Escolar Documentos
Profissional Documentos
Cultura Documentos
Established
Goals
Students
will:
Practice
using
color to
create 3D
images
Essential Questions:
Use color
U2- Illustrations add just as much to a
to create
mood and story as the words do (visual literacy)
expression U3- Texture helps add visual interest and
Create
texture
collages
depth in images
Practice
stenciling
ACQUISITION OF KNOWLEDGE & SKILLS
Create a
Students will be skilled at
Students will know
final
picture1. Identifying and re-creating different
How to apply the basic skills theyve learned
textures
to the final project.
book
2. Explaining the differences between
The
importance
of
critique
and
reflection
in
compositio
warm colors and cool colors
their work and others work.
n
3. The practices of using highlights to
4.
5.
STAGE 2 Evidence
Evaluative
Criteria
Assessment Evidence
Performance is judged in
terms of Critique
Participation- class
discussions, project
work, experimenting with
texture and color and
materials, taking risks in
their final work
Completion- proper use
of techniques, clean
appearance.
Creativity- showing a
sense of individualism in
their final project
Text Resources:
A Very Hungry Caterpillar by Eric Carle
Andrews Loose Tooth by Robert Munsch
Stephanies Ponytail Stephanies Ponytail by Robert Munsch
Smelly Socks Smelly Socks by Robert Munsch
Once a Mouse by Marcia Brown
Lesson Summaries:
1: This lesson will involve reading and analyzing one Robert Munsch book.
Other texts will be used for examples of illustration. Students will be
introduced to the differences between warm and cool colors. Students will
discuss how color can represent and explain mood and expression.
2: Students will practice drawing cartoon faces (profile and/or straight-on).
They will manipulate facial features to create expressions and add colors and
highlights using tint to create a 3D look to their faces.
3: Students will get a tutorial on how to properly critique each other. They
will have a gallery walk and comment period. Students will then reflect on
the critiques received and write a reflection.
4: Students will read Eric Carles text. They will discuss premise of the
novel, details on characters and plot. They will also discuss similarities and
differences between the illustrations they see here and the cartooning seen
in Martchenkos illustrations. Students will be introduced to the technique of
of a piece
- Students will use tinting and highlighting to create 3D images
- Students will use color to express emotion
- Students will employ techniques that create expression
Vocabulary:
- Warm colors, cool colors, highlights, tint, expression, visual literacy
Materials:
-Andrews Loose Tooth by Robert Munsch
-Stephanies Ponytail by Robert Munsch
- Smelly Socks by Robert Munsch
- Hand out on warm/cool colors
- Hand out on drawing profiles
- Acrylic and/or watercolor paints with brushes
- Paper
- Smartboard
Intro:
- Show students cover of Robert Munsch Book (Andrews Loose Tooth)
- Encounter Robert Munsch and Michael Martchenko compare illustrations
from different texts by Michael Martchenko
- What do you notice? How does the artist make the characters look
3D? Does the illustrators use of color suit the
words/messages/mood of the book? What makes you think that it
does? Students will likely comment on the colors, facial expressions, and the
slightly messy look of the illustrations.
- Mini lesson on warm colors and cool colors. Also an opportunity to discuss
how the colors communicate a message of mood and add detail to the story.
-What mood do you think that warm colors are associated with?
What about cool colors?
Body:
- Students will practice using warm colors and cool colors as well as trying to
create expression
- Draw profiles (or straight-on) outlines of faces (draw as student draw on the
whiteboard)
- What do you look like when youre angry, sad, happy, surprised?
Students can make faces and comment on what features of their face
change (brief open discussion)
- Students will draw up to 5 profile or straight-on images of faces and
manipulate the facial features to create expressions and moods
- When completed, students will choose either warm or cool colors for their
faces as well as using white highlights to add more detail and realism to their
cartoon face profiles
- Tell them to use Michael Martchenkos pictures as inspiration
- Acrylic or watercolor paints would work
Students may need an extra period to finish their paintings
- Give a tutorial on how to critique properly (not about criticizing or
complimenting, but commenting on what you SEE, what it reminds you of, or
how it makes you feel)
- Gallery walk and critique for one period after paintings complete and
posted around room (students can use sticky notes and post beside
paintings, then individuals can collect their own sticky notes and read and
reflect on their experience)
Conclusion:
-Students will write a one page reflection on what they learned for the last
few lessons in art as well as about their experiences making the art and what
theyve learned to improve
created?
- What is special about the colors here?
Body:
- Show students hard copy exemplar of collaging technique
- Ask students to gently feel the exemplar picture, then to feel the book page
- What do you notice? How come these two feel differently?
- Tell students it is now their turn to create these
-Students will draw their own images of either an animal, insect, or
imaginary character that would possibly be in a picture-book. Inform them to
draw very lightly, because this drawing will merely act as an outline for them
to have a guide of where to collage
-If desired , students can label (lightly) what colors they want to use and
where
-When finished students will start to collage atop their drawings
Students may need an additional work period to finish the collaging part of
their art
Conclusion:
- Students will display their works around the room and perform a gallery
walk again
- Students will be asked to critique two classmates and write a personal
reflection
- What was different about your experience of collaging and your
experience of creating expressions for characters?
- Brayers
- Paper
Intro:
- Read Marcia Browns text Once a Mouse
- Discuss differences between illustrations in this text and the ones
previously studied
- How do you think that these illustrations were created?
- What are the similarities and differences between all of the
picture-books weve studied (venn diagram on smart-board) Discuss
characters, art techniques, lessons, plot, etc)
- Encounter: Stenciling (examine various artists, use google images to show
students different ways it can be done)
Body:
- Provide students with a brief tutorial on how to properly stencil
- Students will draw shapes and cut them out to practice stenciling
- Draw a geometric pattern of some sort, students can get creative with the
types of shapes and choosing what to cut out and what to leave in order to
create a cool stencil to project onto another page
- When completed a stencil page, students can choose a color (or two colors)
of paint to go over their stencil with onto another sheet of paper
- Students can further their practice by creating a stencil of an animal or a
small scene (like would appear in Once a Mouse )
- Students should draw image first, adapt it to make it into an easy stencil,
and then choose what to cut out, focus on basic shapes, instead of cutting
very small details. For instance, if they were to draw a tiger, cut out the
stripes and paws and part of the face. You still get the image of a tiger, but it
is simplified.
Conclusion:
- Critique a partner, have them tell you exactly what they did in executing
their image
- Have a grand discussion about this once everyone has shared with their
partners
- Students will receive their final assignment hand-out