Apollo+Granting+Phaeton+Permission+to+Drive+the+Chariot+of+the+Sun,+by+Johann+Michael+Rottmayr

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Johann Michael Rottmayr Austrian, 1654-1730 Apollo Granting Phaeton Permission to Drive the Chariot of the Sun, 1690/95 Oil on canvas

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Luke Albrecht:

 * Time spent with students:** 30 min

I had students create a story about what they thought was going on in the painting. I told them which guy was Apollo and which was Phaeton. They had 10 minutes to write. One more guideline was that the story had to have a beginning, middle, and end. After the free write, I challenged them to find the central relationship in their tale. I gave an example from a story I wrote and they determined that my story was mostly about how much could Apollo trust Phaeton. We then created a function graph that told the story of Apollo’s trust of Phaeton. Students then graphed their own stories’ central relationships.
 * Activity description:**

Trust was a central relation for many of the students. They enjoyed the activity and showed good skills at noticing all parts of an artwork—which is a skill we have worked on. Monday I plan to discuss successes and challenges of student graphs matching student stories. Also we will look again at the painting and discuss why so many of the stories were about trust. What in the painting leads viewers to think about trust issues?
 * Student's response: **

templates, or directions) along with this completed form.
 * Please include any additional materials (student work samples, worksheets,

It took me weeks to decide how to present this to students due to the nudity in the painting. If it had been a field trip it would be a non-issue due to parent permission slips. I thought about doing parent permission slips for the lesson. Another option was that I give the speech: “You all can handle this and their will be nudity in the image, but if you think you can’t handle it, or your moms will be upset, or you are going to go home and ‘tell’ on me, leave now and you can be excused from the lesson.” In the end, it became a can of worms I didn’t want to open so I censored the image and told the students I thought they could handle the image without the censorship—but it didn’t impact the activity we were doing and I could avoid possible accountability issues. I told them it was a matter of utility.
 * Reflections on instructional practice:**







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