5:11
Focus Questions for the Painting
For The Subway∙
- What is the “sound of silence” George Tooker has painted? 3.4:28 6.2:6
- How does Tooker use light to create this sound of silence? 1.1:2 5.1:4
- What kind of light is it? 5.1:4
- Where does the light come from and what is its effect on the characters portrayed? 1.1:3
- Tell me about the shadows or the lack of shadows and what do they indicate? 1.1:2
- What are the dominant lines in the painting? 1.1:2
- What effect do they have on the characters portrayed? 3.4:23
- How do these lines reinforce the “sound of silence?” 1.1:3
- How does the artist organize the space in this painting to reinforce his statement? 1.1:2&3
- How does he use color as a comment? 1.1:2
- What do you notice about the characters portrayed? 3.4:23
- How are they placed? 1.5:7&8 3.4:23
- How do they look? 1.5:7&8 3.4:23
- Tell me about the central figure? 1.5:7&8 3.4:23
- Why might he have put her in a red dress? 1.5:8
Focus Questions for the Music
For The Sounds of Silence
- In what key was this music composed? 1.1:2
- Why do you think they chose a minor key? 1.1:4
- What is the relationship between the key and the content of the lyric? 3.5:12
- If you could play the painting, in what key would it be? Why? 1.5:10
- What gives the painting its minor key quality? 1.5:9
Focus Questions for the Lyric 3.4:20
- Looking at the lyric, what are they saying about people that Tooker is also saying? 3.5:16
- The song calls alienation a “sound of silence.” What does it say about alienation that the painting does not say? 3.5:12 & 3.4:21
- What specific silences among people seem important to Simon and Garfunkel? 3.4:22
- How do Simon and Garfunkel also use “light” to convey their ideas? 3.4:24
- What is your scientific understanding of neon that makes it a fitting image or metaphor? 5.8:4
- What are the neon God’s we’ve created? What do they do for us? What have they done to us? 3.4:24
- What words or word pictures do they use that make their ideas clear? (i.e., silence like a cancer grows; in the wells of silence, ) 3.4:31
- How is it possible for people to talk without speaking and hear without listening? 3.4:31
Note: Seeing and being able to verbalize similarities or differences between two dissimilar objects is an important thinking skill. Give them time to think. That sound of silence in the classroom may be the sound of thinking.
Behavioral Objectives:
Students recall the material shown and discussed and respond with personal experiences by sharing with others. 3.1:24 Students will infer what they think causes this particular example of alienation. 3.4:21
Students will state what they think the effects have been because this sound of silence exists.
Students will state what they think the prior conditions are that must exist for such causes to exist. 3.4:21
Students will state what subsequent effects might follow if this sound of silence continues.Students will clarify their causes and effects and give reasons for their thinking. 4.4:11
Focus Questions
- Considering the concept of alienation as it is depicted in the painting, the music and the poem, what examples of alienation have you found existing in school? Write two examples.
The teacher selects one sound of silence that exist in the school setting and writes it at the top center of a large piece of butcher paper. Butcher paper is used because the ideas that are to be generated and written on it, can be reviewed and reworked or added to over and over again. Things written on the chalk board have to be erased and are most often forgotten. To the left of the “sound of silence,” write the word, “causes.”
- What do you think are some of the causes for ________________________? 6.3:5 (Sound of silence) 3.4:21
- Why do you say that is a cause?
Also
In the sequence of cause and effect questions, the teacher has the option of asking for all causes and effects and prior conditions and subsequent effects at one time or consider only causes and then, only effects.
Behavioral Objectives:
Students will draw conclusions regarding the causes for the sound of silence under consideration.Students will support their conclusions by citing the reasons behind their statements. ccrw3:12 4.4:2 & 10 6.4:8
Focus Questions for Drawing Conclusions
- From what we’ve said, what do YOU think are the main reasons for this sound of silence to exist? 6.4:2 6.4:13∙
- Why do you think that is the most important? 6.4:3 6.4:7
- What are some of the effects of this sound of silence?
- Why do you think that is an effect?
Behavioral Objectives:
Students will draw conclusions regarding the effects of the sound of silence. ccwr 3:12
Students will support their conclusions by citing the reasons behind their statements. ccrw 3:10 6.3:5
Focus Question for Conclusions on Effects
- What do you think are the most important effects of those listed?
- Why do you think that is the most important?
- Considering this cause, what prior conditions do you think exist or had to exist for this to be a “cause” of this “sound of silence?” ( Consider several and write the prior condition next to the cause.)
- Why do you say that?Returning to the “effects” side of the chart, ask the following as you reconsider each “effect.”
- What will be some of the consequences or subsequent effects if this “effect” continues?
- Why do you say that?
Note: This is the pulling together of the entire cognitive process from recall through generalization. It is basically taking specific information from the discussion and applying it to new situations. At this point, one can go into a writing lesson utilizing the information on the chart for a cause and effect essay or one can take this information and use it as a guidance lesson dealing with alienation. The first writing assignment might use the material generated on the board and another might utilize a “sound of silence” which exists in the students life. Often the state prompts deal with such experiences.
Focus Question:
- Thinking about what we’ve said, write down a statement about this sound of silence that tells why this sound of silence exists and what happens because of it..
Note: If the teacher wishes, the student’s “Sound of Silence” can be explored as a guidance or problem solving effort. This can be done by inviting a student to be the focus person in a problem solving focus group. This might best be done if the teacher is working with a group of students who share or are concerned about a specific problem and have established a “trust” with each other. A Peer Mediation situation might be ideal. This procedure allows this person to explore the problem as the focus of a group of peers who are willing to listen, support and help. The student sates the “sound of silence” and is asked those questions which will extend and clarity the situation. When this is done, the participant is asked to share those alternatives he or she has and the consequences of each. No one is permitted to make a judgement on the student who is exploring alternatives to solve the problem. A person with a problem can go only as far as his or her own experiences will take them. When a problem is open to a group, many new insights and perspectives might be offered. Having permission to seek alternatives and evaluate the consequences of a behavior are part of how we learn to value and are necessary for intellectual and emotional growth.
Behavioral Objectives:
Student in chair clarifies, defines and extends problem. ccwr 3:1
Student in chair focuses in on alternatives and the consequences of each. ccwr 3.2, 4, 10 & 13
Student feels support of group. 3.1:17 & 3.2:8
Note: The student whose sound of silence was considered by the class or the peer mediation group, is invited to the front of the room. If agreeable, the problem is restated and the student is asked to respond to questions that may encourage a solution or change in behavior. Any student may volunteer.
Focus Questions
- Can you tell us about this particular “Sound of Silence.”
- What problem has resulted from this sound of silence?
- What feelings has this caused in you?
- Whose behavior is causing you this problem?
- Why is this a problem for you?
- How might your behavior contributed to this?
- What have you already tried to change the situation?
- Why do you think it didn’t work?
- What alternatives have you thought about?
- What might happen if you do that?
Behavioral Objectives:
Students listen to the “Sound of Silence” offered and clarify issues. 3.2:8
Students generate alternatives and judge the three they would offer as possible solutions. ccwr 3:11
Student who owns the “silence” considers alternatives, reviews consequences and decides. ccwr 3:12, 13, & 14
After the students have clarified the situation, the teacher divides the students into smaller groups for brainstorming. Rules for Brainstorming
1. Make no negative comments on what anyone says.
2. Piggyback on other people’s ideas.
3. Permission for way out ideas.
4. Three minute time limit.
5. Every idea is recorded.
At this time, the participants have the opportunity to bring their experiences to the problem and offer alternatives to the person with the “Sound of Silence.”
Focus Questions
- Which of these alternatives do you think you might consider? Why?
- Which do you feel will not work in this situation? Why?∙
1.- What alternatives are there different from those already discussed?
2.- Of the list you’ve made, which 3 suggestions would you offer for solving the problem?
(To person in the chair)
1.- Which alternatives do you accept, will consider or reject?Behavioral Objectives
Students are to refocus on to their own personal sounds of silence and see and hear those involved, what is happening and what feelings are at work. ccwr 3:1, 2, 10 & 11
Students are to visualize the situation as they want it to be. ccwr 3:14, & 15
Students are invited to consider what they might do to change the situation.
Notes: The technique of focusing on the solution to a problem is the same technique used by coaches when they ask their players to visualize the play or the winning goal. It is making a fantasy into a reality. The students will be asked to write out a statement that would tell the person(s) who are causing this sound of silence, the honest emotion the student is feeling plus the tangible effect this person’s behavior is having without making that person feel defensive, guilty, stupid or angry. This is vitally important that people learn to make such statements if they want to be heard and change another’s behavior. This must be an “I” statement and not a “you” statement.
Focus Questions for Silent Consideration to be Place on the Board:
1.- Whose behavior is causing you this problem?
2.- Why is this a problem to you?
3.- How might you break this sound of silence by:
- changing yourself?
- changing the situation?
- changing the other person?
Note: The following activity should be completed before the end of each class. It is a way for the teacher to assess what the students considered important and it gives the students a chance to become involved in the valuing and assessment process.
Behavioral Objective: Students will sort out ideas from the discussion, select those items that touch them directly and verbalize what they have learned during the period. There should be an “I Learned...” chart on the wall. ccwr 3:14
Focus Statement: Considering what we’ve discussed today, would you please complete and share one of the following statements:
I learned that I.....
I re-learned.....
I thought about.....
I made a connection between.....
I now see that.....
I wonder.....
I.....
Homework Assignment:
If we were to use this general statement about “alienation” as a topic sentence, which ideas generated about causes and effects, prior conditions and subsequent effects would you use to develop your essay? Copy them down. You will be writing an essay using this information.
Considering the process we use in the “Sounds of Silence” lesson, you are asked to write down a “Sound of Silence” that exists in your life. Develop a chart that will explore the causes and effects as will as the prior conditions which may cause it and subsequent effect that will follow if it continues. 3.5:8
Next, write a general statement that will be used as a topic sentence for developing later in class.
Follow Up Writing Assignment In Class
Decide on an audience to whom you will write. 3.3:18
Your objective in writing is to break a sound of silence that exists. 3.3:15
Select a form and style for writing your thoughts. 3.3:2, 3, & 5
Write your thoughts. 3.3:4
Extend the writing process to include editing. 3.3:10 & 11∙