This is a one or two day lesson using MC Escher's abstract art, "Relativity," to help students learn how to exact meaning through Socratic Seminar.

1. Socratic Seminar
How can we use Socratic Seminar to develop a deeper
understanding of a work of art?

2. Quick write activity
What does “progress” mean to you?

3. Now look at the following images and
Jot down your impressions
What details do you notice?
What do you think is happening?
What message do you think is being conveyed?
Why do you think the artist created this?

6. Now move into your teams of 3-4
* Discuss your observations.
* Examine the images together.
* Jot down any new observations.
* Jot down questions about the piece that, if
answered, will help you to understand what it is
all about.

7. Questions to consider in your teams to
further prepare for Socratic Seminar
1. What seems to be happening?
2. Why are the figures expressionless?
3. Why would the artist create this picture in
black and white?
4. Does anything seem out of place?
5. How is gravity represented?
6. What should this picture be called?

8. Using your ruler and a pencil or pen, divide your picture into quadrants

9. 1 4
32

10. Divide up the quadrants
Is there any new information you can gather?
What are some unique details in each quadrant?

11. Socratic Seminar
Discussing to gain a deeper understanding

12. Vocabulary review
Clarification = to make clear, understandable
Observation = what you can see, hear, smell, touch
(I noticed there is a vase with flowers)
Evidence = facts or something that can be shown to prove a point.
Inference = a judgment you make based upon an observation.
(The flowers in the vase are beautiful and probably smell good)
Logical = following rules, making sense
Reasoned = using good judgment, understandable
Consensus = coming to agreement

13. Ground rules for a successful seminar
1. The ultimate goal of the Socratic Method is to gain a deeper
understanding of the piece we are studying
2. Your goal as a participant is to present a logical and reasoned
statement or to ask a question that will help to provide clarification.
3. Use evidence from the piece to make your point. You may refer to
the quadrants, for instance.
4. Try to contribute at least once when you are in the circle (This
should be an original comment, not a repeat of someone else’s
comment).
5. Only the inner circle may speak. (Those in the outer circle may relay
information to the speaker but should primarily be taking notes on the
discussion.)

14. Getting started in seminar
1. Form two circles, an inner circle with two team
members and an outer circle with the rest of
the team members.
2. You will discuss the artwork in the inner circle
using your notes and assistance from your
team for 10 minutes.

15. 3. Your goal is to come to consensus on the meaning of the piece
and how it may relate to global society or current issues.
4. The outer circle will take notes during the time.
5. After 10 minutes, both the inner and outer circles will trade
places and the seminar will continue for 10 minutes. You may use
the initial information that was shared but must add new
insights based on what you have observed.
Getting started in seminar

16. The inner circle
Inner Circle: One to two members of each group
will sit in the inner circle to begin discussing the
artwork. At any time, members of the inner circle
may:
* introduce a point
* agree or disagree
* ask for clarification (question)

17. Sample Sentence Starters
“In the print, it shows…”
“I noticed that…”
“I agree/disagree with you because…”
“What is/are?”
“In quadrant 1 of the piece…”
“Why…?”
“How…?”
“Who…?”

18. The outer circle
Members of the outer circle:
* observe someone on the inside
* take notes during the discussion
* prepare questions or statements that have not
been raised
* get ready to join the inner circle

19. Begin the seminar
You have 10 minutes to discuss. Use the
following questions to help gain clarity

20. Questions to facilitate the discussion
1. What seems to be happening?
2. Why don’t the people have faces?
3. Is this piece better in black and white or color?
Why?
4. What seems out of place? Why?
5. How is gravity represented?
6. What might be a good name for this piece?

21. Switch roles
1. Are the previous observations and statements
accurate? Explain.
2. What can you add to the previous conversation to
bring everyone to a better understanding?
3. How is “progress” being shown in this picture?
4. What do you think the artist is trying to show?
Explain.
5. What is one question you would like to ask the
artist about this picture?

22. End seminar
Using your notes and observations...

23. Whole Class Debrief
● What were some of your views about the
artwork when you went into seminar?
● Did your views change? If so, how? If not, why
not?
● What was one thing that you learned from the
seminar today?
● What might you do differently next time?
● What information do you still need to really
understand this work of art?

24. Reflection Questions (individual)
1. What new understanding or new information did you
gather from the seminar?
2. How did it add to your understanding of the piece or how
did it change you understanding of the piece?
3. How do you think the concept of “progress” is
represented in the piece? Provide a specific example to
support your view.
4. If you could ask the artist any question about his work,
what would it be?

25. Escher animation
https://www.youtube.com/watch?v=JdgPvripL9A
M.C. Escher’s work, Relativity, comes to life.

26. Has new information changed
your point of view?
Why do you think Escher called his work
“Relativity”?
How does the fact that he was a
mathematician relate to his work?
What final questions or comments do you
have?