Expressing Yourself: Women in the Arts

Cite evidence from the text to support inferences about the Guerrilla Girls.

“The Guerrilla Girls: 'We upend the art world's notion of what's good and what's right'”
“Guerrilla Girls – 'You Have to Question What You See': Artist Interview”

Standards

RI.6.1RI.6.7

Explain how the prologue fits into the overall structure of Life in Motion and how specific sections of this chapter develop ideas about Copeland’s life.

Life in Motion pp. 1–8

Standards

RI.6.3RI.6.5

Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.

Life in Motion pp. 19–33 — (start with page break on p. 19)

Standards

RI.6.2RI.6.3

Analyze how Copeland introduces significant individuals and illustrates ideas about the development of her artistic identity.

Life in Motion pp. 34–45

Standards

RI.6.1RI.6.2RI.6.3

Synthesize information from multiple sources to explain Favianna Rodriguez's perspective on the purpose of art.

“Favianna Rodríguez: 'Artists are Risk Takers and Truth Speakers'”
“Printmaking with Favianna Rodriguez”

Standards

RI.6.1RI.6.2RI.6.7

Analyze how Copeland illustrates characters and elaborates on the connection between her difficult home life and her pursuit of ballet.

Life in Motion pp. 46–65

Standards

RI.6.2RI.6.3

Explain how Copeland uses figurative and descriptive language to convey her perspective and her feelings about dance.

Life in Motion — pp. 66–75 (page break) and pp. 90–97 (page break)

Standards

L.6.5L.6.5.aRI.6.4RI.6.6

Explain the significance of the events in Chapter 6 and how this chapter contributes to the development of central ideas of the text.

Life in Motion pp. 115–135

Standards

RI.6.3RI.6.5

Analyze how the poem "Still I Rise" and the article "The Black Woman Artist Who Crafted a Life..." explore similar themes and topics.

“The Black Woman Artist Who Crafted a Life She Was Told She Couldn't Have”
“Still I Rise”

Standards

RI.6.2RI.6.9RL.6.5RL.6.9

Analyze how Copeland illustrates the impact of stereotypes about ballet dancers and how she responds to those stereotypes.

Life in Motion pp. 155–171

Standards

RI.6.1RI.6.3

Analyze how Copeland elaborates on and responds to her experiences with racism and ignorance in her ballet company.

Life in Motion pp. 172–187

Standards

RI.6.2RI.6.3

Analyze how Copeland illustrates that her circumstances and perspective have changed over time.

Life in Motion — pp. 203–211 and 228–233

Standards

RI.6.3RI.6.6

Analyze how the Firebird role symbolizes Maria Tallchief and Misty Copeland's experiences and legacies.

Life in Motion pp. 237–248
“A Woman of Two Worlds”

Standards

RI.6.2RI.6.5

Determine central ideas in Life in Motion and explain how these ideas are developed in the text and in other sources.

Life in Motion pp. 259–268
“Misty Copeland Launches Her Own Foundation and Free After-School Program”
“Misty Copeland's new foundation focuses on diversity, equity in dance”

Standards

RI.6.2RI.6.7

Writing

Analyze the development of mood in dance performance.

Standards

SL.6.2W.6.1W.6.1.aW.6.1.b

Synthesize information from multiple sources to explain how Ruth Asawa's art and activism were inspired by her life experiences.

“The Enduring Legacy of Ruth Asawa's Mesmerizing Sculptures”
“Ruth Asawa: Objects & Apparitions”

Standards

RI.6.1RI.6.2RI.6.7

Synthesize information from multiple sources to explain the barriers that Jaune Quick-to-See Smith overcame and how she uses art to communicate her perspective.

“'It's like we don't exist'”
“What's in a map? Reading the United 'States'”
“Meet Jaune Quick-To-See Smith”
State Names

Standards

RI.6.1RI.6.2RI.6.7

Synthesize information from multiple sources to explain the history of quiltmaking in Gee's Bend and how the quilters have come to identify as artists.