{"id":152,"date":"2026-03-18T13:57:47","date_gmt":"2026-03-18T17:57:47","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&#038;p=152"},"modified":"2026-03-20T20:18:44","modified_gmt":"2026-03-21T00:18:44","slug":"listening-interpreting-and-drawing","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/listening-interpreting-and-drawing\/","title":{"raw":"Listening, Interpreting, and Drawing","rendered":"Listening, Interpreting, and Drawing"},"content":{"raw":"Using David\u2019s story as a model, students practice interviewing a peer to understand how memories are shared, interpreted, and respectfully represented. The lesson emphasizes listening as a literacy skill and prepares students to responsibly create narratives based on lived experience.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nStudents will be able to:\r\n<ul>\r\n \t<li>demonstrate active and ethical listening during an interview with a peer.<\/li>\r\n \t<li>create a visual interpretation of an oral story, explaining the choices they made while representing it.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>How does listening shape the way we interpret and represent someone else\u2019s story?<\/li>\r\n \t<li>Students develop listening and interpretive skills by translating a heard narrative into a visual representation.<\/li>\r\n<\/ul>\r\n<h2>Preparation<\/h2>\r\nGather materials for activities.\r\n<ul>\r\n \t<li>student journals or blank paper<\/li>\r\n \t<li>pencils\/markers<\/li>\r\n \t<li>interview question prompts<\/li>\r\n \t<li>(Optional) listening checklist<\/li>\r\n<\/ul>\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introduction<\/h3>\r\nIn framing today\u2019s lesson, start by connecting with the previous work. Encourage students to take on the position of the artist in listening closely to the testimony. For example, \u201cSo far, we\u2019ve seen how listening becomes interpretation in David\u2019s graphic memoir. Today, you\u2019ll practice that process yourself \u2014 listening to someone\u2019s story and then turning what you heard into a drawing.\u201d\r\n<h3>Ethical Listening and Interpretation<\/h3>\r\nQuick review of earlier lesson. Ask students to share examples of what the observed or did when listening. Try to tease out how they use these techniques to create meaning.\r\n\r\n<strong>Ethical listening means:<\/strong>\r\n<ul>\r\n \t<li>letting the storyteller control what they share.<\/li>\r\n \t<li>listening without interrupting.<\/li>\r\n \t<li>asking open-ended questions.<\/li>\r\n \t<li>respecting boundaries.<\/li>\r\n \t<li>consent.<\/li>\r\n<\/ul>\r\n<h3>Interview and Listening Practice<\/h3>\r\n<strong>Step 1: Decide on a Story to Share<\/strong>\r\n\r\nHave students brainstorm a life moment (e.g., change, learning, challenge, success) that they feel comfortable sharing with their partner.\r\n\r\n<strong>Step 2: Set Roles <\/strong>\r\n\r\nStudents pair up.\r\n<ul>\r\n \t<li>One = storyteller<\/li>\r\n \t<li>One = listener \/ interpreter<\/li>\r\n<\/ul>\r\n<strong>Step 3: Interview Round 1 <\/strong>\r\n\r\nThe storyteller shares the moment with the listener.\r\n\r\nListener:\r\n<ul>\r\n \t<li>asks 2\u20133 open-ended questions (See question guide)<\/li>\r\n \t<li>takes notes<\/li>\r\n \t<li>paraphrases one idea back<\/li>\r\n<\/ul>\r\n<strong>Step 4: Consent Check <\/strong>\r\n\r\nListeners ask:\r\n\r\n\u201cIs there anything you don\u2019t want shown if I draw this?\u201d\r\n\r\n<strong>Step 5: Switch Roles <\/strong>\r\n\r\nStudents switch storyteller and listener roles.\r\n<h3>Visual Interpretation - Sketch What You Heard<\/h3>\r\nHave students create a <strong>single-panel <\/strong>or<strong> two-panel sketch<\/strong> that represents the story they just heard.\r\n\r\nGuidelines for students:\r\n<ul>\r\n \t<li>Simple figures are completely okay.<\/li>\r\n \t<li>Focus on:\r\n<ul>\r\n \t<li>emotion<\/li>\r\n \t<li>atmosphere<\/li>\r\n \t<li>what felt most important<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>You do <strong>not<\/strong> need to include exact details<\/li>\r\n<\/ul>\r\nPrompt on board:\r\n\r\n<em>What part of the story felt most important to show visually? <\/em>\r\n<h3>Reflection - Explaining Interpretation<\/h3>\r\nHave students respond in writing or orally:\r\n\r\nChoose one:\r\n<ul>\r\n \t<li>What choices did you make when turning the story into a drawing?<\/li>\r\n \t<li>What did you leave out, and why?<\/li>\r\n \t<li>How did listening influence what you chose to show?<\/li>\r\n<\/ul>\r\n<h3>Optional - Share Out<\/h3>\r\nStudents may share:\r\n<ul>\r\n \t<li>their drawing<\/li>\r\n \t<li>one choice they made<\/li>\r\n<\/ul>\r\nEmphasize that they are sharing interpretations, not judging stories or art.\r\n<h2>Conclusion<\/h2>\r\nTeacher wrap-up. For example, \u201cToday, you experienced how listening turns into interpretation and then into images. This is the same process used to create David\u2019s graphic memoir.\u201d\r\n\r\nLooking ahead. For example, \u201cNext, you\u2019ll plan a full graphic narrative that represents someone else\u2019s story with care, intention, and respect.\u201d\r\n<h2>Additional Resources<\/h2>\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L3.3-Optional-Open-Ended-Question-Guide.pdf\">Optional Open Ended Question Guide<\/a>","rendered":"<p>Using David\u2019s story as a model, students practice interviewing a peer to understand how memories are shared, interpreted, and respectfully represented. The lesson emphasizes listening as a literacy skill and prepares students to responsibly create narratives based on lived experience.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Students will be able to:<\/p>\n<ul>\n<li>demonstrate active and ethical listening during an interview with a peer.<\/li>\n<li>create a visual interpretation of an oral story, explaining the choices they made while representing it.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>How does listening shape the way we interpret and represent someone else\u2019s story?<\/li>\n<li>Students develop listening and interpretive skills by translating a heard narrative into a visual representation.<\/li>\n<\/ul>\n<h2>Preparation<\/h2>\n<p>Gather materials for activities.<\/p>\n<ul>\n<li>student journals or blank paper<\/li>\n<li>pencils\/markers<\/li>\n<li>interview question prompts<\/li>\n<li>(Optional) listening checklist<\/li>\n<\/ul>\n<h2>Lesson Activities<\/h2>\n<h3>Introduction<\/h3>\n<p>In framing today\u2019s lesson, start by connecting with the previous work. Encourage students to take on the position of the artist in listening closely to the testimony. For example, \u201cSo far, we\u2019ve seen how listening becomes interpretation in David\u2019s graphic memoir. Today, you\u2019ll practice that process yourself \u2014 listening to someone\u2019s story and then turning what you heard into a drawing.\u201d<\/p>\n<h3>Ethical Listening and Interpretation<\/h3>\n<p>Quick review of earlier lesson. Ask students to share examples of what the observed or did when listening. Try to tease out how they use these techniques to create meaning.<\/p>\n<p><strong>Ethical listening means:<\/strong><\/p>\n<ul>\n<li>letting the storyteller control what they share.<\/li>\n<li>listening without interrupting.<\/li>\n<li>asking open-ended questions.<\/li>\n<li>respecting boundaries.<\/li>\n<li>consent.<\/li>\n<\/ul>\n<h3>Interview and Listening Practice<\/h3>\n<p><strong>Step 1: Decide on a Story to Share<\/strong><\/p>\n<p>Have students brainstorm a life moment (e.g., change, learning, challenge, success) that they feel comfortable sharing with their partner.<\/p>\n<p><strong>Step 2: Set Roles <\/strong><\/p>\n<p>Students pair up.<\/p>\n<ul>\n<li>One = storyteller<\/li>\n<li>One = listener \/ interpreter<\/li>\n<\/ul>\n<p><strong>Step 3: Interview Round 1 <\/strong><\/p>\n<p>The storyteller shares the moment with the listener.<\/p>\n<p>Listener:<\/p>\n<ul>\n<li>asks 2\u20133 open-ended questions (See question guide)<\/li>\n<li>takes notes<\/li>\n<li>paraphrases one idea back<\/li>\n<\/ul>\n<p><strong>Step 4: Consent Check <\/strong><\/p>\n<p>Listeners ask:<\/p>\n<p>\u201cIs there anything you don\u2019t want shown if I draw this?\u201d<\/p>\n<p><strong>Step 5: Switch Roles <\/strong><\/p>\n<p>Students switch storyteller and listener roles.<\/p>\n<h3>Visual Interpretation &#8211; Sketch What You Heard<\/h3>\n<p>Have students create a <strong>single-panel <\/strong>or<strong> two-panel sketch<\/strong> that represents the story they just heard.<\/p>\n<p>Guidelines for students:<\/p>\n<ul>\n<li>Simple figures are completely okay.<\/li>\n<li>Focus on:\n<ul>\n<li>emotion<\/li>\n<li>atmosphere<\/li>\n<li>what felt most important<\/li>\n<\/ul>\n<\/li>\n<li>You do <strong>not<\/strong> need to include exact details<\/li>\n<\/ul>\n<p>Prompt on board:<\/p>\n<p><em>What part of the story felt most important to show visually? <\/em><\/p>\n<h3>Reflection &#8211; Explaining Interpretation<\/h3>\n<p>Have students respond in writing or orally:<\/p>\n<p>Choose one:<\/p>\n<ul>\n<li>What choices did you make when turning the story into a drawing?<\/li>\n<li>What did you leave out, and why?<\/li>\n<li>How did listening influence what you chose to show?<\/li>\n<\/ul>\n<h3>Optional &#8211; Share Out<\/h3>\n<p>Students may share:<\/p>\n<ul>\n<li>their drawing<\/li>\n<li>one choice they made<\/li>\n<\/ul>\n<p>Emphasize that they are sharing interpretations, not judging stories or art.<\/p>\n<h2>Conclusion<\/h2>\n<p>Teacher wrap-up. For example, \u201cToday, you experienced how listening turns into interpretation and then into images. This is the same process used to create David\u2019s graphic memoir.\u201d<\/p>\n<p>Looking ahead. For example, \u201cNext, you\u2019ll plan a full graphic narrative that represents someone else\u2019s story with care, intention, and respect.\u201d<\/p>\n<h2>Additional Resources<\/h2>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L3.3-Optional-Open-Ended-Question-Guide.pdf\">Optional Open Ended Question Guide<\/a><\/p>\n","protected":false},"author":1929,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-152","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":103,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/152","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/users\/1929"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/152\/revisions"}],"predecessor-version":[{"id":365,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/152\/revisions\/365"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/103"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/152\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=152"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=152"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=152"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=152"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}