Specific details emerge as the writer/artist sees, hears, smells, tastes, and touches an imaginary or real world. This lesson is designed to move students imaginatively from word to visual images and back. First, read the following paragraph to the class:

First Draft:

          Running almost ten feet ahead of her competition, Jenny raced toward the finish line. As she crossed in victory, the crowd went wild. Jenny was exhausted, and her coach held her up as she congratulated her on the victory. The loudspeaker announced a new school record as friends raced onto the track to share in the excitement.

          Next ask students to close their eyes and visualize the event just described. Tell them to listen to the sounds---sounds of the crowd, the runners, the loudspeaker, the wind. Ask them to listen for comments that might be used as quotes, adding to the drama of the race.

          Next have them use a zoom lens to look closely at specific details. Ask them "What images can you see when you zoom in on the runners, looking at their faces, arms, legs, in close-up detail? What images emerge from the crowd as the camera zooms on individuals: the coaches, the timer, parents, friends?"

          Next have them smell the odors and aromas that surround the track meet. Ask them to smell the sweat, the grass, the food from the concession stand, the blacktop, Gatorade.

          Then have students concentrate on the senses of taste and touch: the track, the wind, hugs, water, sweat. Finally, distribute the following sensory guidelines and ask students to rewrite the original paragraph, adding their own detailed images.

          Guidelines for Picturing Specific Details


Sounds: the crowd, the runners, the loudspeaker, the wind, dialogue.

Zoom Images: close-up shots of runners (their faces, arms, legs), the crowd, the coaches, the timer, parents, friends.

Odors / Aromas: sweat, grass, food, suntan lotion, blacktop, Gatorade.

Tastes: sweat, water, dryness, food.

Touch: feet on the pavement, fists clenching, headband, muscles, arms. legs, stomach, embraces.

          Another variation of this idea is to play a sound effects record and have students in the class follow the same procedure, identifying images evoked by the sounds. Here is one example of this assignment using the sound-effects of a rainstorm:

          Fog appearing, puddles splashing, the storm carried on. Everything suffered from the wetness because of the newly fallen rain. The sky turned charcoal as rain fell hurriedly out of the metallic clouds. The lighting, a yellow flash, brightened the backyard as if it were daytime. Large globs of rainwater slipped off the corners of the sopping patio furniture.

          Tapping above my head, drops of water struck the roof, interrupted only by the piercing thunder booming as loud as a dinosaur's roar. I opened the window, and everything was much louder. The leaves on the trees rustled from the strong winds.

          Out of the window I stuck my arm. Cold drops soaked through my sleeve, gripping against my arm, causing me to shiver. The wind, breezy and cold, blew against my face. In the darkness and cold, the storm and I were one.