This tool will instruct students to create a visual representation, or "morph," of how a government official compares metaphorically to a member of the animal kingdom. ("Morph" is short for "metamorphosis, the change of physical form, structure, or substance especially by supernatural means; or, a striking alteration in appearance, character, or circumstances.")
Why did you choose this particular governmental official?
What is this person's most admirable trait? Least admirable trait?
In what ways does this person correspond to the animal you chose?
Students will effectively communicate their opinions about government officials in a creative way.
Materials
Some or all of the following are needed:
Construction paper
Computer paper
Glue/gluestick
Markers
Ruler
Newspapers and news magazines
Articles about government officials, especially those with photographs of the officials.
Internet
Students will need access to Internet web sites with articles and photographs of government officials.
Animal Symbolism
This web site, from Beyond Tradition, provides the symbolism of selected animals and is useful for stimulating a brainstorming session.
Copier with reduce/enlarge capabilities
Discuss as a class what some animals represent in our society and others. For example, when we see an eagle, we might think of the USA; when we think of a bear, we might think of the former USSR. What about other animals that have more than one connotation? Does a snake represent the medical profession? Or does it represent something evil or sneaky? List on the board all the ideas the class derives.
First, select a picture of a person currently in the news. This could be a government official, world leader, political candidate, consumer advocate, etc. Chose a picture of an animal the connotation of which corresponds to your opinion of that person. These pictures could be photocopied photographs from newspapers or magazines, images you have taken from the internet, or even pictures you have drawn or painted yourself.
Note: This is a much more attractive project if there is very little white space on your pictures.
Decide which person you will use for your "morph." Think about which animal best "fits" that person. Your morph will have the head of that person and the body of that animal.
Use the copier to enlarge/reduce the pictures you have so that they match with each other.
NOTE: An optional idea is to use the person's head that you chose and draw your own animal body to match it.
Your teacher will have mounted large sheets of white butcher paper on a wall in the classroom, library or hallway. As a class, decide on arranging all the morphs in an effective way. These can be glued to the butcher paper with gluestick or spray adhesive.
Fill out the data form from this lesson.
Remind students that these morphs could be positive comparisons to leaders, not just negative.
To avoid controversy, you may wish to decide ahead of time that local personalities are not permitted.
Obtain large pieces of white butcher paper and some spray adhesive to help students create their class morph display.
Duration: Students will probably need at least one day to discuss and one day to work in class. I suggest that you do this on a Thursday and Friday which leaves the weekend for the "artists" to finish the project and submit it on Monday or Tuesday.
Think about the choices Orwell made in "Animal Farm." Why did he decide that pigs would represent the ruling class? Do you agree with this choice?
Think about any political cartoons you might have seen that used animals to represent people. Why were those particular animals chosen?
Look through newspapers and/or news magazines with your daughter or son to find political cartoons that use animals to represent people. Discuss why the cartoonist might have chosen that particular animal.
Brainstorm ideas with your son or daughter about animals that he or she might use for the morph project.
Please enter a Registration Key to continue.