Art vs Lit: Antigone in two mediums

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SWBAT analyze the representation of a key scene in two artistic mediums by comparing scenes from Antigone to pieces of art.

Big Idea

Can artwork lead students to a deeper understanding of a text? Yes! Here is how.

Analyzing art together

10 minutes

Today I am excited to get the party started!  We are going to work on a standard that is difficult for me to plan for and a skill that is super important! Students will be analyzing the subject of Antigone in two different mediums (RL.9-10.7).  In my class, we spend a lot of time with photographs, charts and other visuals, but not much time with paintings, so I want to give the students opportunity to practice with this new type of "text". In order to help my students practice this new skill, I begin class by guiding my students though reading a famous painting.  

Students will enter class and respond to the following prompt (W.9-10.10):

What do you know about art? For three minutes, look at this picture, Nighthawks by Edward Hopper.  Read the artwork. Make inferences, predictions, and analyze the settingand characters.  

Next, I will ask students to tell me what they saw.  I'll record their thinking on the white board and we will continue finding details and recording them together.  


Art vs Lit--Drawing a comparison

25 minutes

Now that students have had a chance to analyze a piece of artwork as a class, I want to allow them to begin to analyze in groups.

Students will be grouped in fives. I'll have three pictures that represent three different scenes from Antigone.  (Please note, due to Copyright issues, I couldn't include the paintings.  I googled Antigone paintings and found many to choose from). Each group will spend seven minutes on each painting collaboratively working (SL.9-10.1) to compare the artwork to the correlating scene from Antigone and will record their thinking on notes they take.  For example, is the tone the same?  Do the characters depicted in the art remind students of the characters described in the play?  Does the art clearly communicate the tension and/or conflict that is described in the play?

I allow each student to decide what form or type of notes they wish to take.  This helps differentiate instruction for students.  Each student in the group will take notes evaluating how each version interprets the text (RL.9-10.7). Students will follow this process for all three paintings.   

Present like a docent

15 minutes

To finish class, students will have an opportunity to present their analytical findings to the class. Students will draw a number 1, 2 or 3 out of a hat and that number will coordinate with the number on one of the paintings.  

Then groups will have four minutes to plan their "speech."  At the end of four minutes, students will travel around the room in a gallery walk and each group will present their painting to us.  I will ask groups to work on coming to the presentation prepared (SL.9-10.1a) and to integrate both sources of information (SL.9-10.2) while they explain what is emphasized in each medium (RL.9-10.7). Each group will have three minutes to present.