DECIPHERING FACT AND OPINION Works of art unlock many educational doors that sometimes are difficult for certain learners to open. Placing art images at the center of learning helps both mainstream and challenged students translate abstract language arts concepts into concrete understanding. The success that results from this enriched learning experience is reflected in students' improved oral and written discourse. One language arts problem that often confuses students is differentiating between fact and opinion. Works of art assist with visualization of the rules that govern these two contrasting notions. This lesson demonstrates how finding meaning in artworks helps young learners discriminate between fact and opinion. Materials 3" x 5" paper for writing pencils a poster size art reproduction masking tape one large sign that reads "Fact" and one large sign that reads "Opinion" Motivation Display an art image so all students may see it. Allow a few moments for careful, silent observation of the work. Briefly discuss the difference between a fact and an opinion. A fact is properly defined as something that is true or real, actually exists, or has occurred. An opinion falls short of absolute knowledge and is a conclusion or judgment that cannot be proven to be true. Procedure Tape the "Fact" sign to one side of the reproduction and the "Opinion" sign to the other. Distribute writing paper and ask each student to write one complete sentence about the image. Ask each student to read aloud the sentence that has been written then classify the sentence as a fact or opinion. Tape the sentence under either the Fact or Opinion sign, depending on the category that has been chosen by the writer. In collaborative groups, students decide if the sentence has been correctly classified. Require justified reasons for placement in either category. When most students agree and have given valid reasons for the placement of the statement, continue until all other sentences have been read, sorted, and justified as fact or opinion. Ask students to re-evaluate individual sentences. Determine if each sentence is a fact or an opinion or if any sentences should be moved to the opposing category. Divide students into two collaborative groups, a Fact Group and an Opinion Group. Students whose sentences comprise the Fact Group compile their work to create a descriptive paragraph about the image. Typical information in this group could include the title and date of the work of art, the name of the artist, materials used, where the image is now located, its country of origin, or other fact-based critical chronicles. Students whose sentences make up the Opinion Group combine their work to write a paragraph indicating judgments about the image such as the artist’s craftsmanship, effective use of the elements of art and principles of design, or if the image is liked or disliked. Characteristic information should lead the reader towards interpretation, the artist’s intent, or viewer perception of the work of art. Conclusion Observing works of art, discussing them, and writing about them offer many varied opportunities for learning. This fact and opinion activity should expand beyond the initial objective and encompass additional research that bolsters the students’ first statements. Questions and extensions are numerous and rich with any art object that is thoughtfully investigated. Bridging the curriculum with meaningful activities centered upon finding meaning in art images and objects prepares students for future learning by building a strong foundation that broadens as knowledge continues to grow. Pam Geiger Stephens and Susan Dilleshaw GreenAdapted from an article that first appeared in SchoolArts, November 1997