Big Idea Book Cover
Big Idea Book Cover Page
Big Idea Book - Entry 1 Introduction by Mary Franco
Big Idea Book Entry 2 by ?
Big Idea Book Entry 3 by Lisa Stegall
Concluding Remarks by Mary Franco
This assignment has given me much to think about as I revisit the Big Idea of LOSS in light of the contributions of my peers. I had hoped others would diverge from the commonly held notion that loss is always a negative thing. The fact that there were only hints of optimism in their responses has shown me that the positive and playful potential of the topic will have to be prompted by me
with abundant examples; so that students can discover for themselves
the silver lining in that common perception of loss as an overpowering storm cloud.
The essential questions I proposed in my beginning ENTRY 1 remain unexplored. I will definitely revisit them as I design a unit around this Big Idea. These questions include:
How can traditional and post-modern principles communicate the concept of loss?
Can loss be communicated without evoking empathy?
Can loss have a positive impact on the "some" as well as the "one?"
What kinds of loss are timeless and universal?
Can loss be communicated with humor?
ENTRY 2 defines loss as the act of losing one's innocence and attributes this loss to various farewells. In the form of a blank envelope cast against a stark white page, the crumpled document inside, hand-lettered in child-like text, suggests that loss is revisited again and again; always refolded, returned to its enclosure, but retained compulsively like an old love letter.
ENTRY 3, by Lisa Stegall, represents loss as a dimensional spiral disappearing into some deep, invisible place. The rich and varied colors make the experience not bleak, but exciting somehow and suggest differing experiences of loss; even a hint of wistful optimism with the hand-lettered statement, "To lose something, you must possess it first." One more statement and a question
give the viewer food for thought:
"The moments before and after the loss can seem like different lifetimes."
"Is it really better to have loved and lost, than never to have loved at all?"
In my concluding entry, I have attempted to further lighten the experience for students by writing:
"Throughout history and across cultures, artists have
explored the concept of loss. We tend to think of loss
as a purely negative experience; one that induces
melanchology and longing.
Some losses, however, are not at all bad
and may even result in positive outcomes
once the pain subsides.
When considered with optimisim,
we realize that loss begets resilience and healing;
new starts, second chances.
It can cause the heart to appreciate what it once had;
to be cautious and wiser next time;
to hold on to what it has today.
Ask a six-year-old with a loose front tooth,
if her loss will be unwelcomed!
Ask an overweight adult if a twenty-pound loss
or two-inch reduction in size is cause for tears!
What other kinds of loss might be a cause for smiling?"
I combined my concluding text with five images by an amazingly narrative and child-friendly artist, Norman Rochwell, to highlight the idea that loss is not all sadness and despair. I wanted the book and the concept it represents to end on a positive and playful note, just as I would do
when visiting this Big Idea with elementary students.
Rockwell's paintings humorously address loss of dominance in a relationship, loss of innocence and childish beliefs, loss of childhood as the child matures naturally,
and loss in two types of competition.
The assignment has concluded, but the quest continues!
I will continue to look for examples by other artists, past and present, as I prepare my students to
respond thoughtfully to the Big Idea of LOSS in their own lives.
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