essay about arts and culture through reading

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Celebrating Cultural Diversity Through Literature

In a world brimming with a kaleidoscope of cultures, languages, and traditions, literature stands as a powerful medium that not only reflects but also celebrates this immense diversity. Here we look into the rich tapestry of stories, voices, and perspectives that literature offers, highlighting its role in promoting understanding, empathy, and appreciation for cultures different from our own. Through the pages of both classic and contemporary works, we journey across time and geography, encountering the varied narratives that shape our world. From the poignant poems of distant lands to the vibrant prose depicting the complexities of modern societies, literature is a mirror reflecting the multifaceted nature of human experience.

Early Literature and Cultural Representation

Evolution of diverse voices in literary history, impact of globalization on literature, fiction: windows into varied cultural realities, poetry: expressing cultural identity and heritage, non-fiction: understanding cultural histories and experiences, profiles of contemporary diverse authors, analysis of significant works that highlight cultural diversity, influence of these authors on modern literature, overcoming language barriers in literature, celebrated translated works and their cultural impact, the process and importance of accurate cultural translation, literature in educational settings, fostering empathy and understanding through reading, case studies: successful integration of diverse literature in education, stereotyping and misrepresentation in literature, the debate over cultural appropriation vs. appreciation in writing, addressing and overcoming these challenges, historical perspective of cultural diversity in literature.

The journey of cultural diversity in literature is as old as the written word itself. To understand the present landscape of culturally diverse literature, it’s crucial to trace its evolution through history.

In the earliest days, literature was often a reflection of the dominant cultures and ideologies of the time. Ancient epics like Homer’s “Odyssey” or the Indian “Mahabharata” were among the first to introduce readers to the customs, beliefs, and values of their respective cultures. These works provided a window into the lives and traditions of ancient civilizations, albeit often from a singular cultural perspective.

As time progressed, the Renaissance and Enlightenment periods witnessed a gradual expansion in the scope of literature. The emergence of travelogues and exploration narratives brought tales of distant lands and cultures to the European readership. However, it wasn’t until the 19th and 20th centuries that a significant shift occurred.

The abolition of slavery, the civil rights movement, and the decolonization period globally contributed to the rise of diverse voices in literature. Authors like James Baldwin, Chinua Achebe, and Gabriel García Márquez brought fresh perspectives and narratives, highlighting the experiences and stories of people from previously underrepresented cultures.

The advent of globalization in the late 20th and early 21st centuries further accelerated the diversification of literary voices. The digital age, increased travel, and cross-cultural exchanges have led to a more interconnected world. This connectivity has allowed for a greater dissemination of diverse literary works, breaking down geographical and cultural barriers. Literature today not only tells stories from around the globe but also often transcends its cultural origins, resonating with universal themes of human experience, irrespective of the reader’s background [1] .

Exploring Different Literature Genres and Cultural Stories

The landscape of literature is as diverse as the cultures it represents, spanning various genres, each offering unique insights into different cultural experiences.

Fiction serves as a powerful vehicle for cultural expression, allowing readers to immerse themselves in the lives, struggles, and joys of people from different backgrounds. Novels, short stories, and plays have opened up worlds where readers can experience the rich tapestry of human life across cultures.

For instance, the magical realism of Latin American authors like Isabel Allende or the intricate narratives of Nigerian writer Chimamanda Ngozi Adichie provide deep insights into their respective cultures. Fiction, in its myriad forms, offers a unique space where cultural norms, traditions, and histories are woven into compelling narratives, creating empathy and understanding among readers worldwide.

Poetry, with its rhythmic and often symbolic language, has long been a medium for expressing cultural identity and heritage. Poets like Rumi, Maya Angelou, and Pablo Neruda have used this art form to convey the nuances of their cultures, touching on themes of love, loss, struggle, and celebration. Through poetry, readers are invited to experience the emotional and spiritual depths of different cultures, often finding common ground in shared human emotions and experiences.

Non-fiction literature, encompassing biographies, essays, and historical accounts, offers a factual, detailed look at different cultural backgrounds. This genre provides a platform for voices that might otherwise be unheard, giving insight into real-life experiences and historical contexts [2] .

Works like “I Know Why the Caged Bird Sings” by Maya Angelou or “The Wretched of the Earth” by Frantz Fanon provide powerful, real-world perspectives on the experiences of cultural and racial minorities. Through non-fiction, readers gain a deeper understanding of the complexities and intricacies of different cultural experiences, enhancing their knowledge and empathy towards others.

Contemporary Authors and Their Contributions to Cultural Diversity

In recent years, contemporary authors from diverse backgrounds have significantly enriched the literary world with their unique voices and perspectives.

Today’s literary scene boasts an array of authors who bring a variety of cultural experiences to their writing. Figures like Chimamanda Ngozi Adichie, whose works explore the complexities of life in Nigeria and the diaspora, and Khaled Hosseini, known for his poignant narratives set in Afghanistan, have garnered international acclaim. These authors, among others, offer readers a glimpse into their cultures, histories, and personal experiences, enriching the global literary tapestry with their stories.

The works of contemporary diverse authors are not just stories; they are windows into worlds that many readers might never otherwise encounter. Novels like “Americanah” by Adichie and “The Kite Runner” by Hosseini have not only entertained but also educated readers, highlighting issues of identity, migration, and cultural conflict. These books, and others like them, play a crucial role in fostering a deeper understanding and appreciation of cultural diversity, challenging stereotypes and promoting empathy.

The influence of contemporary diverse authors extends beyond their specific cultural contexts. They have played a pivotal role in shaping modern literature, broadening the scope of narratives and themes considered within the literary canon. Their contributions have encouraged a more inclusive approach to literature, inspiring a new generation of writers from various backgrounds to tell their stories. The impact of these authors is evident in the growing diversity of characters, settings, and narratives in mainstream literature, reflecting a more global and interconnected world [3] .

The Role of Translation in Promoting Cultural Diversity

Translation plays a pivotal role in the global literary landscape, serving as a bridge that connects diverse cultures through literature.

Language is often a significant barrier that prevents readers from accessing literature from other cultures. Translation breaks down these barriers, allowing stories, ideas, and perspectives from one language to reach readers in another. It enables the sharing of literary works across linguistic boundaries, thus enriching the global literary scene.

For instance, the translation of Haruki Murakami’s works has introduced readers worldwide to contemporary Japanese culture, while Gabriel García Márquez’s “One Hundred Years of Solitude” has become a global phenomenon thanks to its translations.

Translated literature has often had a profound impact on readers and societies beyond its original language. Works like “The Alchemist” by Paulo Coelho, originally written in Portuguese, or “Crime and Punishment” by Fyodor Dostoevsky, originally in Russian, have become global literary sensations. These translations have not only entertained readers but have also promoted cross-cultural understanding and appreciation by presenting diverse worldviews and life experiences.

Accurate translation is crucial in preserving the essence of the original work, including its cultural nuances and context. Translators often face the challenge of conveying the author’s intent, style, and cultural references in a way that is faithful to the original yet relatable to the target audience.

The skill and sensitivity of translators in handling cultural nuances play a significant role in the success and impact of translated literature. This process underscores the importance of cultural knowledge and sensitivity in translation, ensuring that the essence of the original work is effectively communicated to a new audience [4] .

Through the art of translation, literature transcends geographical and linguistic boundaries, fostering a global dialogue that celebrates cultural diversity. It is through this exchange that literature continues to be a powerful tool in promoting understanding and empathy among diverse cultures.

Literature as a Tool for Cultural Education and Sensitivity

Literature has long been recognized as a vital tool in fostering cultural education and sensitivity. By immersing readers in diverse experiences and perspectives, literature can broaden understanding and promote empathy towards various cultures.

In educational settings, literature serves as a gateway to diverse cultures, introducing students to worlds beyond their immediate experiences. Incorporating culturally diverse texts in school curricula exposes young minds to different lifestyles, beliefs, and traditions. This exposure is crucial in shaping a more inclusive and empathetic worldview among students.

Literature classes that include works from different cultures, such as African, Asian, Middle Eastern, or Indigenous literature, provide a broader understanding of the global society in which we live. It encourages critical thinking and discussions about cultural differences and similarities, thus nurturing a generation that values diversity.

Reading literature from diverse cultures allows individuals to ‘walk in the shoes’ of others, fostering a deeper level of empathy and understanding. Stories, whether fictional or real, enable readers to connect with characters from different backgrounds, encouraging them to understand and feel for those who live different lives.

For instance, reading about the experiences of immigrants in a novel can provide insight into the challenges they face, fostering a more empathetic and informed viewpoint. This process of emotional and intellectual engagement through reading is a powerful tool in building bridges across cultural divides [5] .

Several case studies highlight the successful integration of diverse literature in educational settings. Schools and universities that have actively included a wider range of cultural texts report increased cultural awareness and sensitivity among students.

These institutions often see a positive impact on the overall school environment, with students being more open-minded and respectful towards different cultures. Additionally, educators who use literature to discuss complex cultural issues find that students are more engaged and better able to grasp the nuances of cultural diversity.

Challenges and Criticisms in Representing Cultural Diversity

While literature plays a crucial role in promoting cultural diversity, it is not without its challenges and criticisms.

One significant challenge in representing cultural diversity is the risk of stereotyping and misrepresentation. Authors writing about cultures outside their own experience may inadvertently rely on stereotypes or provide an inaccurate portrayal of those cultures.

This can perpetuate misconceptions and biases, contributing to a skewed understanding of the culture in question. For instance, portraying a culture solely through the lens of poverty or conflict can lead to a one-dimensional, oversimplified view of that culture. It’s crucial for writers to conduct thorough research and engage with members of the cultures they are writing about to ensure a more accurate and respectful representation.

The line between cultural appropriation and cultural appreciation in literature is often a subject of debate. Cultural appropriation occurs when writers from a dominant culture use elements from a culture to which they do not belong, often in a disrespectful or superficial way.

This can lead to a lack of authenticity in the representation and can be seen as exploitative. Cultural appreciation, on the other hand, involves a respectful and accurate depiction of another culture, often with the intention of highlighting its beauty and complexity. Authors must navigate this delicate balance, ensuring they are representing cultures in a way that is respectful and informed.

To overcome these challenges, authors, publishers, and readers alike must be proactive. For authors, this means engaging in extensive research, seeking feedback from members of the cultures they are writing about, and being open to criticism. Publishers can play a role by promoting diverse voices and ensuring that a range of cultural perspectives is represented in their publications.

Readers also have a responsibility to seek out and support authentic and diverse narratives, and to engage in discussions about the representation of cultures in literature. By working together, the literary community can strive towards more accurate and respectful representation of cultural diversity.

Addressing these challenges is not just about avoiding missteps; it’s about enriching the literary world with a tapestry of stories that accurately and respectfully reflect the diversity of human experience. It’s through this effort that literature can continue to be a powerful tool in promoting understanding and appreciation of cultural diversity.

[1] Multicultural Literature: Reflecting Diversity in Literature for Youth [2] Culturally Diverse Literature [3] The importance of multicultural literature [4] A Guide to Selecting Multicultural Literature [5] Learning About Cultural Diversity through Literature

The New York Times

The learning network | thinking critically: reading and writing culture reviews.

Thinking Critically: Reading and Writing Culture Reviews

Language Arts

Teaching ideas based on New York Times content.

• See all in Language Arts »
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In this lesson, we invite students to explore the cultural offerings around them — from architecture to books, dance, fashion, film, food, music, theater, TV and video games — and write reviews about what they experience. We use Times models along with advice from current Times critics to help them through the process.

You might teach this lesson, or aspects of it, to get students ready to enter our Review Writing Contest (Oct. 22 – Nov. 24, 2015). It could also fit into an ELA or journalism curriculum as an exercise in learning to write vividly and persuasively for a real audience. In fine arts classes, it could encourage students to explore new forms of culture, or teach them to better observe and communicate what is important about work they are already studying.

Materials | Advice from Three New York Times Critics (PDF), “Reading Reviews With a Critical Eye” Worksheet (PDF), Student Review Contest Rubric (PDF)

Movie Review: ‘The Martian’

The Times critic Manohla Dargis reviews “The Martian.”

Understanding the Genre

Ask your students, How do you choose what movie to see, book to read or video game to play?

Before tackling their own reviews, students should consider the role the genre plays in their lives in general. Invite them to discuss the following questions:

• Do you ever read reviews of movies, music, books, games, restaurants or anything else? How much do they determine whether you will or won’t choose to experience something?
• Have you ever reviewed something online? What was that like?
• Where are you most likely to read reviews? Do you tend to turn to professional critics, like those you find writing for The Times and other newspapers, or do you tend to read user reviews on sites like Amazon, Yelp, GoodReads or Rotten Tomatoes?
• Is there any difference between professional reviews and the kinds of user reviews you find on those sites? Why do newspapers pay critics to write about culture? What role do you imagine New York Times critics in particular play in shaping public opinion about the things they review?
• What responsibility do you think reviewers of all kinds have to the subjects they are reviewing, or to their readers?

The Role of Criticism in Our Culture

If you would like to delve further into the role that criticism plays in the culture at large, you might invite students to begin with one or more Times essays on the topic.

For instance, in “ Is Everyone Qualified to Be a Critic? ” Adam Kirsch argues “Everyone, upon encountering a work of art, has some kind of response. In this sense, everyone really is a critic.” In the same Bookends column, however, Charles McGrath makes the case that “If we insist on taste and discernment, then the number of valuable and useful critics dwindles pretty drastically.”

A 2010 edition of the Sunday Book Review asked six essayists to consider the question: What is the role of the critic today?

Sam Anderson writes:

I like to think of the new world order (the iPocalypse, whatever) not as a threat to criticism — or not only as a threat — but as an opportunity. It will cure critics, of necessity, of some of our worst habits. For one thing, we can no longer take readers’ interest for granted. This should create a healthy sense of urgency — it should prevent critics, in other words, from producing the kind of killingly dull reviews that seem intended for someone trapped in a bus shelter during a giant rainstorm, circa 1953. This is not an approach we can get away with today, when every reader is half a second away from doing 34,000 other things.

And Katie Roiphe writes:

I have seen students rush out to buy “Anna Karenina” because an essay by James Wood made them feel that Tolstoy was essential. If it’s even just these couple of students, alone on planet Earth, who have read that essay and rushed out, those couple of students are to me sufficient proof of the robustness and purpose of the eloquent critic, of his power to awake and enlighten, of his absolutely crucial place in our world.

An accompanying feature, “ Masters of the Form, ” asks “Does criticism even matter?” and answers that question with a collection of quotes from eminent writers defending the genre, for example, this one from Oscar Wilde:

To the critic the work of art is simply a suggestion for a new work of his own, that need not necessarily bear any obvious resemblance to the thing it criticizes. The one characteristic of a beautiful form is that one can put into it whatever one wishes, and see in it whatever one chooses to see; and the Beauty, that gives to creation its universal and aesthetic element, makes the critic a creator in his turn, and whispers of a thousand different things which were not present in the mind of him who carved the statue or painted the panel or graved the gem.

As students read one or more of these pieces they might consider:

• Is everyone qualified to be a critic?
• Does the proliferation of user-generated review websites eliminate the need for professional critics?
• Do sites like Amazon, Yelp and Rotten Tomatoes threaten the very genre of literary and artistic criticism?
• Does criticism even matter?

Note to Teachers on an Organizing Structure for This Lesson

Before continuing, decide what your students will be writing, since each of the next steps will be determined by that.

Do you want them each to choose their own piece to experience and review? Or, will they all be reviewing the same work, such as a whole-class novel? You could also have them each review different works from the same genre — photography exhibits, say, or classical music. Or, students could divide themselves into groups based on a common interest, so that one group is reviewing restaurants, another architecture and a third video games.

If you would like them to participate in our review-writing contest , we ask that students choose a piece that is both new to them and of personal interest, since part of our goal is to encourage teenagers to explore culture on their own. However, the logistics are up to you: Groups of students can choose to experience the same piece, as long as that piece is both new and compelling to everyone in the group.

Reading Model Times Reviews to Understand the Form

Depending on your purpose for this lesson and how you’ve organized your class, assign students to work alone, in pairs or in small groups to read model reviews and discuss them.

You can pick from our list of Times reviews below, or, via Times search , find your own based on students’ interests or reading levels. Or, go beyond The Times to read reviews in a local or school paper, or on a favorite website. At the bottom of this post we list a number of other sources, including places to find reviews written by teenagers.

If your students use Times search, they can look for reviews of works that have mattered to them growing up — whether “ The Fault in Our Stars ” or “ Call of Duty .” Or, they can simply explore the current Arts section to find new reviews they would like to read.

The list below is, of course, just a start:

Book Reviews

• Scary New World | Review of ‘The Dead and the Gone’ and ‘The Hunger Games,’ by John Green
• New! Improved! Shape Up Your Life! , by Dwight Garner
• Just a Book? No, More Like a Trusty Companion , by Dwight Garner
• Harper Lee’s ‘Go Set a Watchman’ Gives Atticus Finch a Dark Side , by Michiko Kakutani
• An Epic Showdown as Harry Potter Is Initiated Into Adulthood , by Michiko Kakutani
• Children’s Bookshelf: Halloween , by Maria Russo
• Watch Your Language , by Maria Russo
• ‘Gone Girl': The Lies That Buoy, Then Break a Marriage , by Janet Maslin
• 1951 ‘Catcher in the Rye’ Review | Aw, the World’s a Crumby Place , by James Stern

Restaurant Reviews

• As Not Seen on TV | Guy’s American Kitchen & Bar in Times Square , by Pete Wells
• Don’t Mess With My Bacon, Egg and Cheese , by Pete Wells
• Dumpling Galaxy in Queens , by Pete Wells

Music Reviews

• A December Surprise, Without Whispers (or Leaks) | Beyoncé’s New Album Is Steamy and Sleek , by Jon Pareles
• Review: Panda Bear’s Bloops and Swirls Usher In Another CMJ Music Marathon , by Jon Pareles
• Review: A. R. Rahman, Full of Bollywood Hits at the Beacon , by Jon Pareles
• Kendrick Lamar, Emboldened, but Burdened, by Success , by Jon Caramanica
• A Farewell to Twang: Taylor Swift’s ‘1989’ , by Jon Caramanica
• Benjamin Grosvenor, Boy Lord of the Piano, Takes Carnegie Hall , by David Allen

Movie Review: ‘Inside Out’

The Times critic A.O. Scott reviews “Inside Out.”

Movie Reviews

• Pixar’s ‘Inside Out’ Finds the Joy in Sadness, and Vice Versa , by A.O.Scott
• In ‘The Martian,’ Marooned but Not Alone , by Manohla Dargis
• ‘Boyhood': From Baby Fat to Stubble: Growing Up in Real Time ,by Manohla Dargis
• ‘Selma': A 50-Mile March, Nearly 50 Years Later , by A.O.Scott

• Jaws Open, Monster Storm Hits East Coast | ‘Sharknado 2,’ the New York Edition, Airs on Syfy , by Neil Genzlinger
• ‘Empire’ Returns for Its Second Season, Still Juicy With Melodrama , by Mike Hale
• On ‘Scream Queens’ and ‘American Horror Story,’ Being Scary Is Terrifying , by Neil Genzlinger

Video Game Reviews

• Grand Theft Auto V Is a Return to the Comedy of Violence , by Chris Suellentrop
• Where Wordplay Trumps Swordplay | Video Game Review: Game of Thrones — Iron From Ice , by Chris Suellentrop

Theater Reviews

• ‘Hamilton,’ Young Rebels Changing History and Theater , by Ben Brantley
• Missionary Men With Confidence in Sunshine: ‘The Book of Mormon’ , by Ben Brantley
• Benedict Cumberbatch in ‘Hamlet’ , by Ben Brantley
• ‘Fun Home’ and Other Quests for Self , by Ben Brantley
• In ‘Elements of Oz,’ Smartphones Enhance a Celebration of ‘The Wizard of Oz’ Film , by Charles Isherwood
• In ‘Be More Chill,’ a Nerd Finds Popularity in a Sci-Fi Pill , by Charles Isherwood

Art, Architecture, Fashion and Dance Reviews

• A Soaring Emblem of New York, and Its Upside-Down Priorities | Flawed 1 World Trade Center Is a Cautionary Tale , by Michael Kimmelman
• Gucci’s 600 Years of Inspiration , by Vanessa Friedman
• Picasso, Completely Himself in 3 Dimensions , by Roberta Smith
• Mondrian’s Paintings and Their Pulsating Intricacy , by Roberta Smith
• Sneaker Culture at the Brooklyn Museum , by Ken Johnson
• Art That Lets You Walk on Water , by Carol Vogel
• Ballet Hispanico at the Joyce Theater , by Gia Kourlas
• New York City Ballet’s ‘Jeux’ Lets Sara Mearns Shine , by Alastair Macaulay

Excerpt: ‘Polaris’

Tiler Peck and New York City Ballet dancers in Myles Thatcher’s “Polaris,” with music by William Walton, costumes designed by Zuhair Murad and lighting by Mark Stanley.

Questions to Think About While Reading

Ask students to answer the questions below, reproduced on this student handout (PDF), before sharing their observations and opinions with their groupmates.

• What is being reviewed?
• What factual or explanatory information does the reviewer provide to inform the reader about the subject? How does he or she avoid “spoilers,” if that is relevant to the review?
• What is the reviewer’s opinion of the subject? How do you know?
• What supporting evidence or details does the reviewer provide to support her or his opinion?
• What do you notice about how the reviewer structured the review and organized her or his ideas?
• Do you think the review is informative? Is it entertaining to read? Does it make you want (or not want) to experience the subject? Explain.
• Underline or highlight a few lines from the review to share with your group that illustrate the critic’s approach to her or his subject.

The Writing Process: Advice From Times Critics

In this handout (PDF), and in quotes excerpted from it below, we share advice three Times critics offer students who are crafting reviews.

Jon Pareles , who writes about popular music, Maria Russo , who reviews children’s books, and Neil Genzlinger , who writes about TV, talk about the importance of knowing your audience, about the challenge of melding an experience and ideas into words, and about a critic’s responsibility to both the subject and to readers.

As students read, have them annotate with the goal of pulling out at least five pieces of advice they think will be useful as they begin to write their own reviews. They can then discuss those as a class.

The Writing Process

Step 1 | Brainstorming: What do you want to review?

Finding the right subject to review is essential. Students should pick something that they feel strongly about, and that they will be able to experience in person.

Students might brainstorm subjects by discussing or writing about questions like these, then compiling ideas on the blackboard or online as a whole class.

• Look at the list of subjects The New York Times reviews, below. What are the categories that interest you most?
• What can you choose for this project — whether a movie, a concert, a show, a local restaurant or art exhibit, a book you’d like to read or a game you’d like to play — that you would both enjoy and know you can experience in person?
• Which of these do you think other students would most enjoy reading about?
• What recent creative work have you had a strong reaction to in the past, either positive or negative?

For the purposes of our Student Review Contest , students can choose from anything The Times reviews:

• books (fiction, nonfiction and children’s books)
• video games
• music (albums and events, popular and classical)
• architecture
• restaurants

Step 2 | Experiencing and Taking Notes: What Is Your Reaction and Why?

Once your students choose their subjects, they need to experience it as critics. Jon Pareles explains that complex task:

Reviews are where an experience meets ideas. You go to a concert, a movie, an art exhibition, a restaurant, and it makes you think. Maybe the experience is a catalyst for a brand-new idea; maybe it crystallizes something you’ve been thinking about for a while. It becomes something worth writing about. The job of the reviewer is to get both the experience and the ideas into words — and into proportion. In some ways, a review is the same as reporting: The facts have to be correct and presented in a coherent way. And in some ways, a review is very different from reporting: Your subjective experience and your reactions — intellectual, emotional, visceral — are a big part of it.

Even before students get started, they may want to think about what kinds of details matter in their reviews. They’re most likely used to analyzing literature in English class, so elements like plot, character and tone in a book review might make sense to them. But even though they have eaten in restaurants, students may not have thought analytically about all the qualities that make for a good dining experience beyond the food itself — the service, the restaurant decor, the menu and the presentation of food.

Remind them to take notes as they go on whatever it is they are experiencing, concentrating on the details they notice. They are likely to remember overall impressions and opinions when ready to write, but the details that bolster them can get lost. Tell them to write down as much down as they can without note-taking getting in the way of the experience itself.

Video Game Review: Grand Theft Auto V

Rockstar Games’ newest installment of Grand Theft Auto is set in a fictional version of Los Angeles.

Step 3 | Writing a Draft: How do you get started?

There is no specific formula for writing a review — and that’s what makes a good review so interesting to read. Mr. Pareles explains:

The best criticism merges the details of the individual experience — the close-up — with a much broader picture of what the experience means. It’s not just about that concert or art exhibit. It’s about how to listen or how to look. It’s about changing the perception your readers will bring to the next experience because your ideas awakened theirs. Yes, that’s a tall order. You need to select your details. You need to make sure your ideas are clearly expressed. You need the writing itself to be engaging, to be worth that reader’s attention. It can be serious, a little poetic, even funny — whatever communicates the ideas.

But if we are going to suggest any place to start, it would be to think about your audience first. Neil Genzlinger says he always keeps these two things in mind: 1) Who am I writing this for? and 2) Who is the movie, video game, etc. that I’m reviewing made for?

Ms. Russo offers some general suggestions: “The first job when writing a review – what you will usually do at the top in the first few paragraphs – is to make it clear you know what the book was about, you understand the book, you understand what the author was trying to do.” But she cautions, “You don’t want to give away the entire plot. This is a big rule of reviewing. It’s true for movies, TV, but especially for books. People get really angry about spoilers. Readers like to be able to be surprised by the turn of events.”

Ms. Russo also points out something we think is especially important for students to know:

As far as I can tell, teachers often give a lot of rules about stuff like transition sentences and topic sentences. The writing can be really cut and dried that way. When you’re writing a review, you should think of it as a literary form. Literary criticism is an old and storied literary genre in itself. You should feel that you can be creative. You can make your sentences start with unexpected words. You can make short paragraphs. You can create lists in there if you want. You can really play around with the form, in a way that your teachers sometimes don’t let you, but you should feel free to do because writing a book review is purely about the pleasure and excitement of reading. You don’t have to prove anything to your teacher, you just have to express your own passions, opinions and perceptions.

Ask students, Who are you writing for? What will they already know about the genre and the individual work? How can you “express your passion” and have fun with the form?

Step 4 | Revising and Editing: How can I make review as informative and entertaining as possible?

We recommend students handing their drafts to a teacher, classmate, friend or family member to get reactions. Did the writer describe too little or give away too much? Did he or she assert an opinion clearly and provide details to support it?

As students revise, they can use our Student Review Contest Rubric (PDF) to help.

Step 5 | Publishing: How can you share your opinions with the world?

We believe a review should have an audience beyond a teacher. We encourage students to submit to our Review Contest before the Nov. 24, 2015 deadline. But we also think reviews can get out into the world in other ways: school newspapers, student blogs, bulletin boards and websites such as Teen Ink .

One thing we noticed when we searched the Web for sources of teenage reviews? There aren’t many. So if your students enjoyed this assignment, they might even consider starting their own school or community site for reviews by and for people their age.

A Few More Resources for Teaching, Finding and Writing Reviews

21stCenturyLit.org | Review Writing: Writing Film & Restaurant Reviews

Mensa for Kids | Book Review Writing

BookTrust | Tips for Writing Book Reviews

School Library Journal | Young Adult Reviews

Teen Ink | Reviews

This resource may be used to address the academic standards listed below.

Common Core E.L.A. Anchor Standards

1   Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1   Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2   Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3   Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

4   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6   Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

10   Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

1   Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2   Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3   Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

What's Next

Using Art as a Way Into Reading and Writing

My new favorite teaching move is using visual artwork of all kinds to introduce the concepts and strategies I am teaching my students.

What’s the itch and where’s the scratch?

What’s the itch? That my very diverse students, including underserved populations like refugee and LFS (limited formal schooling) kids and many struggling readers, can find it challenging to get started with understanding and practicing new strategies of reading—and of composing.

What’s the scratch? When given a concrete text like a painting or photograph, the immediacy of the visual engages them and gives access to understanding how texts work to express meaning and effect. It’s easy to see how the key details are made to stand out using rules of notice , and are organized into patterns through genre and text structure to express a topic-comment, i.e. a main idea about a particular topic of conversation. The composing-reading transaction becomes transparent to students.

And then it’s easy to move from purely visual texts to those that use words like memes, cartoons, political cartoons, picture books, and illustrated stories of all kinds, and from there to more traditional texts. This process is hugely supportive of students in learning expert strategies and developing motivation and competence.

Why am I so excited?

This teaching move excites me because 1) it works! It provides a gateway to my students to see the inner workings of texts and how they make use of “rules of notice” to guide the viewer/reader to make meaning.

2) It’s quick and kids can get lots of practice with a rule of notice and with building background knowledge about a topic by looking at several related pictures.

3) It’s democratic—activities with visuals immediately include all of my students no matter if they are learning English, struggle with reading, or lack background knowledge—and provides a prosthetic addressing these areas where they need support.

4) Using visuals is highly engaging for inducting students into understanding how texts work, and what composers expect you to notice and unpack in a work. This helps my students not only to read with more strategic awareness and conscious competence, but helps them to compose and write in the same way, understanding how they must code their text with meaning so that readers can navigate and understand their composition.

5) When students analyze visuals from popular culture they become more critical of how visuals are used to manipulate and inform.

6) This process introduces students to great fine art and photography. And…

7) Almost everything I teach, both conceptually and strategically, can be usefully introduced and practiced with visual texts.

The Instructional Path

In our intervention research and instructional practice into assisting students to read with the stances and strategies of experts (reported on in the book Diving Deep Into Nonfiction ), Michael Smith and I began with visuals and then proceeded to work with think alouds, then composing and questioning activities that continued to model and mentor students into using rules of notice. We found that going through this sequence led to deep understanding of how texts help us understand the conversational topics they are taking up, the key details they express about that topic, the deep meanings expressed through topic-comments, and how these ideas are organized to express that meaning by structuring tools offered by genres and text structures.  We also found visuals a perfect entry point for introducing the four kinds of rules of notice that we found operate in texts of all kinds to help readers (and viewers) navigate these texts and make meaning of them: Direct statements/generalizations, Calls to Attention, Ruptures/Surprises, and Readers’ Rules of Notice.

An example of visuals in action

We introduced students to several visuals at the beginning of an inquiry unit into identity framed with the question: What makes me me?

The first painting was Breugel’s famous Children’s Games .

We began by introducing a “See Think Wonder” Activity that students complete on their own using this guide:

See think wonder

I’m seeing . . . (what is an important concrete fact of the painting that I can point at)

And I know to notice this specific detail because . . .  (how can we name this rule of notice so we can transfer it and use it again – so it will guide future noticing?)

I’m thinking . . .  (how do I make sense of the noticed cues by “figuring forth” – by unpacking and interpreting them?)

What more can I infer by adding details together? Adding my life or world knowledge to the picture?

I’m Wondering . . .  (how do I go beyond the text to evaluate, critique, accept, apply, resist; extrapolate or more forward with my inquiry?)

We then asked small groups to discuss: How does Bruegel feel about children and childhood 1-10? What makes you say so? What does he think childhood is for? Look at specific details and explain how they work to establish Bruegel’s meaning and what effect they were designed to have on his audience.

This process requires students to notice specific details, to name how they noticed, to name how details relate to a topic (the nature of childhood and how it shapes human identity), and how the details work through various structuring devices to express meaning about a topic.

We then viewed a related painting: van der Borcht’s The Cobbler’s Unruly Family , composed within a year of Children’s Games and ask students to consider what conversation must have been going on about children and the nature of childhood at this time. Students do a See/Think/Wonder on this painting, and consider what position van der Borcht is taking in contrast to Breugel. Later we show more modern paintings and photographs about childhood (Picasso has several good ones) and ask students how the conversation continues to this day, and what positions we take on this issue of what childhood should be like and how the experience of childhood informs identity.

A Classroom Episode

Teacher: How does van der Borcht’s attitude towards childhood compare to that of Bruegel?

Student: He’s way less positive about it.

T: What makes you say so?

S: The kids are swarming everywhere. I mean, it’s overkill. That’s a call to attention.

S2: Look at the wife. She’s ready to start crying. That’s a call to attention, too, but it’s also a rule of readers’ response for me. I am feeling her pain.

S3: And the guy, he’s trying to work but the kids are everywhere in the way. It’s kind of a direct statement: kids just get in the way.

T: How does that compare to Bruegel?

S4: The kids are all outside playing, having fun. They are not in the way. There is so much repetition of the games—that’s a call to attention.

S5: You can’t even see the adults really—it’s like childhood is a separate thing. Maybe that’s a rule of rupture—kids outside playing—adults inside working.

S3: That’s a text structure of comparing!

S6: Childhood is about playing. It’s fun.

S7: In the other picture childhood’s a pain for everybody. For the kids too. It’s something to get through. So there’s a contrast between the paintings.

S8: Playing is maybe preparing for being adult—a fun preparation—for Breugel.

T: What makes you say that?

The students in this excerpt are learning how to notice, and to interpret what they notice. As the unit goes on, students think aloud about their reading of visuals and short texts, they seek and find memes about childhood (e.g. Success Kid), then compose their own memes about childhood (reading as a writer/composing with a reader in mind), and often go on to create their own visual artwork about how their childhood contributed to their identity.

Throughout, students are practicing what expert composers do: coding their texts with cues to the topic of the conversation the text takes up, highlighting key details in the conversation, and structuring the details through genre (e.g. student exhibit of a Then/Now collage or symbolic portrait). They are learning that what a composer codes into a text, a reader must notice and interpret to fulfill the composing/reading contract. They learn and practice rules of notice for doing this work. They achieve a rich notion of composing and reading as a way to converse about issues that matter. Those are just more reasons to be more excited about using visuals to teach readers’ rules of notice for reading—and composing!

Written by Jeffrey D. Wilhelm

Jeffrey Wilhelm is an internationally respected teacher, author, and presenter who has authored or co-authored more than a dozen professional texts and programs that have redefined secondary school literacy instruction. He is the author of Uncommon Core and the upcoming title, Diving Deep into Nonfiction.

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Charles McQuillen / September 4, 2017

Couldn’t agree more. Mentor texts have long been used to inspire, teach, and refine student writing. Mentor art can do the same thing with the added benefit of addressing diverse learning styles and providing visual support to language learners. We offer some free lessons and art if you want to give it a try http://bit.ly/McQStudio42 Let us know how the drag and drop jpg handouts work for you. Its one way we are experimenting with spreading the word.

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Many theoretical approaches to literary studies assume that the relationship between literature and culture is an important one, in the sense that literature both reflects and is a means of reflecting on the culture in which it is produced. In defining culture, the writers describe the effects of global culture on what is read, and the notion that any literary text cannot help being a partial and biased representation of the culture it portrays. Students need to be supported in questioning the cultural assumptions made in texts and questioning stereotypes. The components of cultural awareness are explored and illustrated, and the chapter ends with a discussion of high and low culture as they apply to the texts students read.

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Culture and the Arts in Education: A Review Essay

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What is a Reading Culture?

A reading culture is an environment where reading is championed, valued, respected, and encouraged. Reading lies at the heart of the curriculum, and it’s of the upmost importance to a child’s personal, social, and academic success, as well as their general wellbeing.

Creating a reading culture should not be the responsibility of an individual. It takes dedication, perseverance, and effort. It’s led by an enthusiastic and dedicated senior leadership team, and advocated by every pupil, parent, carer, and staff member in the school community.

In a report commissioned by the National Literacy Trust, research indicates that, “if reading is to become a lifelong habit, then people must see themselves as participants in a community that views reading as a significant and enjoyable activity. Parents and the home environment are essential in fostering a love of reading.”

A reading culture takes more than quality-first teaching. Where a reading culture exists, children read of their own free will, on a regular basis. Students select their own reading material, at a time and place of their choosing. They are willing and active participants, who anticipate the satisfaction they’ll get from picking up a book.

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Department for Culture, Media and Sport (2003)

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In a recent report from The Department for Education, Nick Gibb, Minister of State for School Standards, states that reading is “the key unlocking the rest of the academic curriculum.”

Children will need high levels of literacy in so many aspects of their lives. Everywhere children look, there’s a sea of information for them to digest – in school, at home, on public transport, on the roads, and on digital technology interfaces. Not only is reading required for success in future employment, an ability to read will help children in future relationships, when running a household, and when navigating all aspects of their personal lives.

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Place reading at the core of your school’s improvement plan. Head teachers should actively prioritise reading. Their aim should be for every student to become a fluent, and motivated reader.

Create a mission statement that will drive future agendas, targets, and personal development plans. Make sure the language used is accessible for everyone in the school community to follow, including pupils. Give prominence to this statement on displays throughout the school.

2. Spark Curiosity Within the School Environment

Create vibrant displays, and unique installations which celebrate a love of all things reading. Think a bubbling cauldron in KS3, with Macbeth quotes hanging from the ceiling, or a school book tree in reception, filled with reviews and recommendations.

Place key words throughout the building, and accompany them with visual stimulus. For example, an equipment display of the main items students use in physical education, with the name of each apparatus clearly labelled on each item.

Create reading nooks throughout the school, where pupils can escape from the world, and sit and read their favourite book.

3. Keep Talking

Build a language-rich environment where adults talk with children regularly throughout the day, and where students are given opportunities to get involved in a variety of conversations. This will boost their vocabulary awareness, and support them with their comprehension.

Where possible, feature prose in every assembly and form time session. Read stories or extracts of texts in assemblies. Ask staff to share their favourite poem, or character description. Similarly, invite children to share a text which they find inspiring.

4. Make your Library Space Magical

Transform your school library space to make sure it’s creative, engaging, and welcoming to all. Fill it with colourful displays, and comfy seating. Yes, a brand-new library can be a costly investment, but a re-design doesn’t have to cost the Earth. See if any local businesses would be prepared to partner with you in the process, or donate materials. Equally, consider enlisting the help of local college students, or willing parent volunteers to help with the painting.

Make sure every child is timetabled in the library, ideally once a week, so that they can renew books regularly. Host library inductions to inform children how to use the library safely and respectfully. Once the library is complete, ask older students to run lunch time story clubs, and ask for volunteer library helpers to restock shelves, and keep the room neat and tidy.

5. Run DEAR

DEAR, or Drop Everything And Read, is a daily designated reading programme. Run on a rolling rota, DEAR gives every child 15-minutes every day to just sit and read, in a quiet, calm environment conducive to reading. Everyone in the school community should drop everything and get involved, from the head teacher to the caretaker. Through DEAR, reading becomes a habitual and consistent act.

6. Host Guest Speakers and Organise Trips

Memorable experiences can deeper learning, so give your students the opportunity to get out and about on as many curriculum-linked school trips as possible. Think The Imperial War Museum, a forest, a National Trust property, or the local farm. Where possible, let the children hear extracts of the text whilst on location. Immerse them in the narrative.

Similarly, invite guest speakers to come in and talk to the children about their texts. Schools might not have the money to host authors, but many community representatives will visit for free, or for a nominal fee. Whether it’s a picture book aimed for the early years or a KS4 set text, find links to enrich the curriculum, and engage with the wider community. For example, a local artist could lead an outdoor craft and painting day linked to the children’s current text, or a police officer and local solicitor might visit the children for a question-and-answer session linked to a character’s wrongdoings. Equally, local college students might also be willing to organise and deliver a drama session linked to your chosen text.

7. Create Competitions

Motivation is thought to be a critical factor in learning outcomes, determining their success and quality. In a report commissioned by The University of Maryland, Guthrie and Wigfield found that, “outstanding teachers invest substantial time and energy in supporting students’ motivation and engagement in reading.”

For some students to become intrinsically motivated, staff may have to use extrinsic motivation at first. In certain demographics, we may have to incentivise the act of reading until it becomes as natural as breathing.

Staff should offer children acknowledgment and praise for their reading achievements, however small they may be. The school’s behaviour policy should detail how staff can do this effectively. For example, staff could be given six wristbands every half-term to give out to the children who’ve shown the most commitment, or made the most progress in their reading. These wrist bands can then be exchanged for a prize. 

Using on-screen reading programmes, such as Accelerated Reader , students can take online quizzes on their reading books. If they receive a certain percentage pass mark, they’ll begin to build up a word count. Schools can use this information to set children specific targets to achieve by the end of the year.

Teachers can build a bespoke reward scheme around their online reading programme. For example, pupils could get a treat from the reading treat box if they pass their book quiz at 80% or more, or two if it’s 100%. Work with the school’s parents and friends’ association, or reach out to local businesses for sponsorship in order to fund these prize boxes. Similarly, hold a word count war to see which classes can achieve the highest word count each term.

8. Empower Children with their Next Steps

If we want children to take ownership of their reading, they need to be able to verbalise their next steps. Clear and accessible targets should be used in order to boost children’s self-esteem, rather than to make them more accountable. A consistent, whole-school approach to target setting will highlight the profile of reading across the curriculum, and remind students that we’re all readers , and we’re all in this together .

9. Host Events

Throughout the year, host events to celebrate all things reading. Whether it’s Shakespeare in the sun, campfire storytelling, book-themed cake sales, or second-hand book fairs, use all the monies raised to replenish your library stock to keep it fresh and inviting.

At the end of the academic year, why not organise a festival of reading to celebrate all of the children’s reading achievements? Think fairground rides, bouncy castles, makeup artists, tribute acts, and sweet stalls.

10. Utilise your Students  

To support the school in raising the profile of reading, invite students to help. Create a peer-to-peer reading scheme, where an older, more competent student supports a child whose reading age is below their chronological age. Similarly, ask for volunteers to be part of a reading committee – who meet regularly to discuss the school improvement targets, reading incentives, and ideas to further promote a strong reading culture.

11. Work with Local Businesses

Reach out to big companies and local businesses for support in meeting the school’s reading targets. This could be reading posters from a local book shop, a gift experience from an outdoor adventure company, or a voucher from the local shoe shop to use as a reading prize.

Ask members of the reading committee to write to local suppliers to see if they would be willing to help. For example, they may be willing to provide the hot chocolate and marshmallows for the next campfire reading event. Get in touch with the local press to feature key events, and mention the names of suppliers and businesses who have helped.

12. Make Sure your Titles are Engaging and Accessible

Children should be aware of which library texts are pitched at their level. By creating a colour code linked to reading age ability, students can confidently and independently select texts which are accessible. This will help them to become assured and resilient readers.

13. Celebrate Literacy Days

Whatever literacy day it is, celebrate it. Events such as World Book Day , Roald Dahl Day , and National Poetry Day bring fun-filled opportunities for students, and help to build a vibrant reading culture across the school.

Furthermore, why not create your own days to celebrate? In October, could you host a Harry Potter Day? Think dressing up, themed school dinners, potions, spells, drama, broom stick races, and animal encounters.

14. Get Parents and Carers Involved

Not all students have the support of committed parents or carers at home. As a result, engage with parents and carers as much as possible. Run webinars to introduce the school’s online reading programmes. Host live question-and-answer sessions to inform parents how they can help from home. Run family reading challenges and competitions, and host a virtual book club for parents and children. 

15. Unite your Staff

Take all of your staff along with you in your school’s reading journey. Involve them at every step of the way. A committed team can achieve wonderous things. Ask for their feedback, and value their contributions.

Train them on the reading programmes the children will use, so they can feel informed when providing support, and keep them up to date with effective differentiation strategies. All teachers should be aware of children’s reading ages when planning, as materials used must be appropriate and accessible to all students. Providing glossaries, word mats, and visual stimulus, for example, can help weaker readers to access the curriculum.

Finally, continually make staff aware of the incredible power they possess. Hearing a teacher read a text aloud can be transformative for some pupils. If teachers read with passion, and varied intonation, they really can capture hearts and minds.

Sadly, children can become reluctant readers, whether this be through low self-esteem, boredom, or an inability to compete with peers. We need to work together to provide creative and innovative solutions to eradicate disengagement in reading. Schools can promote a reading culture which allows all children to shine, academically, socially, and personally. We hope that this article has given you the inspiration needed to revolutionise the reading culture in your school.

Further Resources

• Why Reading is Important for Children
• Ideas for Genius Hour in the Classroom
• Reading and Mental Health: What are the Benefits?
• High Speed Training Education Courses
• Creative Writing Quiz
• What is Visual Literacy?

Post Author

Her favourite article is How to Deal with Challenging Behaviour in the Classroom

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Introduction

Art is the expression of one’s views and feelings, which may take many forms like dance, music, painting , literature or theatre. By seeing the art of a particular country, we can easily understand its inherent culture. Thus, it is right to say that art and culture play a great role in the growth of a country. When people share common beliefs, attitudes and values, it becomes the culture of that nation, which artists try to capture and manifest through their art.

India is a country that is rich in diverse culture and art. With many communities coexisting with each other, one can witness the diversity in languages and beliefs of the country. The essay on Indian art and culture will be useful for students to familiarise themselves with the distinct features of India’s unique culture and art.

India’s Art and Culture

Just like there are many beautiful flowers in different shapes and colours in a garden , India also has such variety in art and culture. Although people in India follow different cultures, all of them live together in harmony, and this is what sets India apart from other countries. Each state in the country has a distinct culture or tradition, which is passed down to them by their ancestors. We will go through the diversity of India in this art and culture essay.

Interestingly, the language also varies from state to state. Despite these differences, the people of India live in unity and peace as they respect and love each other.

Indian clothing is another important factor that defines the country’s culture. The style of clothing differs according to the geographical place they live in, and yet, they contribute to the culture of the country.

Art is closely related to the culture of a country as they speak about the rich heritage of the nation. Indian art has many forms to which many notable personalities have contributed. If we are familiar with the works of Raja Ravi Varma or Rabindranath Tagore, it reveals that they have been successful in portraying Indian culture through their art. Being one of the oldest cultures, India’s culture reminds us of the virtues of unity and integrity in this essay on Indian art and culture. Let us also teach our children more about our nation through these interesting sets of GK questions .

Importance of Art and Culture

Art and culture are the identity of a nation, which helps us to understand the world around us better. As it brings people together, it offers us the opportunity to learn from each other and understand how there is unity even in diversity. Moreover, art and culture help in building the country as they preserve our heritage and creativity. Indian art and culture are what keep us binding together, and we are proud of it.

You can find more essays similar to the art essay on BYJU’S website. Also, you can explore a range of kid-friendly learning resources, such as short stories, poems, worksheets, etc., for little learners on the website.

Frequently Asked Questions

How is india rich in art and culture.

India is a multicultural country that practises different art forms like dance, music, theatre, sculpting, painting, etc. Many notable names are associated with Indian art as they have contributed immensely to their fields. In addition, India’s culture is ingrained in its different religious practices and festivals celebrated by all.

What are the different languages spoken in India?

Since India is a diverse country, many languages are spoken in the country. Some languages spoken in India include Bengali, Hindi, Assamese, Gujarati, Marathi, Telugu, Urdu and Konkani, among many others.

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Incorporating Art in ELA Class: Lesson Plan Ideas

It’s hard to find a student that doesn’t like some form of art. Incorporating art in ELA classes is beneficial for several reasons. For one, it gives students who like to be creative an outlet. Plus, pairing art with traditional texts encourages divergent thinking. And still, the arts help students to think critically, to build analogies and metaphors, and to synthesize their learning.

But. Incorporating art in the classroom doesn’t mean that we should expect students to be wonderful artists, nor should we grade them upon their artistic abilities. Consider this…

When I first began teaching, I had students complete parts of speech posters. Some of them added color, bedazzled them with scrapbooking supplies, and wrote in gorgeous lettering. However, when I really stepped back and analyzed what my students had learned from the assignment, I wasn’t impressed with myself in the slightest for assigning it.

And I thought…

Students spent quite a bit of time doing lower-level thinking by regurgitating notes in an isolated grammar experience that turned out to be – quite simply – arts and crafts.

I wasn’t proud of this realization, but when we know better, we can do better. The ideas I’m sharing in this post are ways I’ve found art to be a beneficial learning experience for students. I recommend always prefacing these assignments with two important notes for students:

• There is a difference between effort and art. While I wouldn’t grade students on either, I do expect to see their learning related to the standard we are studying. In some cases, I want to see detailed thinking.
• If students choose to spend extra time on their assignment because they love being artistic, I don’t discourage them, but I do encourage them to balance their time. After completing the assignment myself, I have a better idea of how long it should take them to complete.

So, let’s explore the activities and assignments then. Below, you’ll find eleven engaging ways to bring the arts into your ELA lessons through drawing, photographs, graphic design, and theater.

Students don’t have to be expert illustrators to ask them to draw. Drawing has the power to improve memory and deepen understanding through color and connections, which makes it ideal when trying to add art in ELA.

Sketch Notes

Recently, I’ve introduced students to sketchnotes . They are – in essence – notes! Sketchnotes are not supposed to be graded and it doesn’t matter whether or not they make sense to anyone other than the creator. The basic idea is that students are using words and phrases, sketches, and structure to synthesize what they are learning. The emphasis is not on the drawing, although it can be fun to give students a few minutes to play with a tool like Google Quick Draw to kickstart their imaginations. Instead, the emphasis is on showing students how to create meaningful mnemonics that deepen their learning.

One pagers are a refreshing break from writing essays, with the same focus on literary analysis. Simply choose the story elements you want students to analyze (in fiction or nonfiction ), and let students convey their thinking on a single page. With one pagers, I’ve noticed students who tend to be perfectionists can spend  way  too much time on the assignment. Help them to reign in their need to stay up late creating a work of art by focusing the rubric on the content.

Associations

When we want students to learn and remember new terms, it helps to incorporate art in English class ( or any class, for that matter ). Ask students to draw examples, non-examples, and other associations with the terms. Here’s a free vocabulary resource that you can use with any Tier 2 word list. It brings in various aspects of art through learning styles and a brain-based approach.

When we use photographs as art in ELA, we are providing students with tools to visualize more deeply. Plus, they are an easy and effective engagement strategy.

It’s not too much of a stretch to incorporate art in ELA lesson plans when we are reading and analyzing poetry. Poetry is, in many ways, a work of art itself. Sometimes, when students don’t connect with poetry, it helps to show them images. For one, we can use photos as inspiration for writing . Students can write poetry focused on standards by using precise language, relevant descriptive details, and sensory language. Pictures can also provide the context students need to comprehend a complex text.

Project photos when students are learning new words. For example, while reading “The Scarlet Ibis ,” students may not understand what a palm frond is. Show them! Spark curiosity with vocabulary lists by projecting an image or sharing photographs on task cards , and ask students to justify which words on their list relate to that word. Tie it to standards by having them talk about how the connotation of a word is reflected in the photograph or ask them to use the word in a paragraph about that picture.

Reading Hook

To hook students at the beginning of a new text, use pictures! Project images. Or, make it interactive by creating QR codes that lead to images or by pasting them onto chart paper. Arrange the codes or the paper around the room, and have students explore them in a gallery walk format. With any of these approaches, students can generate questions, predictions, and connections about the text they will be reading.

GRAPHIC DESIGN

Visual communication is a growing part of the workplace. Weave art into ELA class by incorporating opportunities for students to learn a little bit about graphic design.

Author’s Craft

Students can write poetry inspired by nonfiction (or any other type of text). I like to incorporate this type of writing during a creative writing unit, multi-genre research project, or genius hour. Have them experiment with colors, fonts, and placement of their message. How does the connotation, voice, and overall impact of the piece change based upon the author’s craft?

Warm students up to this creative style of writing by analyzing mentor texts: children’s books ! So many of the illustrators and designers in children’s literature play with white space, colors, fonts, and arrangement to entertain readers and convey information.

If you’ve never tried booksnaps, here is an overview of a lesson I used when I introduced them to students. Booksnaps bring art into English class because students snap a photo of a part of the text that resonated with them or made them think. It’s a unique close-reading and reflection activity that enhances memory and encourages critical thinking.

Text Features

When we teach students to focus on text features, we are emphasizing graphic design. Essentially, we are asking them to identify the organization of a text and explain how that organization contributes to the overall meaning. Why did the author use this graph? What information does it add to our understanding? Why did the publisher pull out that quote? What is its significance? What is the purpose of the infographic at the end, and why should we not quickly gloss over it?

Of course, there are so many other ways we can add art in English class, like through acting and films.

Most students enjoy movement and collaboration. So, have them create skits to re-write the ending of a play . I did this as a whole class activity with Romeo and Juliet , and my Title I students were completely enthralled, especially when they found out they were performing for other classes! They can participate in tableaux (frozen scenes) to analyze conflict, character, or theme in a text.

Literary Analysis

Use short films to introduce literary analysis . Level up by encouraging divergent thinking:  Pair it with poetry or another genre and analyze!

Adding art in ELA class is a way to differentiate, add choice, encourage deeper, metaphorical thinking, and engage students. Not every student is an artist, and not all students enjoy lessons that incorporate these approaches. Everything, including art, is better in moderation. When possible, artistic elements could be offered as a choice.

Artistic ability should not be prioritized. Always, students’ thinking and skill as they relate to the standards, the learning targets, and the content are the most important. And, if students are spending too much time on the assignment because of the artsy requirements or if we are disappointed about the end result because it’s not as visually pleasing as we had hoped, it’s probably time to revisit the purpose of the activity.

If you’d like to read more about incorporating the arts in ELA, don’t miss this post from Language Arts Classroom.

• 13 WAYS TO USE MUSIC IN ELA
• TIPS FOR EFFECTIVE WORD WALLS IN SECONDARY
• 10 WAYS TO ADD CREATIVITY TO ELA LESSONS
• ENGAGING ELA LESSON PLANS
• 11 WAYS TO USE COLOR IN ENGLISH CLASS

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Essay on Indian Art and Culture

Students are often asked to write an essay on Indian Art and Culture in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Indian Art and Culture

Introduction.

Indian Art and Culture is a rich tapestry of diverse traditions, practices, and art forms. It has been shaped by the country’s long history and unique geographical features.

Indian Art manifests in various forms like paintings, sculptures, and architecture. From the intricate carvings of temples to the vibrant Madhubani paintings, Indian Art is a visual treat.

Indian Culture

Indian Culture is a blend of various customs and traditions. It is reflected in the country’s languages, cuisines, music, dance, and festivals, celebrating India’s diversity.

Indian Art and Culture, with its rich diversity, offers a unique perspective into the country’s history, tradition, and values. It is the soul of India, making it a fascinating country.

250 Words Essay on Indian Art and Culture

Indian Art and Culture is a reflection of the country’s rich and diverse history. It is a blend of various traditions and customs that have evolved over thousands of years.

Indian Art, with its intricate carvings and stunning architecture, is a testament to the creativity and skill of its artisans. The Ajanta-Ellora caves, the Sun Temple at Konark, and the intricate marble carvings of the Taj Mahal are just a few examples. Indian art also extends to a variety of forms including painting, sculpture, pottery, and textile arts, each with its unique style and regional variations.

Indian culture, on the other hand, is a complex amalgamation of diverse customs, traditions, rituals, and philosophies. It is characterized by its religious diversity, linguistic variation, and a wide array of music, dance, and cuisine. The deep-rooted philosophies of Hinduism, Buddhism, Jainism, Sikhism, Islam, and Christianity have significantly influenced the cultural fabric of the country.

Interplay of Art and Culture

In India, art and culture are not independent entities but are intertwined in a beautiful tapestry. Art is often a reflection of cultural beliefs and societal norms. The depiction of gods and goddesses in Indian art, the portrayal of epics like Ramayana and Mahabharata in various art forms, and the use of art in religious rituals and festivals, all attest to this symbiotic relationship.

Indian Art and Culture, with its rich diversity and deep roots, offers a fascinating study for scholars and enthusiasts alike. It is a testament to India’s historical richness and cultural vibrancy, serving as a bridge between the past and the present.

500 Words Essay on Indian Art and Culture

Indian Art is a diverse and multi-faceted domain, encompassing a wide range of forms, styles, and themes. It ranges from the intricate carvings of ancient temples and the vibrant frescoes of Ajanta and Ellora, to the sophisticated Mughal miniatures and the bold, abstract works of modern and contemporary artists.

Classical Indian art is deeply rooted in religious and philosophical beliefs. The motifs and iconography often depict deities, mythological narratives, and spiritual concepts. The sculptures of Khajuraho, the murals of Ajanta, and the bronze idols of Chola period, all exemplify this spiritual essence.

Indian Culture is a complex mosaic of diverse traditions, rituals, and customs. It is characterized by its pluralistic nature, with numerous languages, religions, and cuisines coexisting harmoniously. The culture is deeply ingrained in everyday life, influencing social norms, moral values, and personal identities.

Religion plays a pivotal role in shaping Indian Culture. The practices of Hinduism, Buddhism, Jainism, Islam, Christianity, and Sikhism, among others, have significantly influenced the societal framework, festivals, and rituals.

Indian Art and Culture is a fascinating realm that mirrors the country’s historical evolution, philosophical depth, and social diversity. It is a testament to the country’s resilience in preserving its rich heritage while embracing change and diversity. Understanding and appreciating this dynamic interplay of tradition and modernity is crucial for any comprehensive study of Indian society.

In the face of globalization, it is more important than ever to preserve and promote this cultural wealth. It is not just a matter of national pride, but also a means to foster a more pluralistic, inclusive, and empathetic global society. Through its art and culture, India continues to contribute to the world’s cultural tapestry, underscoring the universal human capacity for creativity, expression, and mutual respect.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Happy studying!

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Hyperallergic

Sensitive to Art & its Discontents

Buffalo’s Undersung History of Black Arts and Culture

For Tiffany D. Gaines, art and community go hand in hand. The photographer and associate curator at the Burchfield Penney Art Center has made the history, legacy, and ongoing creativity of Buffalo’s Black Arts community the primary focus of her work. This project not only illuminates an important history that was long under-recognized in American art and culture, but it also shows how that history lives on and, indeed, that many histories are not actually pasts but are alive and continually evolving presents. As she writes of her community, “Buffalo’s cultural ecosystem thrives on the interconnections between artists, cultural workers, and institutions.” 

For her thoughtful essays and exhibition , as well as her conversation with Hyperallergic ’s Editor-in-Chief, Hrag Vartanian, Gaines carries us through the rich currents of Black Arts in Buffalo, tracing the founding of the Langston Hughes Center for the Visual and Performing Arts more than 50 years ago and encompassing long-running institutions like the African American Cultural Center and the Ujima Theatre Company that continue to contribute to the city’s arts and culture. Gaines also highlights the individuals who preserve and extend these legacies, such as Eat Off Art founders Edreys and Alexa Joan Wajed, artist Julia Bottoms, and Gaines herself, whose photographs allow Buffalo’s artists to, in her words, “see ourselves in each other.” 

The Multigenerational Legacy of Black Arts in Buffalo

Seeing Ourselves and Each Other in Buffalo’s Black Arts Scene

The Synergetic Spirit of Buffalo’s Black Arts Community

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Opinion David Wallace-Wells

Food as You Know It Is About to Change

Credit... Alma Haser

Supported by

By David Wallace-Wells

Opinion Writer

• July 28, 2024

This essay is part of What to Eat on a Burning Planet, a series exploring bold ideas to secure our food supply. Read more about this project in a note from Eliza Barclay, Opinion’s climate editor.

From the vantage of the American supermarket aisle, the modern food system looks like a kind of miracle. Everything has been carefully cultivated for taste and convenience — even those foods billed as organic or heirloom — and produce regarded as exotic luxuries just a few generations ago now seems more like staples, available on demand: avocados, mangoes, out-of-season blueberries imported from Uruguay.

But the supermarket is also increasingly a diorama of the fragility of a system — disrupted in recent years by the pandemic, conflict and, increasingly, climate change. What comes next? Almost certainly, more disruptions and more hazards, enough to remake the whole future of food.

The world as a whole is already facing what the Cornell agricultural economist Chris Barrett calls a “food polycrisis.” Over the past decade, he says, what had long been reliable global patterns of year-on-year improvements in hunger first stalled and then reversed. Rates of undernourishment have grown 21 percent since 2017. Agricultural yields are still growing, but not as quickly as they used to and not as quickly as demand is booming. Obesity has continued to rise, and the average micronutrient content of dozens of popular vegetables has continued to fall . The food system is contributing to the growing burden of diabetes and heart disease and to new spillovers of infectious diseases from animals to humans as well.

And then there are prices. Worldwide, wholesale food prices, adjusted for inflation, have grown about 50 percent since 1999, and those prices have also grown considerably more volatile, making not just markets but the whole agricultural Rube Goldberg network less reliable. Overall, American grocery prices have grown by almost 21 percen t since President Biden took office, a phenomenon central to the widespread perception that the cost of living has exploded on his watch. Between 2020 and 2023, the wholesale price of olive oil tripled ; the price of cocoa delivered to American ports jumped by even more in less than two years. The economist Isabella Weber has proposed maintaining the food equivalent of a strategic petroleum reserve, to buffer against shortages and ease inevitable bursts of market chaos.

Price spikes are like seismographs for the food system, registering much larger drama elsewhere — and sometimes suggesting more tectonic changes underway as well. More than three-quarters of the population of Africa, which has already surpassed one billion, cannot today afford a healthy diet; this is where most of our global population growth is expected to happen this century, and there has been little agricultural productivity growth there for 20 years. Over the same time period, there hasn’t been much growth in the United States either.

How climate change could transform yields of two major crops

Projected change in corn and wheat yields in 2050, based on an upper-middle scenario for global warming.

Change in crop yield in 2050

Corn production in 2050

Drought conditions have already led Mexico to import a record amount

of corn in recent years. Climate change could further decrease its yields.

China is the world’s second-largest

producer of corn, but yields are projected to decrease across most of the country.

Wheat production in 2050

Pakistan, where wheat accounts for nearly two-thirds

of all calories

consumed, could

see sharp declines.

The U.S., one of the largest exporters of wheat, could see increased yields, especially in more northern latitudes.

Drought conditions have already led Mexico to import a record amount of corn in recent years. Climate change could further decrease its yields.

Rising temperatures could make the highlands of Peru

a more productive area for corn.

Pakistan, where wheat accounts for nearly two-thirds of all calories consumed, could see sharp declines.

producer of corn,

but yields are

projected to decrease across most of the country.

consumed, could see sharp declines.

Sources: Jägermeyr et al. (2021) “ Climate Impacts on Global Agriculture Emerge Earlier in New Generation of Climate and Crop Models ,” Nature Food ; World Bank; U.S.D.A.

Note: Yields shown are for the SSP370 middle-upper warming scenario and are compared with a 1983-2013 baseline.

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Transformational: Stories of NoMI Arts & Culture Book Launch

A new anthology celebrating the transformational impact of the arts and our northern spaces will be unveiled on August 7 at a public book launch and readings at The Alluvion in Traverse City. Published by Michigan Writers, Transformational: Stories of NoMI Arts & Culture shares the words, work and transformational moments of artists and culture bearers who weave our region’s creative tapestry. Their stories are a personal testament to the power of the arts and place. The publication features works of poetry, essays and creative nonfiction by 36 writers. The launch event is slated for Wednesday, August 7, 7-8:30pm at The Alluvion, 418 East Eighth Street in Traverse City. Featuring readings by 12 of the 36 authors, music, book signings, refreshments, and camaraderie, it is free and open to the public. Books will be available to purchase at the launch, or can be obtained through the partner organizations and area booksellers.

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