ARTS Responses and Robust Questions BOOK INSERTS

Character Trait Concept Themes:



Robust Questions and Making Connections through Integrated Arts Responses





Courage Questions/Activities





 Explain how Meg is like the bird in the story.

Courage to Fly  What is the role of the old man who does exercises in the park?

by Troon

Harrison





Responding Through the ARTS









Understanding Feelings Questions/Activities



 Tell a partner about a time when you felt really, really, angry.

When Sophie Gets Angry –  How was it like/unlike Sophie’s experience?

Really, Really Angry  Does Sophie have a good strategy for coping with her angry

by Molly Bang feelings? Use evidence from the text and your own ideas to

support your thinking.

 We do not hear the voice of Sophie’s sister at the beginning of

the story, even though it is the sister’s action that sets off

Sophie’s anger. If there were thought bubbles above the head

of Sophie’s sister on the first two pages, what would they say?







Responding through the ARTS









*Acceptance/Compassion

A Chance to Shine How are the books A Chance to Shine and Lily and the Paper Man

By Steve Seskin and Allen similar? Different?

Shamblin Write lyrics to a song to accompany Lily and the Paper Man as Steve

and Allen composed “A Chance to Shine?”

What elements of music might we use to create changing moods?









Responding Through the ARTS

*Acrylic painting, Music CD

Acceptance/Compassion Questions/Activities

 When Lily first sees the newspaper man, she hides behind her mother’s coat. If

there was a thought bubble above her head on this page, what would it say?

 Why do you think Lily’s opinion of the paper man changes over the course of the

Lily and the Paper Man story?

 Group Placemat Activity: Chart Lily’s behaviour toward the paper man at

beginning, middle and end of story. Discuss reasons for change.

 How would the story change if the paper man was the narrator (voice)? Rewrite

the story in graphic text, from the point of view of the paper man.

 What message is the author portraying through this story? Use evidence from the

text and your own ideas to support your thinking.

 “Lily wants to run away but she stands still.” Write the thoughts Lily might be

having at this moment.

 Turn to the illustration on the fourth last page. Explain what Lily’s parents might

be thinking.

 Why do you think Lily was afraid of the paper man? Use information from the text

and your own ideas.

 How would the story be different if Lily met the paper man in the winter instead of

the summer?

 What does the paper man mean when he says, “I’m warmer than I have been for

a long, long time”? Use information from the text and your own ideas to support

your thinking.









Responding Through the

ARTS









Compassion Questions/Activities

A Mamma  Imagine you were Owen, separated from those you love. Write Owen’s diary at

for Owen different parts of the story. (Teacher decides)

 What is the author saying about friendship? Acceptance? Love? Family?

 What is the role of friends in our lives? Use information from the text and your

own ideas to support your thinking.

 Rewrite the story as a graphic text. Write from Owen’s (or Mzee’s ) point of view.

 Using a venn diagram, outline the differences/similarities between Owen and

Mzee and A Mama for Owen.

 In what ways are Owen and Mzee similar? Different?

and  The story of Owen and Mzee has touched people all over the world. Why do you

Owen and think this story appeals to so many people?

Mzee  Why do you think the author included the letter at the beginning of the text?









Responding Through the

ARTS

Character Education *Sample Question Prompts

Titles that Exemplify

Concept

Themes/Traits



Sample Titles in Schools:  What would you have done if you…?

 In what ways are _________ and __________ similar?

Nobody Knew What To Do Different? Explain with evidence.

One More Border  What is the author’s message?

The Other Side  Why did ___________ choose to/not to…?

The Orange Shoes  Role play a conversation the characters might have if….

Paths to Peace  Using facial expressions, body language and tableaux, model

a time when barriers were broken down.

 How would the story be different if it took place in another

time or place?

 Is the ending effective? Explain why or why not.

 Is this a good title for the story? Explain.

 How do the illustrations help us to understand the story?

 Tell the story/poem from another point of view.









Responding Through the

ARTS



Music

Drama

Dance

Visual Arts

Compassion Making Connections through an ARTS Response

One Example





The Other *Drama Activity: Outsider (whole class activity- jr/int)

Side

This drama activity helps children to understand how it feels to be on the

outside. Sometimes one little crack is all that is needed to let someone slip in

and feel a part of things.



Responding Through the Ask for a volunteer to leave the room, so you can explain to the rest of the

class what they must do. The volunteer is told that when they come back in,

ARTS they must try to “fit in” with what is happening. They will have to watch and

listen, and try to join the group.



Once the volunteer is out of the room, the class is given the following

instructions.



You are at a party. Everyone is talking with their friends in groups of two or

more. Talk about things you would normally discuss with your friends. When

the volunteer comes in, that person is invisible to you. You cannot hear or see

the volunteer. If they talk to you, you must act as if they are not even there.

Don’t look at him/her, or talk to him/her.



Choose ONE person only who will talk to the volunteer, but only if the

volunteer approaches him/her. To this one person, the volunteer can be heard

and seen. This person cannot explain to the volunteer why nobody will speak

to him/her, but can engage in any other chatter.



The rest of the group must secretly watch the volunteer to see what his/her

reactions are to the situation. Does he find the one person who will talk to

him? If so, what does he do? Does he stick with the person? Note body

language. How do people act when they are ignored and rejected.



After a few minutes, stop the role play and have the whole group debrief. Ask

the volunteer to explain his/her thoughts and feelings. How does this activity

relate to The Other Side?

*Acceptance Questions/Activities



 List three character traits that describe Minna. For each trait, find

The Rag Coat an example from the story that supports that trait. (something

by Lauren Mills the character does, says, or what others say about her)

 Minna’s Papa said, “Minna, people only need people, and nothing

else. Don’t you forget that.” What did he mean by that? Use

evidence from the text and your own ideas to support your

thinking.

 What understandings has Minna helped her classmates reach?



Responding Through the ARTS Divide class into three equal groups. Give each group one of the following tasks:

*Quilting, Pencil Sketching and

Tableau – Create a tableau of Minna and her schoolmates the

Watercolour Painting first time they see her coat.

Create a tableau of Minna and her schoolmates as she

tells them stories about her coat.

Create a tableau of Minna and her schoolmates after

they realize the value of the coat.



Discuss why the three tableaus are different. How did you use your facial

expressions, body language and levels to create a mood or feeling?









*Hope/Compassion Questions/Activities



Hope is an Open Heart  Is this a good title for the book? Explain, using examples from

by Lauren the text and your own ideas to support your thinking.

Thompson  There are stories behind the pictures in these books. The author

explains some of them at the back of the book. For each of the

pictures, imagine the hardship the people might have gone

through. Tell a partner. When done, turn to the back of the book

and read the five stories the author shares with us. Why was

having “hope” so important in each situation?

 What is the role of the photos in this text? Why do you think the

author photographed primarily children instead of adults?



 Look at the Book Plate. How does Patrick’s spirit bring us hope?





Responding Through the ARTS

*Photography

*Hope Questions/Activities





 What do you think the author’s message is? Use your own

Subway Mouse thinking and evidence from the text.

by Barbara Reid  “Follow your dreams”

“There’s always a light at the end of the tunnel.”

“It’s always darkest before the dawn”.

Choose one of these three well-known sayings, and explain how it

applies to Subway Mouse.

 Choose a character trait that describes Nib. Find two examples

from the text that support your thinking.





Responding Through the ARTS

*Plasticene illustrations









*Respect/Rights of the Questions/Activities

Child

For Every Child: The Rights of Focus on one “right” at a time. Look in the newspaper and find

the Child in Words and Pictures, articles that tell us that the voices of some children are not being

Unicef, United Nations Children’s heard. Make a list of things we can do to “be their voices” each and

Fund every day.



View the Power of One PP on the NNDSB Arts SharePoint Site. How

have these people made a difference?



As a class, list the “Rights of Every Child” in your own words and

pictures. (a beautiful quilt project)

Compare images. How have the artists chosen to show innocence?

Responding Through the ARTS What elements of design are used to show contrast? Emotion?



Research one of the illustrators (biographies at the back) and try

various techniques.