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A Picture is Worth 1,000 Words

Middle

Description

A Picture is Worth 1,000 Words is a lesson plan designed for middle school students in preparation for Martin Luther King, Jr. Day. The students will use visual literacy skills to analyze the components and message of an image. They will listen carefully and seek to understand the different opinions and perspectives of their classmates. The students will identify issues that are meaningful to them and create a simple image and text to communicate a message that causes others to think.

In this resource, students will:

  • use visual literacy thinking skills to explore the meaning and emotions presented in an art image
  • discuss ways to listen with generosity to value others' perspectives
  • identify a difficult issue that they care about 
  • examine the elements of design and language to communicate effectively
  • create an image and text to advocate for a position

The resource provides optional activities to enhance the learning. 

General Assessment

What skills does this resource explicitly teach?

In this resource, students are taught explicitly how to listen with kindness and how to use visual literacy skills to analyze the components and the message of an image. 

Strengths

  • All the instructions to complete this lesson are clear in the resource
  • Optional handouts are available to extend the activities
  • Background information is available to teachers

Weaknesses

  • Even though the resource is available to view online, you need to register to get the extra handouts
  • Lack of assessment tools
  • No strategies for learners with difficulties are provided

Recommendation of how and where to use it

The lesson is meant to be used at the middle school level in preparation for Martin Luther King, Jr. Day. This lesson would be excellent in a visual arts class with a focus on citizenship. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
    • Grade 8
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Art: Drawings
        • Visual Arts: Compositon
  • Manitoba
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
  • New Brunswick
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Cultures: An Introduction to Culture
        • World Cultures: World Issues
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts : Perceiving, Reflecting & Responding
        • Visual Arts : Understanding and Connecting Contexts of Time, Place, and Community
        • Visual Arts: Creating, Making, and Presenting
    • Grade 7
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Elements of Art and Principles of Design
        • Visual Arts: Materials and Techniques
        • Visual Arts: Responding to Art
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Culture
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Development of Imagery
        • Visual Arts: Elements of Art and Principles of Design
        • Visual Arts: Materials and Techniques
        • Visual Arts: Responding to Art
        • Visual Arts: Visual Awareness
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • An Introduction to Culture
        • World Issues
      • Visual Art
        • Step 4Relevant matches
        • Art: Creating, Making, and Presenting
        • Art: Understanding and Connecting Contexts of Time, Place, and Community
        • Art:Perceiving, Reflecting, and Responding
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Creating, Making and Presenting
        • Visual Art
        • Visual Art: Perceiving,Reflecting and Responding
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Creating, Making and Presenting
        • Visual Art
        • Visual Art: Perceiving,Reflecting and Responding
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Visual Arts
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Visual Arts
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: An Introduction to Culture
        • Social Studies 6: World Issues
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 6
    • Grade 7
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 7: Creating, Making, and Presenting
        • Visual Arts 7: Perceiving, Reflecting, and Responding
        • Visual Arts 7: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating, Making, and Presenting
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
  • Nunavut
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Creative/Productive
        • Arts Education 6: Critical/Responsive
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
        • Arts Education 7: Critical/Responsive
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Creative Productive
        • Arts Education 8: Critical/Responsive
  • Ontario
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • An Introduction to Culture
        • World Issues
      • Visual Art
        • Step 4Relevant matches
        • Visual Art: Exploring Forms and Cultural Contexts
        • Visual Art: Reflecting, Responding, and Analysing
        • Visual Arts: Creating and Presenting
    • Grade 7
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Drawing Unit
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Drawing Unit
  • Quebec
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: To produce individual works in the visual arts
        • Arts: Visual Arts: To appreciate works of art, media images, personal productions and those of classmates
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: Creates personal images
      • History & Citizenship Education
        • Step 4Relevant matches
        • Winning of Civil Rights & Freedoms
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts: Creates personal images
      • History & Citizenship Education
        • Step 4Relevant matches
        • Winning of Civil Rights & Freedoms
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 6: Creative/Productive
        • Arts Education 6: Critical/Responsive
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 7: Creative/Productive
        • Arts Education 7: Critical/Responsive
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 8: Creative Productive
        • Arts Education 8: Critical/Responsive

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Human Rights (2)

    • Cultural Diversity
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This whole lesson is centered around issues of justice, fairness, and respect for differences. Throughout the lesson, students are encouraged to share their point of view and listen to others point of view.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Students will create a poster or a meme that promotes the importance of treating everyone with respect, justice, and fairness. The posters will then be put up around the school and/or on social media. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students consistently get a chance to share their own opinions and their own beliefs through discussions and also during the creation of their poster.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

In this resource students are taught to discuss ways to listen with generosity to value others' perspectives. As well this resource has a focus on issues of justice, fairness, and respect for differences.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not a focus of this resource

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students will be creating posters to showcase in their school therefore the learning experiences will be relevant in their community.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Students get to share their opinions without the fear of being judged as this is the goal of this lesson. Students get to create their own posters about an issue that is important to them.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

This lesson has a focus on visual arts but you could easily use it in language arts classes as well as social studies classes that promote citizenship.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The variety of the activities in this lesson address the needs of visual, auditory, and kinesthetic learners. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

This is not a a focus of this resource

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

The resource centers on listening with kindness and therefore students are learning cooperative skills. However, they are not assessed.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

The lesson explains that the students posters could be used as an assessment however no rubrics or checklists are provided. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

In sharing their posters, students are hoping that their school community will learn how to treat others with justice, fairness, and respect.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

In this resource, students will choose if they want to do a poster or a meme for an issue of their choice and decide what message they want to include.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.