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TITLE: Character Development Through Artwork: Representing the Chicano Lifestyle |
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SUBJECT: English - Essay For many students, the term "characterization" means obvious physical traits and wearing apparel. This lesson is designed to take learners through a comprehensive step-by-step approach to help develop well-rounded characters with both intrinsic and extrinsic characteristics. TEKS:
8.12 A, B,
F, H Based on a selected work of art and characteristic checklist, the student will demonstrate the ability to create a description of a character by organizing, and writing a comprehensive character sketch. MATERIALS:
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IMPLEMENTATION: 1. Discuss the components needed when developing a character with whom readers can relate. (See following list). 2. Have students read stories. Using the following checklist, they are to analyze the development of character descriptions. 3. Present pictures to students, allowing them to select one character to describe. 4. Using the following checklist, students will write their own character descriptions. CHECKLIST: 1. Name: Give selected character a name. Explain how and why this name was given. 2. Traits: What words or phrases tell how the character looks and acts? 3. Emotions: What words or phrases explain how the character feels, thinks, or believes? 4. Motivations: What words or phrases tell why the character does the things done, or felt? 5. Conflicts: What is one of the character's problems? What is character wanting, needing, or looking for? What happened that made the character seek a solution or answer? 6. Relationship to Others: How is the character related to others through the family, friends, or membership in a group? 7. Point of View: How does the character view or see a particular problem? Explain the situation from the character's viewpoint. 8. Occupation: What is the character's job? What does he/she do for a living? How does he/she obtain money for living expenses? 9. Background: What is character's past? What brought him/her to this point? 10. Personality: What words or phrases describe the special ways the character does things to show what he/she feels? What makes this character different from other characters? 11. Importance: How does this character influence other characters? Why is this character important? 12. Changes: What changes has this character gone through to get to this point? 13. Goals: What is the character's goal(s) in life? 14. Values: What is most important to the character that has changed his/her life? 15. Connect: In what way can you identify with this character? VARIATIONS: 1. Following the study of biographical form, students can write a fictional biography of their selected character. 2. Upon selection of their character, students can provide support as to why they think their character feels a particular way, or looks the way they do. (Written or oral) 3. Students can develop a creative story based on the character traits from the list. 4. The checklist can help students to identify traits in characters found in various literature sources. ARTIST STATEMENT: GASPAR ENRIQUEZ In this body of work the images are metaphors for pages in a visual novel portraying a subculture that has endured in the Mexican American community since the second World War. One is born a Mexican American, but one chooses to be a Chicano. Politically charged, the Chicano lifestyle has been passed from one generation to another. It has survived wars, prisons, and strife. The images reflect a lifestyle and an attitude dominant in the barrios. This style is identified by the style of dress, mannerism, and language. Many Chicanos use a slang called Calo to communicate and, when it was allowed, many developed their own sign language to communicate with loved ones incarcerated in the county jail. Standing in the streets below the jail, women would sign to their boyfriends held in cells on the upper floors. This activity no longer takes place since the windows of the jail have been covered. The work deals with individuals whose lives have been a part of my environment. They are individuals who remind me of friends and acquaintances I grew up with. The work is not a crusade to change lives nor is it an effort to pass judgment. It is up to the viewer to judge and interpret. These images invite the viewer to come into contact with some of those who populate the Chicano world. As long as there is poverty en El Barrio (in the neighborhood), this lifestyle will endure my generation and generations to come. An identity is important to all of us. This lifestyle reflects the avenue some individuals take, searching for an identity and self esteem. SOURCE: Cheryl Cox Reading Strategies |
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