Lesson Goal: Students will develop a short story that includes a setting, plot, character, conflict, and theme based on the art piece. The story should give detail on the thoughts and feelings of their character by using what’s portrayed in the painting. Students will have different perceptions about the story behind the painting or what’s going on “inside” the painting.
Repose in Ludwig’s Castle (Schloss Ludwigs Ruh), 1984
Acrylic and lacquer on canvas
118 × 88 in. (299.72 × 223.52 cm)
Gift of Mr. and Mrs. Philip Stone, by exchange M1987.15
© Estate of Sigmar Polke/ Artists Rights Society (ARS), New York / VG Bild-Kunst, Bonn
Introduction
- Display an image of Sigmar Polke’s Repose in Ludwig’s Castle. Direct students to think about what’s happening in the painting or what’s being portrayed?
- Give students sentence starters to begin their conversations: I noticed that____, I wonder if ____, The setting may be in a _____, The character could be _____, The character is feeling ______, The situation might be _____.
- Have students do a “turn and talk” with a partner to share their ideas.
- Come together as a whole group to discuss first impressions of the painting.
- Write a Short Story
Students will create a short story that’s based on what is shown in the painting
Students’ short stories must develop a character, setting, conflict, plot, and theme
(For example, students can use the painting as an experience that their character will go through at the beginning, middle, or end of the story.)
The story should include details on the thoughts and feelings of their character
2. Story Time Pair Share
Students will partner-up and read their short stories to each other
Direct students in providing constructive feedback to one another to make their stories even better
3. Whole Group Share + Conclusion
Ask for volunteers to read their short story aloud to the class
Encourage students to observe and discuss how different or similar their stories are about the same painting
Conclusion: this writing activity illustrates the different ways people perceive the same thing, in this case, the painting. Encourage students to express how their perception of the painting inspired their writing.
Wisconsin Standard: W.6.1 –Compose reflective, formal, and creative writing, which may happen simultaneously or
independently, for a variety of high-stakes and low-stakes purposes.
Indicators of Success: Students short stories must include a setting, plot, characters, conflict, and theme based on the painting with clear writing and creative details and provide constructive peer feedback to meet requirements.