Mary Shelley's Frankenstein

Seniors in Mrs. Brittain's English class were assigned to read Mary Shelley's Gothic novel Frankenstein. For the arts integration component the class concentrated on the chapters and passages in which Shelley describes Frankenstein's creature. Following this, they analyzed many film and stage depictions of the creature. This ended with a hands-on demonstration of special effects makeup. Students analyzed how Frankenstein's creature should be depicted as he developed through the course of the work referencing back to their knowledge of special effects makeup.

Objectives

Students will develop a deeper understanding of the character of the creature from Shelley's novel Frankenstein
Students will demonstrate how our interpretations through media over time have impacted (embellished or thwarted) the original character.

Outcomes

Students will be able to connect how physical traits given to a character can, in turn, affect the interpretation of the character.
Students will demonstrate through the visual art media of drawing and sculpture how to represent a character from narrative description.

STANDARDS

Literacy Standards

RL.11-12.3 Analyze how characterization, plot, setting, and other elements interact and contribute to the development and complexity of a text.
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Fine Arts Standards: Studio 3-D

CR.1.SA3.1 Utilize multiple approaches, including sketching and/or journaling, to gain inspiration to create a three-dimensional work of art
CR.2.SA3.6 Conduct research to inform and/or support artistic vision
P.6.SA3.2 Evaluate the manner in which subject matter, influences, symbols, and images are conveyed in the presentation of the student’s own three-dimensional artwork(s) and works of others
P.6.SA3.1 Utilize innovative and imaginative ways to exhibit three-dimensional student artwork(s)

RESOURCES

Frankenstein web.pptx

A historical presentation of the visual representation of Frankenstein's creature was provided . The presentation offered the following:

History of Mary Shelley's life during the time she wrote Frankenstein; an understanding of her progressive and liberal upbringing during a time when women did and her tumultuous relationship with British poet Percy Shelley.
Context of scientific discoveries, practices and surgical procedures during the late ninteenth century as well as the clash between science and religion .
Chronological overview of the cinematic portrayal of Frankenstein's creature from Thomas Edison Studios 1910 silent film Frankenstein to Emma Jensen's 2019 motion picture Mary Shelley.

Power point presentation created by Aaron Jones, Director of Arts Integration

Based on Shelley's novel students composed a narrative that described characterstic(s) and/or attribute(s) (physical, emotional, spiritual) of the creature.

Students were provided professional instruction on how to create cuts, bruises and scars using special effects make-up.

Students were divided into small groups and worked together to determine the physical characteristics and features based from either Shelley's novel or Hollywood films.

Having read Shelley's Frankenstein, knowledge of 19th century scientific surgical prcedures and a century of cinematic references and of Frankenstein's creature, students created an orignal Frankenstein's creature interpretation.

ASSESSMENT & STUDENT WORK

Based on Shelley's novel students composed a narrative that described characterstic(s) and/or attribute(s) (physical, emotional, spiritual) of the creature.

Accompaning the narrative students illustrated the physical likeness of the creature based on either Shelley's descriptions in the novel or Hollywood interpretations of Frankenstein's creature.

Based on similarities of their descriptive narratives of their creature students were divided into small groups.

From the professional instruction provided in special effects make-up and techniques, students were given studio time to collaborate and develop an original version of what Frankenstein's creature would look like based on either Mary Shelley's novel or Hollywood films.

Upon completion of the arts integration project the student work was displayed at the high school for peer students, teachers and visitors to the Academy to see how cross-curricularconnections can be orchestrated between the core and fine arts classes.