I shared some student work on Twitter, and it seemed as though some folks were interested in learning more about the concept. First of all, I didn’t come up with this concept at all. I’d seen one-pagers floating around for a while. Some time back, I tweeted asking for help with instructions, and Dianna Minor and Glenda Funk graciously shared their instructions with me. I also found Betsy Potash’s instructions via Cult of Pedagogy and these instructions at Ms. D’s English Fury helpful. I adapted my instructions from these sources. All credit goes to the fine educators who generously shared their ideas and their students’ work. I am indebted to them, and I’m sharing what I did only as a means of paying it forward in case it helps other people.
You can use one-pagers to assess lots of things. I am an English teacher, but I imagine they could be used in just about any subject and at pretty much every grade level, with some adaptations.
What is a one-pager?
A one-pager is a kind of project in which you share your most important takeaways from a text on a single page using text and artwork. You take what you have learned from a text and put the highlights on the page accompanied by art that represents, sometimes symbolically, these highlights and themes.
Why create a one-pager?
One-pagers allow you to mix media, text, and images, which helps you remember details better. It’s brain science. According to Allan Paivio’s dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. You will remember more when you’ve mixed language and imagery. One-pagers also offer variety—another way to share your interpretation and analysis of a text. You might be surprised what you will come up with! Plus, they’re fun. [All credit to this rationale goes to Betsy Potash.]
But I am not good at art/don’t like art…
I will share some templates with you that may help, but the important thing to remember here is that you ARE good at art. You might want to draft your one-pager in light pencil before coloring it in, but you will create something pretty amazing. I feel it in my bones. Also, do not use clip art or computer art. Trust me. One-pagers look so much better when they’re your own art.
Okay, so what are the parameters?
A single piece of letter-size paper (or A4 if you can’t get letter where you currently are located). You may use colored paper if you have access to it and want to, but it is NOT required.
Work only on one side of the page in portrait or landscape mode.
Include color and patterns*. Think symbolically here. Texture is fine, too.
Fill the entire page with your work. If you have blank space, repeat an element or fill it with one of the optional elements (see below).
Put your first and last name on the back.
Try to be neat with lettering. It helps to draft first. Definitely make sure handwriting is legible.
*I had markers and colored pencils to lend students who needed them.
What kinds of elements should I include?
The following elements are REQUIRED:
The title and author of the book.
Illustrations or symbols that represent the reading. This could be a character, a scene from the text, symbols that convey ideas expressed in the work.
Choose two or three notable quotes that stand out to you from the text. It could be quotes that make you think or wonder or remind you of something important from the text. Write the quotes on your paper using different colors and/or writing styles. Include the page number and a short analysis of the quote.
Make a personal connection to what you read. What did it mean to you personally? (Examples: “I feel…I think…I know…I wonder…”).
The following elements are options, but pick at least 2:
Create a border that reflects a theme. This can include words, pictures, symbols, or even quotes.
Draw a word cluster around your image. Use these words you highlight the importance of your chosen image. The word cluster may also artistically symbolize the subject matter.
Write a poem about the book, a character, or the theme. If this is particularly challenging, you may choose to compose an acrostic poem using a one-word theme.
Create a hashtag that relates to the text.
Explain how the setting shapes a character in the text.
Rubric
Skill
Exemplary
Proficient
Developing
Emerging
The extent to which the one-pager demonstrates textual analysis.
Art and text demonstrate textual analysis that offers insightful interpretations and understanding of the text with analysis that goes well beyond a literal level.
Art and text demonstrate textual analysis that offers clear and explicit interpretations and understanding of the text with analysis that goes beyond a literal level.
Art and text demonstrate textual analysis that offers partially explained and/or somewhat literal interpretations and understanding of the text with some analysis.
Art and text demonstrate textual analysis that offers few or superficial interpretations and understanding of the text with little analysis.
The extent to which the one-pager follows the “rules.”
All the “rules” are followed: the work is on a single side of letter or A4 paper, the page is filled, color is used, first and last name are on the back, and the lettering is neat and legible.
Most of the “rules” are followed: one or two minor omissions (see exemplary column).
Some of the “rules” are followed. There are two or more omissions (see exemplary column).
Few or none of the rules are followed. There are more than three omissions (see exemplary column).
The extent to which all required elements are included.
All required elements are included and addressed in a thoughtful way that demonstrates symbolic thinking, analysis and/or synthesis of ideas, and thoughtful interpretation of the text. Two or more optional elements add depth to the piece.
All of the required elements are included. Elements demonstrate symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Two optional elements add depth to the piece.
Most of the required elements are included. Elements demonstrate developing symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Two optional elements are included.
Some of the required elements are included. Elements demonstrate emerging symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Optional elements may be missing or incomplete.
Something many visitors to this blog might not know about me is that I make soap. I have been making soap for almost four years now. One of the reasons I started is that I fell in love with the homemade soap sold at my local farmer’s market back when I lived in Georgia. I did some research, thinking that once we moved to Massachusetts, I might take it up as a hobby. I looked at websites, saved money for supplies, and read books. I made my first batch of soap within a few weeks of moving. I didn’t want to start a new hobby as we were attempting to move, especially as it would mean packing those supplies I had purchased. It seemed better to do research and wait until we moved.
Over time, I learned to develop my own recipes for soaps, and I’ve learned my own techniques for design. It has become a creative outlet—a form of art. It’s conveniently a useful art, as well, but not any less creative for all of that.
In the years since I started making soap, I have had some spectacular failures. The first time I made soap using coffee, I forgot one of my oils, so my soap had too much lye in it, and it was not usable. There are ways you can salvage batches like that, but I didn’t want to because my design had been ruined. The first time I used honey and goat milk together in soap, my soap overheated and had very interesting-looking caves running through it.
Fragrances can sometimes be difficult to work with. Sometimes they contain ingredients that cause soap to darken (which is cosmetic, but some people don’t like the way it looks). This is usually because of a high content of vanillin, but other ingredients can discolor soap.
Some fragrances speed up the exothermic chemical reaction between oils and lye that results in soap, making it difficult to work with the soap batter. This problem is known as speeding up trace (when it’s mild) or seizing (when it’s severe). Soap batter is a mixture of oils and/or fats and lye. “Trace” is a term given to soap batter when it’s thick enough to leave little traces or trails on the soap batter. You can just see it if you look at this image of soap batter.
Once a soap reaches “trace,” it’s ready to pour into the mold. If a fragrance causes a soap to reach trace faster, it might be more difficult to pour into a mold because it’s thicker. This can sometimes leave gaps or holes in the bars, but is usually not a problem aside from cosmetic issues. I do work with some fragrances that cause my soap batter to thicken more quickly, so I have learned to compensate for this issue by mixing the oils and lye at a lower temperature and/or not mixing them as long as I typically might.
You can see the holes caused by soap made with a fragrance that thickened up really quickly. I had to glop it into the mold, and it left holes like the ones near the bottom of the bar. After I learned how to work with difficult fragrances, I learned produce soaps like this one, even with fragrances that thickened the soap batter.
No holes or gaps!
I have only had soap batches “seize” on me a few times, and it’s always been because the fragrance caused it. Seized soap starts to solidify before you can even get it into a mold, and it often heats up at the same time. If a fragrance causes my soap to seize, I just don’t use it ever again because you can’t really work around that issue. The best you can do is glop the soap in a mold and hope it doesn’t look too terrible, but it nearly always does.
I have learned to enjoy the process of making soap. It’s calming. I usually listen to audio books while I work. I love experimenting with different colors, designs, and scents. I like trying things like infusing my soaping oils with herbs, like chamomile and calendula.
I have developed a favorite recipe that makes a really nice lather. It’s a go-to recipe for me, but I still try different combinations of oils sometimes. The fun, for me, is discovering something new—a design technique I have never tried, or a color combination that looks gorgeous. I have learned a great deal about art through making soap.
I’ve also learned resilience in the face of failure. It took me several tries to make a good goat milk soap. Working with milk in soap is hard for beginners. It also took me several tries to learn how to make swirls in my soap. This was my first successful swirl.
I’ve also learned the value of experimentation. I have ruined some batches of soap, resulting in loss of materials, but each time I had problems, I learned from them, and learning what NOT to do next time is probably more valuable than doing everything right the first time every time. It’s disappointing to have a ruined batch of soap, but I always learn from it when it happens. And it still occasionally happens.
I’ve learned a great deal about chemistry, too. I never took organic chemistry, and I had a great deal of trouble with chemistry in high school. I understand a lot more at least about the kind of chemistry involved in making soap, and it is fascinating to learn about. One of the reasons I took up this hobby in the first place is that I love to learn. I have tried my hand at many crafts over the years—making candles, cross stitching, crocheting, knitting (still learning that one), scrapbooking—and none of them has captured my imagination or given me the same kind of artistic gratification that making soap has done. I’ve also made friends that only know me through my love of this hobby—most of them fellow soapmakers.
We should all find some artistic outlet that fulfills us, teaches us, and allows us opportunities for expressing ourselves.
Slice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.
Today I accompanied Worcester Academy students and two of their teachers to the Worcester Arts Museum to see My Rock Stars, an experimental exhibit by Moroccan-born UK artist Hassan Hajjaj. The students are in our Postmodernism and the American Myth and 21st Century Identity: Race and Ethnicity courses offered by our English department.
The exhibit is completely immersive—everything from the wallpaper to the seating placed in various places around the exhibit. I have never seen anything quite like it. Photographs of Hajjaj’s subjects hang on the walls. Each photograph has a background with different patterned fabrics, and the colors are bright and beautiful.
Part of the exhibit is a video installation in which each of Hajjaj’s subjects perform a music piece while the other subjects appear to watch and enjoy the performances.
The exhibit even included an opportunity for students to color designs using ultra-bright colored pencils.
After students had an opportunity to explore the exhibit, their teachers, Dave Baillie and Cindy Sabik, gathered the group together to talk about what they saw.
National Geographic Proof has a great article about the exhibit. In the article, Dr. Linda Komaroff, Curator and Department Head of the Art of the Middle East Department at the Los Angeles County Museum of Art, says, “if music videos existed in 15th century Morocco, this is what it would look like.”
I think my favorite performance in the video was violinist Marques Toliver, who performed his song “Charter Magic.” The video below is not the same performance in the video, but it is the same song.
I also really liked Nigerian musician Helen Parker-Jayne Isibor (who performs as the Venus Bushfires), who plays the Hang, an instrument I had never seen before. Here is the song she plays in the video exhibit (this is not the same video as the one in the exhibit):
I wound up going to this exhibit because Cindy, my friend and colleague, had a conflict and was not going to be able to transport the students to the museum, and not all the students would fit in one vehicle. I was initially going to spend the entire day planning curriculum with ninth grade English and history teachers. Our departments are working toward a collaborative humanities model, and as the English department chair, I’ve been collaborating with the teachers and overseeing the development of the curriculum. I ducked out of our planning session at about 10:00 and returned around 12:30 to find they had made quite a lot of progress. I wasn’t sure I wanted to have such a busy day, but I am glad I didn’t miss the Hajjaj exhibit before it closes on March 6.
I’ve lived in Worcester for almost four years now, but this was my first trip to the Worcester Art Museum, too. We didn’t have a lot of time to look around the museum because we were on a tight schedule, but this exhibit was definitely worth the trip and the minor inconveniences of transporting a group of students. All of the color brightened my day.
Slice of Life is a daily writing challenge during the month of March hosted by Two Writing Teachers. Visit their blog for more information about the challenge and for advice and ideas about how to participate.
Some time back, I approached our art teacher with an idea for using QR Codes. We could video students talking about their work, upload the videos to YouTube, and create QR Codes that could be placed next to student art for the Fine Arts Showcase. The art show would then become interactive for anyone with a smart phone. She loved the idea, but I wasn’t sure whether she would have the time to pull it off this year. She and the students shot all the video, and she asked for help in creating the QR Codes. I went to her room and showed her how to edit clips in iMovie and upload to YouTube. Then I showed her how to create a QR Code. I only helped once, and she was off and running. Our drama teacher created a quilt with photographs and QR Codes, and she showed me a site where you can create color QR Codes. I didn’t realize you could print on fabric, but she showed me that, too. The quilt is wonderful, as was the students’ artwork. When the school publicized the art showcase, they made sure to recommend that smart phone users download a QR Code reader. I was told that the QR Codes were a big hit on the Fine Arts Showcase.
I’m not sure if you can see this video, as it’s on the Weber School’s Facebook page, but here is a link. The video includes several pictures of showcase attendees using their smart phones to view the material embedded in the QR Codes. Let me know if the video doesn’t work for you. We are on Passover break, so I won’t be able to ask about possibly uploading the video to YouTube or if it is OK to take pictures of the students’ artwork and post it here. You can, however, view the videos linked to the QR Codes on our art teacher’s YouTube channel.
Helping teachers integrate technology will be an important part of my work next year, and I was pleased with the outcome of this early experiment.
Some of you may already be familiar with Philip Scott Johnson‘s videos on YouTube, but in case you aren’t, here is a sample (one of his more popular videos):
Johnson’s videos have a lot of potential for use in art and social studies classes. In the tradition that a picture is worth a thousand words, his videos will speak volumes to students studying topics as diverse as the Civil War, geography, film, and Picasso.
After your class has viewed a Johnson video, it might be fun for them to use Animoto to create a similar video. Here is an Animoto video I created using old photographs of my family:
Issues, ideas, and discussion in English Education and Technology
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Please try again."}},"email_for_login_code":{"placeholder_text":"Your email address","initial":{"instruction_type":"normal","instruction_message":"Enter your email to log in."},"success":{"instruction_type":"success","instruction_message":"Enter your email to log in."},"blank":{"instruction_type":"error","instruction_message":"Enter your email to log in."},"empty":{"instruction_type":"error","instruction_message":"Enter your email to log in."}},"login_code":{"initial":{"instruction_type":"normal","instruction_message":"Check your email and enter the login code."},"success":{"instruction_type":"success","instruction_message":"Check your email and enter the login code."},"blank":{"instruction_type":"error","instruction_message":"Check your email and enter the login code."},"empty":{"instruction_type":"error","instruction_message":"Check your email and enter the login code."}},"stripe_all_in_one":{"initial":{"instruction_type":"normal","instruction_message":"Enter your credit card details here."},"empty":{"instruction_type":"error","instruction_message":"Enter your credit card details here."},"success":{"instruction_type":"normal","instruction_message":"Enter your credit card details here."},"invalid_number":{"instruction_type":"error","instruction_message":"The card number is not a valid credit card number."},"invalid_expiry_month":{"instruction_type":"error","instruction_message":"The card's expiration month is invalid."},"invalid_expiry_year":{"instruction_type":"error","instruction_message":"The card's expiration year is invalid."},"invalid_cvc":{"instruction_type":"error","instruction_message":"The card's security code is invalid."},"incorrect_number":{"instruction_type":"error","instruction_message":"The card number is incorrect."},"incomplete_number":{"instruction_type":"error","instruction_message":"The card number is incomplete."},"incomplete_cvc":{"instruction_type":"error","instruction_message":"The card's security code is incomplete."},"incomplete_expiry":{"instruction_type":"error","instruction_message":"The card's expiration date is incomplete."},"incomplete_zip":{"instruction_type":"error","instruction_message":"The card's zip code is incomplete."},"expired_card":{"instruction_type":"error","instruction_message":"The card has expired."},"incorrect_cvc":{"instruction_type":"error","instruction_message":"The card's security code is incorrect."},"incorrect_zip":{"instruction_type":"error","instruction_message":"The card's zip code failed validation."},"invalid_expiry_year_past":{"instruction_type":"error","instruction_message":"The card's expiration year is in the past"},"card_declined":{"instruction_type":"error","instruction_message":"The card was declined."},"missing":{"instruction_type":"error","instruction_message":"There is no card on a customer that is being charged."},"processing_error":{"instruction_type":"error","instruction_message":"An error occurred while processing the card."},"invalid_request_error":{"instruction_type":"error","instruction_message":"Unable to process this payment, please try again or use alternative method."},"invalid_sofort_country":{"instruction_type":"error","instruction_message":"The billing country is not accepted by SOFORT. Please try another country."}}}},"fetched_oembed_html":false}