6 Levels of Thinking and The Modern Period

1. 6 Levels of Thinkingand The Modern Period English 11 N. Austin

2. Celestial Eyes from Metamorphosis to Masterpiece Francis Cugat’s Jacket for The Great Gatsby

4. Write the following: Activity I and II (REMEMBER) • the title of the painting • the artist’s name • one detail from the background • one detail from the foreground

5. Celestial Eyes from Metamorphosis to Masterpiece Francis Cugat’s Jacket for The Great Gatsby

6. Francis Cugat • Born in Spain in 1893 and raised in Cuba • Brother of orchestra leader Xavier Cugat • Worked in Hollywood as a designer for Douglas Fairbanks • Had a one-man New York show in 1942 • Death is unknown • No other Cugat book jackets have been identified

8. Remember Youcan recall information and/or processes at will.

9. Dark streaks across the sky suggest hairlines or hat Sad, hypnotic, heavily outlined eyes of a woman Irises are transfigured into reclining female nudes Eyes beam like headlights through a cobalt night sky Sensual triangle Green, luminescent tear Brightly roughed lips Brightly colored carnival lights blaze

10. Understand Learners make connections between what they already know and the new ideas they are trying to assimilate. The “understand” level of thinking usually involves conceptual knowledge, the comprehension of an idea.

11. Activity III (UNDERSTAND) Write a brief description of the scene depicted in the painting.

12. Apply Learners use procedures and processes they have already learned to execute tasks and solve problems. (Bubble Chart)

13. Sensory Impressions and Mood—Activity IV People laughing Carnival workers calling out Motors running Music unds: Wet tear, movement of the crowd, night air Mystical, brooding, foreboding, hopeless, lonely, melancholic, somber, hypnotic, sensual Carnival food, sweaty bodies of carnival workers and goers, trampled earth Night air; dust/dirt stirred by the carnival bright lights, colors, dark sky, red lips, beaming eyes, red roughed lips, green luminescent tearrightlights

14. Analyze Learners break material down into its constituent parts and determine how the parts are related to each other and to an overall structure.

15. Activity V. (ANALYZE) What is a theme of the painting? List three or more specific details that support this theme.

16. V. • What patterns do you see in the imagery? • Carnival imagery, blazing with lights, glittering, ghostly moonlight, big wheel made of lights turning in the air, feel heat and sweat and life, maybe woman cannot feel life, tear, nudes in eyes, and lips reflect carnival colors, artificial lights/natural light, lifestyles dark/carnival • Are there any contrasts? Sad eyes – happy carnival; cobalt (dark) night sky – bright colors of carnival

17. Look at the words you wrote in the graphic to describe the mood of the painting. Think about the mood in the context of what is happening. • While the woman is crying, the other elements of the painting are energetic and exciting, and the mood of the painting can be described as melancholic which demonstrates the idea that people fail to notice the sadness in others’ lives.

18. THEME • Look at the idea you wrote above, and then write a thematic statement about the painting ,What does this painting have to say about human experience? • Most people do not notice sadness or crises in others’ lives; they continue to be happy and continue with their own lives.

19. DETAILS AND THEME • List three or more DETAILS from the painting that support this theme. • The juxtaposition of the sad eyes with the happiness experienced at a carnival. • The dark cobalt night sky behind the face with the brightly colored lights of the carnival. • The green, luminescent tear that seems to be falling on happy people at a carnival. • The face hovers over but away from the carnival.

20. Evaluate Learners detect flaws or inconsistencies in a product or process and/or use pre-determined criteria to judge the quality of a product or text.

21. Activity VI: (Evaluate) Which detail in the painting most effectively conveys the theme? Justify your answer.

22. EVALUATE • Which detail in the painting most effectively conveys the theme? Justify your answer. • The eyes – They are sad and contemplative, almost hypnotic. They are heavily outlined. They cut through the night sky unseen and with a tear falling down seemingly onto the happiness experienced at a carnival.

23. Create (Synthesize) Learners combine elements into a different form or merge information from several sources into a unified whole. A new product comes into being from previously existing materials or texts.

24. CREATE Money replaced the symbol of love. Inconsistency of romantic love • Read the following poem • One Perfect Rose • A single flow'r he sent me, since we met.All tenderly his messenger he chose;Deep-hearted, pure, with scented dew still wet -One perfect rose.I knew the language of the floweret;'My fragile leaves,' it said, 'his heart enclose.'Love long has taken for his amuletOne perfect rose.Why is it no one ever sent me yet One perfect limousine, do you suppose?Ah no, it's always just my luck to getOne perfect rose. • Dorothy Parker During the Roaring 20s, women were treated as a commodity – something to be used or traded. Women were aggressive also. Woman in the poem is not understood by the man as to what she wants. Nothing is as it seems. Nothing is perfect. He doesn’t know her.

25. CREATE • Using Parker’s poem as a model, create an original poem about the painting capturing its theme. • Remember: ABAB rhyme scheme; title of poem is last line of all three stanzas • Share your poem.