Arts ESU2
Arts and Humanities, Performing Arts, English Language Arts
Material Type:
Lesson Plan
High School
  • Media Arts
  • Music
  • NE ELA
  • NE Music
  • Nebraska Department of Education
  • Poetry
  • Reading
  • media-arts
  • music
  • ne-ela
  • ne-music
  • poetry
  • reading
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    Education Standards

    Poetry with Art Interpretations

    Poetry with Art Interpretations


    This resource was created by Katie Mace, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

    Content Area: English

    Fine Arts Area: Music and Media Arts

    Grade Level: 10

    Teacher:  Katie Mace


    Standards and Alignment

    Content Area Standard:

    LA 12.1.6.f Interpret and evaluate information from print and digital text features to support comprehension.

    LA 12.1.6.b Analyze and evaluate the relationships between elements of literary text (point of view, tone, and mood)

    Fine Arts Standard:

    FA 12.4.1.e Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through creating. 

    FA 12.1.1.c Develop strategies, processes, and plans for creating work in media arts that reflect understanding of multiple resources and media.

    Key Vocabulary:



    Light, subject, composition (photography)

    Dynamics, tone color (music)

    Materials List:

    Garage Band (record voice)


    Cell phone for photography

    Emily Dickenson’s poetry



    Lesson Delivery

    • We will use what we have already been introduced to on Emily Dickinson poetry from our textbook.

    • Next, we will look at the four poems we have already been interpreting from our textbook. 

      • Students take one of the poems (maybe the groups we were split into)

      • Move about the school/outside premises to take photographs using their new knowledge of photography and the meaning of the poem. They have 20 minutes.

      • Upload the photographs that they think will be best fit for their poem to a shared Google Doc.

        • Three-Four total is enough

    • Next, we will discuss the concept of mood. Using one or two of the poems we have already studied, together, we can determine the correct “tone” and “dynamics” appropriate for the mood of the poetry. 

      • Look on Garageband together to figure out the best fit.

      • What instruments are the best fit and why?

      • What music best fits the photography that helps tell the story of the poem?

    • We will put one entire poem together with photography, music and words.

    • Day 2 & 3: Students will search their own Emily Dickenson poetry to recreate the same creation we did together as a group. 

    • Day 4: Share their Emily Dickenson iMovies with the class. Perhaps an “Art Gallery” and students walk around with rubrics to grade and comment on the iMovies.

      • Consider appetizers and drinks to help set the gallery mood…

      • Ask students to “dress up”?


    Assessment and Reflection

    Content Assessment:

    Rubric assessing the comprehension, mood, tone, and point of view of their Emily Dickenson poem.

    Arts Assessment:

    Rubric assessing the photography as well as music standards

    Student Reflection:

    Rubric for peers to walk around and assess their classmate’s creations.

    Teacher Reflection:


    Visuals and Handouts

    Emily D. Podcast Handout


    Student photos: