Georgia Standards

South Carolina Standards

Key Vocabulary

Materials

• Projector and images of Hale Woodruff’s Talladega College murals:
  • The Trial of the Amistad Captives
  • Building of Savery Library
• Space for students to stage their tableau
• Student research guide handout for each student
• Paper and pencils for notes and writing
• Tableau creation checklist for each group
• See/Think/Wonder Artful Thinking Routine
• Optional: Props or fabrics to enhance tableaux

Instructional Design

Opening/Activating Strategy

• Engage students in the See/Think/Wonder Artful Thinking Routine. Teacher projects one mural at a time and asks students to write or discuss:
  • What do you see?
  • What do you think is happening?
  • What do you wonder about this scene?
  • ***NOTE: Each question in this routine should be asked and discussed/answered before moving on to the next question.
• After each question, teacher facilitates a brief whole-class discussion to share ideas.
• Teacher provides brief background information on the murals, highlighting:
  • One mural depicts people of different races working together to build Savery Library, emphasizing unity and education.
  • Another mural shows the Amistad captives returning to Africa after being freed by the U.S. Supreme Court, marking a historic affirmation of freedom.
  • Both murals reflect Woodruff’s positive vision of racial cooperation and justice.

Work Session

• Students divide into small groups and are assigned to one mural.
• Groups use the Research Guide to investigate:
  • What is the mural’s purpose?
  • Who is the intended audience?
  • How did the historical and cultural circumstances influence its meaning?
  • What evidence from the mural and historical facts supports these ideas?
• Using what they learned, each group creates a tableau that depicts what the mural represents and reflects its positive message.
  • Emphasize use of levels, space, facial expressions, and symbolism to communicate clearly.
• As teacher circulates during the work session, they can prompt students using questions such as:
  • What clues in the mural tell you about its message?
  • How does the mural reflect the time it was painted?
  • What should the audience feel or understand when they see your tableau?

Closing Reflection

• Groups perform their tableaux for the class.
• Each student writes an artist’s statement explaining:
  • How purpose, audience, and circumstances influenced the mural’s meaning.
  • How their tableau expresses that meaning.
  • Evidence from their research and specific details from the mural to support their explanation.

***Artist statements should be organized clearly, using appropriate tone and varied information.

Final reflection (oral or written): What did you learn about how art can communicate powerful messages about history and society?

Assessments

Formative

• Participation in See/Think/Wonder and group discussion.
• Teacher observation of research and tableau creation.

Summative

• Completed artist’s statement evaluated for the following (see rubric on page 3 of research guide):
  • Analysis of purpose, audience, and circumstances.
  • Explanation of tableau choices.
  • Use of evidence and specific references.
  • Clarity, organization, and tone.

Differentiation

Additional Resources

High Museum of Art: Rising Up: Hale Woodruff’s Murals at Talladega College

Credits

Ideas contributed by: Catherine DeCocco, Susie Spear Purcell, Gretchen Hollingsworth

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  January 2026 @ ArtsNOW

Georgia Standards

South Carolina Standards

Key Vocabulary

Materials

• Selected fairytale or fable
• Pencils
• Copy paper
• Styrofoam sheets
• Dull pencils or ball point pens
• Water based printing ink
• Brayers
• Newsprint or packing paper
• Paper for printing
• Colored pencils or art sticks
• Drying rack or space to lay prints

Instructional Design

Opening/Activating Strategy

Engage (Read & Discuss)

• Read a selected fable or fairytale (e.g., "The Tortoise and the Hare", "The Three Little Pigs", or "The Lion and the Mouse").
• Discuss the story’s theme and identify key details that support it.
• Look closely at the illustrations.
  • Ask: How do they support the theme of the story?
• Discuss what a symbol is, and ask students for examples of symbols in everyday life.
• Brainstorm symbols that could represent the theme.
  • Here are some examples:
    • Hard work pays off (e.g., “The Little Red Hen” – Symbol: Grain of wheat or a loaf of bread).
    • Kindness is rewarded (e.g., “Cinderella” – Symbol: A heart or a helping hand).
    • Patience and perseverance (e.g., “The Tortoise and the Hare” – Symbol: A slow-moving turtle or a clock).
    • Bravery and courage (e.g., “Little Red Riding Hood” – Symbol: A shield or a roaring lion).
    • Sharing and generosity (e.g., “Stone Soup” – Symbol: A steaming pot of soup”).

Work Session

Explore (Sketch & Plan):

• Discuss how symbols can convey meaning visually.
• Have students sketch possible symbols on paper, focusing on simple yet effective designs.

Create (Printmaking Process):

• Introduce and demonstrate the printmaking process:
  • Carving the styrofoam plate:
    • Draw lightly with a pencil before pressing into the styrofoam to avoid mistakes.
    • Use a dull pencil or ballpoint pen to carve designs—press firmly but avoid puncturing all the way through the styrofoam.
    • Keep lines simple and bold for clear prints; intricate details may not transfer well.
    • Vary line thickness for added depth—thicker lines hold more ink, while thinner lines create subtle details.
  • Inking the plate:
    • Roll out a thin, even layer of ink on a tray before applying to the printing plate with a brayer.
    • Then, using the brayer, roll a thin, even layer of ink over the styrofoam plate. Too much ink can make details disappear!
    • Students should take turns rolling ink on the plate while their partner watches for even coverage.
  • Printing process:
    • Carefully place the inked plate face down on paper—one student can hold it while the other presses.
    • Use hands or a clean brayer to press firmly and evenly over the entire plate.
    • Lift the plate slowly to reveal the print!

Students may need to repeat this process, experimenting with different amounts of ink and application of pressure when transferring the print.

• Cleanup and reflection:
  • Lay prints flat to dry before handling.
  • Have students compare their prints and discuss what worked well.
  • If needed, allow students to re-ink and try again.
  • Once prints are dry, add color and details with art stix, crayons, or colored pencils.

Classroom Tips:

• Students can work in pairs to create prints.
• Encourage students to work carefully.
• Make sure there is a piece of newsprint under each printmaking station.
• This process works great as a center. Set up a station and allow student pairs to rotate through to create their prints.

Extension:

• Use Book Creator to record short videos discussing the theme of their assigned fairy tale or fable.
• Students can also create digital storyboards with apps like Storyboard That to map out key details leading to the theme.

Closing Reflection

Reflect (Gallery walk and discussion):

• Display student prints and discuss how each symbol represents a theme.
• Have students write a reflection explaining their design choices and how their symbol connects to the story’s theme.

Assessments

Formative

• Teacher observation during discussions and sketching phase

Summative

• Final print and reflection explaining their artistic and thematic choices

Differentiation

Additional Resources

• What Is Printmaking? The Met
• Printmaking - Tate Museum

Credits

Ideas contributed by: Shannon Green

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

Georgia Standards

South Carolina Standards

Key Vocabulary

Materials

• Feeling Wheels/Charts/Faces
• Various props (for Step In My Shoes Relay–examples listed in Instructional Design)
• POV sunglasses or headbands (for Whose Story Is it?)--two pairs of sunglasses or headbands needed–each one will have a character’s name taped to it
• The book A Tale of Two Beasts by Fiona Roberton (A Tale of Two Beasts read aloud)
• Four pieces of board or large paper (for Step In My Shoes Relay)

Instructional Design

Opening/Activating Strategy

EMOTION FACES & WALKS

• Show a Feeling Wheel or a visual of emotions (see Additional Resources).
• Point to an emotion and ask students to make the facial expression associated with that emotion.
  • Point to an emotion.
  • Say "1, 2, 3….FREEZE".
  • Students show a facial expression.
  • Then, call out the emotion/feeling.
• Tell students that actors use their facial expressions to help tell the story of how they feel.
• Ask students how you can use your body to show emotions.
  • Some ways are using gestures, posture, and gait.
• Have students stand up and fill in spaces around the room.
  • Tell students to:
    • Walk around the room without touching anyone.
    • You will call out an emotion.
    • Students need to walk like that emotion until you call out the next emotion.

STEP IN MY SHOES RELAY

• Divide students into groups.
• Set up the following four stations around the classroom with props and prompt questions.
  • 1) The teacher station:
    • Prop Suggestions: Oversized glasses, chalkboard pointer, hat, sweater, clipboard, stack of papers
    • Prompt questions written on a board or large paper
      • How do you feel about grading papers?
      • What is your favorite part of the school day?
      • How do you feel when students don't listen in class?
      • What do you wish students would do more of in class?
      • What do you do when a lesson doesn't go as planned?
    • 2) The student station:
      • Prop suggestions (backpack, school supplies, fidget toy or earbuds, textbooks or notebook)
      • Prompt questions written on a board or large paper
        • How do you feel about homework?
        • What's your favorite subject and why?
        • How do you feel when there's a pop quiz?
        • What's the hardest thing about school?
        • How do you feel when you finally finish a big project?
      • 3) The pet station:
        • Prop suggestions (leash or collar, toy bone or ball, stuffed animal (dog or cat), pet bed or blanket
        • Prompt questions written on a board or large paper
          • What do you think when you hear the sound of food being prepared?
          • How do you feel when you're left alone at home?
          • What do you do when your owner comes home?
          • How do you react when someone new enters the house?
          • What's your favorite activity to do with your owner?
        • 4) The parent/caregiver station:
          • Prop suggestions (apron or parental hat, child's drawing, family photo, grocery bag, car keys, phone)
          • Prompt questions written on a board or large paper
            • How do you feel when your kids don't listen to you?
            • What do you think about the way school is run?
            • How do you feel when your child gets a good grade?
            • What do you wish your children would do more at home?
            • What do you find most challenging about being a parent/caregiver?
          • Let each student take turns putting on the "perspective shoes" (props) at each station.
            • Have them pick up the props at each station.
            • Then they will answer the prompt questions from that character's perspective.
          • After each round, students can rotate to the next station and take on a new perspective.
          • After completing all stations, come together to discuss the following questions:
            • How did it feel to be in that character's shoes?
            • How did the perspective change the way you viewed the situation?
            • What did you learn about how people in different roles might feel or think?
          • Relay extensions:
            • Change the setting: Instead of a classroom, set the stations in different environments (e.g., home, park, school bus).
            • Add a time limit: Challenge students to answer the prompts in under a minute, encouraging quick thinking.
            • Make it competitive: Turn the relay into a friendly competition, awarding points for the most creative or thoughtful answers.
          • Relay reflection questions:
            • How did the props help you feel more connected to the perspective?
            • What were the most surprising things you learned while "walking in someone else's shoes"?
            • How can understanding different perspectives help us in real life?

Work Session

• Imagine you and a friend see the same thing; you might describe it differently because each one of you is looking at the story from your own perspective or "point of view".
  • Point of view is like whose eyes are telling the story.
  • Point of view is like whose thoughts we are reading about.
• Explore the details about Points of View: 1st, 2nd 3rd and associated pronouns.

WHOSE STORY IS IT?

• Choose a simple, well-known fable or fairytale. See suggestions below.
  • The Three Little Pigs (characters – Wolf, Pigs, Narrator)
  • Goldilocks and the Three Bears (characters – Goldilocks, Baby Bear, Narrator)
  • Little Red Riding Hood (characters – Little Red, Wolf, Narrator)
• Ask students to act out the story in three different ways or from three different sets of eyes.
  • First, give each person a pair of sunglasses or headband with their point of view (1st, 2nd, or 3rd) taped to it.
    • 1st person:
      • One student pretends to be a character and tells the story as "I”.
      • Pronouns - I, me, we, our
      • Examples -
        • Little Red Riding Hood:
          • LITTLE RED: “I'm going to Grandmother's house.”
        • Goldilocks and the Three Bears.
          • GOLDILOCKS: “I'm sleepy.”
        • 2nd person:
          • A narrator tells it using "You"—like a “choose-your-own-adventure” story.
          • Pronouns - you, your, yours
          • Examples -
            • Little Red Riding Hood:
              • NARRATOR: “You are walking to Grandmother's house.”
            • Goldilocks and the Three Bears:
              • NARRATOR: “You are sleeping in Baby Bear's bed.”
            • 3rd person:
              • A narrator describes the scene while others act it out.
              • Pronouns - he, she, him, her, they, them
              • Examples -
                • Little Red Riding Hood:
                  • WOLF: “She has a basket of goodies!”
                • Goldilocks and the Three Bears:
                  • BABY BEAR: “She is sleeping in Baby Bear’s bed!”
                • After, facilitate a discussion around the following questions:
                  • How does the story change depending on who is telling it?
                  • Which POV makes the audience feel closest to the story?

POINT OF VIEW BOOK

• Tell students that you can explore Point of View when reading a book.
• Read the book, The Tale of Two Beasts, by Fiona Roberton.
• After reading, discuss the following:
  • Did the Girl and Beast see things the same way or differently? (Differently)
  • When the Girl thought she was rescuing the little Beast, what was the Beast thinking? (That he was being captured)
• Ask students to make a statue of the two characters: the Girl and the Beast.
  • Tell students to add posture, facial expression, and emotion.
• Discuss Part 1 - Who is speaking in Part 1 of the book?
  • Whose point of view or eyes are we seeing the story through? (The Girl)
• Tell students that they will Freeze Frame her side of the story.
  • Define the parts of her story.
  • Ask students to come up and freeze-frame each part.
  • Tap each student playing the Girl.
    • Ask the student to say what the Girl is thinking, speaking in the first person using "I".
  • Discuss Part 2 - Who is speaking in Part 2 of the book?
    • Whose point of view or eyes are we seeing the story through? (The Beast)
  • Tell students that they will Freeze Frame the Beast's side of the story.
    • Define the parts of his story.
    • Ask students to come up and freeze-frame each part.
    • Tap each student playing the Beast.
      • Ask the student to say what the Beast is thinking, speaking in the first person using "I".
    • Ask students to pick their favorite book character and write three sentences:
      • 1st person - from the character's point of view using "I".
      • 2nd person - from a narrator's POV addressing the reader using "you".
      • 3rd person - from the narrator's POV using "he, she, they".

Closing Reflection

• Facilitate a discussion around the following questions:
  • How did we bring point of view to life today?
    • We used our bodies to become the characters and the points of view.
    • We also retold the stories using our bodies and faces in tableaux or freeze frames.
  • Is this a way for us to help people understand us?
    • By sharing and showing our emotions
  • Do you think the girl and the creature understood each other better at the end of their stories?
  • Can you “turn and talk" showing your partner what emotion you feel right now?
  • What did the Girl and the Beast feel at the end of their stories?

Assessments

Formative

• The teacher will observe:
  • Are students engaged and on task?
  • Can students speak in the first person from the character’s point of view?
  • Are students engaging their voices and bodies?

Summative

• Use the following checklist to assess students (can be projected on the board):
  • Did you use your face?
  • Did you use your voice?
  • Did you use your body?
  • Did you speak from the 1st-person point of view?
  • Did you speak from a 2nd-person point of view?
  • Did you speak from a 3rd person point of view?

Student’s sentences from each point of view

Differentiation

Additional Resources

• A TALE of TWO BEASTS by Fiona Roberton - Children's Books Read Aloud
• Feeling wheels/charts/faces

Credits

Ideas contributed by: Susie Spear Purcell. 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW