Painted Reflections: Using Watercolor Painting to Splash in Some Deep Thinking By Danielle Brody

Painted Reflections: Using Watercolor Painting to Splash in Some Deep Thinking

By Danielle Brody

I teach middle school, so keeping my students engaged and focused on the content can require some sparkle and pizzazz. Getting my students to think deeply about their reading can feel inauthentic or frustrating. I need tools ready to go that I can count on to be painless yet challenging, rigorous yet engaging, creative yet tangible. One of the many tools in my metaphorical teaching toolbelt is something I call painted reflections.

I first discovered the painted reflections at a virtual conference hosted by Harvard’s Project Zero which focused on engaging students. Something about this presentation spoke to me. I fell in love instantly. I got excited about something that usually made me nervous: art.

The concept is simple. Students use watercolor paints to represent abstract concepts in their reading and then write about their work and its connection to the text. Painted reflections allow students to express what they know without getting bogged down in the complexities of writing. Using art allows students of all levels to express their understanding in a low-stakes way. Here’s how to make it happen in your classroom.

Materials:

• Watercolor Paints
• Paintbrushes
• Watercolor Paper
• Spray Bottle (optional) 
• Water Cups
• Paper towels
• Clean Up Supplies

I use very inexpensive watercolor palettes and paintbrushes. I have an Amazon Wishlist you can check out to see some suggested materials.

Step 1: Pick a Prompt

Construct a prompt that is open-ended enough to allow for a deeper understanding of the text and individual responses. Here are some examples of prompts I’ve used in my 8th and 9th grade ELA classrooms: 

• Represent one of the themes of “The Most Dangerous Game” through art. 
• Represent the mood of “The Cask of Amontillado.”
• Capture the emotions in Act I, Scene 5 of Romeo and Juliet where the two first meet.
• Choose a scene from Flowers from Algernon and represent the inside of Charlie’s brain during the events of that scene. 

After reading “The Cask of Amontillado,” this ninth-grade student chose to represent the mood of the story by depicting “dread” and “fearful” using a symbolic dark figure hidden in the depths of their painting. 

One ninth-grade student chose to blend colors to represent Romeo’s and Juliet’s families blending as they fell in love. 

This ninth-grade student focused on color to represent the range of emotions Romeo and Juliet experienced when they met. They also used the X as a symbol of impending doom. 

Step 2: Prepare the Students

The first time I use this strategy with my students, I always make sure to give them  small “practice” page and ask them to play with how to use the paints. Experiment with wet on wet, wet on dry, using different pressures and angles with the brush, etc. This video can help illustrate one way to go about instructing your students about how to begin with watercolors. Remember, you can’t mess it up.

Talk about color symbolism. “What color would you use to show anger? joy? hope? What impression would you get from a person if they were dressed all in black? bright pink? pale yellow?”

Talk about textures and lines. “What kind of line would you draw if you were furious? silly? happy?”

Talk about symbolism. “What could a heart represent? a mountain? the sun?”

Talk about abstract art. I usually show a more obvious representaion and an abstract representation of a field of flowers. I make sure to note how abstract is all about the “vibes.” This usually helps them understand. I also make note of how artists use the entire canvas and encourage students to do the same.

Step 3: Dig into Painting

Now it’s time for the fun part! Let your students paint. I usually give them half sheets of watercolor paper about 5” x 7”.

You will be amazed at how quiet and focused your students will be. Have fun watching their creativity blossom.

I give them some time the next day to allow for drying in case they want to do some work with layers. Don’t forget to make a physical space for their paintings to dry without being stacked.

Step 4: Respond to the Prompt

The next day, I have the students write on the back of their paintings to explain their work. This is where students can demonstrate their understanding. I’m often very impressed with their thinking and connections. I use the SLAM writing structure in my class, but you can adapt it to fit your strategies or classroom needs. If your students are struggling, provide them with scaffolding questions:

• Why did you choose those certain colors/textures?
• What are you trying to represent with your art?
• How does your art connect to the text we read? 

Step 5: Share the Art

Art is meant to be shared and appreciated. There are many different ways you can make this happen. Here are just a few examples:

• Gallery Walk
• Artist Hot Seat
• Small Group Sharing

Eighth-grade reading students reflect on the inner thoughts of Charlie from Flowers for Algernon.

I promise that your students will be begging for painted reflections every time you read a new text. Remember, you and your students don’t need to be skilled artists to create meaningful art. Author Rainbow Rowell said it best, “Art wasn’t supposed to look nice; it was supposed to make you feel something.”


Biography: Danielle Brody currently teaches eighth-grade English and reading at Saint Marys Area Middle School. Previously, she has taught science, social studies, and English at the middle school level and creative writing, photojournalism, career development, and English at the high school level.