Abstract
This article shows how and why one might teach painting as a reading practice in a literature course. Painting in response to a literary text can deepen the impact that the text has on a reader/painter and can develop her or his ability to read well. Such an activity taps into contemplative dynamics such as attentiveness, presence, dialogue, and community, and it contributes to students' appreciation of literature. Painting in response to a text causes students to linger with the text and provides occasion for rereading.