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Speaking of News

Teaching News is Elementary

 

Program Content for October 31, 2014

Each week, this lesson will share some classroom activity ideas that use the newspaper or other NIE resources.  You are encouraged to modify this lesson to fit the needs of your students.  For example, some classrooms may be able to use this as a worksheet and others might need to ask and answer the questions in a class discussion. 

Please be sure to preview all NIE content before using it in your classroom to ensure it is appropriate for all of your students.

Materials you will need for this lesson: The Seattle Times e-Edition

Article: “A transformation of legend to logo”

Page: B1 and B4

Date: Wednesday, October 29, 2014

 

Pre- Reading Discussion Questions: 

 

Look at the title and the images on page B1. What are examples of legends and logos? How do you think one can transform to the other? What do you think is the significance of the object in the photograph?

 

Vocabulary: 

 

Read the following quotes and determine the meaning of the word based on how it’s used in the sentence:

 

It is silent, yet eloquent. Ancient, but relevant.

 

(clearly showing feeling or meaning)

 

 Alfred said the mask may have been the work of more than one artist—collaborations were common on such projects—and appears to have had its paint freshened up at some point over the decades, although its yellow, blue and red today are muted compared to how it may have looked new.

 

(collaboration: working with another person or group to achieve something)

 

(muted: soft in color : not bright)

 

At such an event, perhaps a memorial or the emergence of a tribal leader, Alfred said, the dancer might circle a ceremonial area as music heightens and dim light from a fire glints off the mask’s paint and its circular glass eyes.


(heightens: to increase the amount, degree, or extent of (something) )

 

(glints: to shine in small bright flashes)

 

Journal Writing Prompts: 

 

“Perhaps the most dramatic aspect of transformation masks is the effect they convey when worn by a dancer—something that Seahawks fans, who’ve only seen the two-dimensional logo, likely know nothing about.”

 

Imagine you are witnessing a dance performance of somewhere wearing the mask. What do you see and what sounds to you hear? What effects does the mask convey? How does a three-dimensional mask differ from a two-dimensional logo?

 

 

Discussion Questions:

 

Review the excerpt and discuss the following questions:

 

For decades, there has been speculation about what piece of art might have provided inspiration for the Seahawk emblem. The logo was designed by the NFL, not the team, a museum spokeswoman said. And while it’s not known exactly who designed the logo, it is known that they consulted works on native art.”

 

What do you think inspired the Seahawk emblem? Do you think it was inspired by a specific piece of native art? Why do you think so? What else may have inspired the logo? Can you think of any other sports teams’ logo which might have been inspired by native art? Why?

 

Small group discussion and activity: 

 

“Even though the ‘Seahawks’ mask is already in Seattle, Burke Museum officials said the success of the project still depends on a Kickstarter public-fundraising campaign that’s only about 60 percent of the way toward its $14,575 goal. ”

 

What is a Kickstarter public fundraising campaign? Do you think it is fair for the public to have to raise funds to make a successful project? Why or why not? Draft a letter to someone you would like to donate funds to this campaign. Using examples from the article, explain why it is important for the Burke Museum to secure the mask and complete the project.

 

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