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Something Evil this Way Comes: A Childrens Story

Sell 1

Grade 10

Established Goals

Students will:
Demonstrate how
lighting affect depth
and realism
Use simple lines to
create forms
Explore image
placement in negative

By: Kasyn Sell

ART Childrens Book: Stage 1 Desired Results
Students will replicate an artists style to illustrate and rewrite a novel into a
childrens book based on their reading of Something Evil This Way Comes.
Enduring Understandings:
Essential Questions:
Students will understand that
Students will keep considering
U1 Value is imperative to help create
Q 1 How can value be used to explore
negative space and shape?
U2 Perspective is an important
Q2 How does placement affect
technique to create depth
U3 Different visual styles have a big
Q3 How can studying another artists
impact on tone and mood
style help create personal style?
Students will know
Students will be skilled at

Apply value to
Use atmospheric
perspective to create
Demonstrate how
lines create tone and

3. Thatimagemakingisapersonal

Develop their own

personal style through
in-depth studies

4. Imagemakingisapersonal

Comprehend different
visual styles by using

1. Usingdifferentdrawingtechniques

1. How to discuss components of

composition to help them critique
2. Thatvariousmaterialscanhelpor

2. Usinglinetogetqualitytextureand

3. Overlappingondarkandlights
4. Usingcolourdecisivelyina

5. Groupingandpositioningsubjectst

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of

- Critique

Creation of childrens
Development of style
Use of text-image

Assessment Evidence
Students will need to show their learning by: Showcasing their painting
in a final critique and explain the elements involved.
Transfer Task: Students will have turn a novel into a childrens book where they
will have it approved before reading it to a grade four student. They will work wit
the techniques studied in the unit to create their children and they will need to
show they not only have incorporated the techniques into their final project, but

Critique and
assessment of peers

also clearly show how theyve used and were inspired by another artists style.

Unit Summary
This unit will integrate art with English language arts. Students will be introduced to
various artists where they will be work closely with the artists specific style of
illustration. This will help students have the skills necessary to developing their own
personal style. They will also be able get a further idea of how image and text work
together to increase their visual literacy. It is important for students to work with another
artists style in order for them to understand their own. While the replicate and create
those so called mistakes they make in replication should be worked on as that may be
the beginning of a personal style.
Students will look at Isabelle Arsenault, Fernando Juarez, Ivan Brunetti, Mari Kanstad
Johnsen, and Jon Klassen to work on technique and vocab. This will lead them to work
with a variety of materials, mediums, and styles where they can grow as artists and as
people. They will go from the replication of artists work to using artists style to inspire
their own creation.
They will look at important techniques like how texture, lighting, value, colour
movement, rhythm, and unity create depth and perspective. They will work closely with
these concepts to develop visual literacy and understand image-text connection. These
concepts will help them create their childrens book and give students the tools necessary
to become successful.
Negative Space
Positive Space
Text-Image connection

Colour Theory Complimentary colours
1. Cognitive Domain
Students will know:
a) how to describe a strong composition and drawing
b) style as a huge impact on interpretation
c) how to critique a piece of art
2. Psychomotor Domain
Students will be able to:
a) use value to enhance three dimensional form
b) use lighting to create depth
c) use figures within a composition to create meaning
d) create emphasis and rhythm through different techniques
e) create illusion of space through different techniques
3. Affective Outcomes Domain
Students will build:
a) confidence in their drawing ability
b) appreciation for different art forms
Students will be involved in both studio activities and critique. This will help deepen their
understandings and challenge them to grow in their artistic expression.
This unit will help increase students visual literacy and how image connects with text.
Since we are looking at a variety of artists and working with different style and
techniques this should interest the majority of the class at some point, as there should be
one style that would have relevance to them. Students will also be able to choose one of
the artists weve studied to use as inspiration for their own work. This gives them enough
artistic license to grow and challenge themselves, but enough constraint that they can
focus on some specific techniques meant to help build their skill base.
I also made sure to include a variety of male and female artists from around the world to
show that artistry can come from anyone, anywhere. This is important to show as it could
also open up the conversation of how art looks like in different cultures and make
students more aware and open to the people who live around them.
Engagement will also come from this being more of a hands on unit where they spend
time working with different materials and mediums. Through this inquiry of how
materials work and affect composition will keep them engaged at the task at hand. This is
a controlled and safe setting for them to explore and develop skills. Even with it being
fairly hands on the teacher will always be there to demonstrate and facilitate their
learning by showing examplars, asking probing questions, and making sure students are
aware of expectations.

This unit is accessible to any student as well, no matter the ability or status. Since we are
looking at cartooning and using simple lines and design this will reach out to students
who may feel like they arent artistically inclined. It is less overwhelming when the
student studies artists like Ivan Brunetti. Breaking cartooning and illustration down in
simpler steps will make it seem doable and inclusive. Further, since their final project is
inspired from another illustrators work, they dont have to feel like they have to have a
personal style yet. This is simply a way for them to play around in artistic expression
and try on a few different styles. It gives that constraint while still allowing a lot of
freedom for interpretation, depending on what stage of artistic expression the students are
Lesson Summaries
Pre ELA Lesson Summary
Leading up to the art lessons they will be at least half way done their book and begun/
continue working on comprehension, plot analysis, characterization and theme discovery.
Theyll have had a journal where they will have recorded their findings about the book
both with words and visual representations. These activities done previously will help
them think about what they might want to do for their childrens book. These
conversations and projects will help them get to the underlying message of the story so
they can use that as a focus for their childrens book.
Lesson 1
Students will be introduced to the final project in depth where they will see a few
examples on the SMART board. Expectations and outcomes will be laid down for
students to help guide them as they work on this culminating project. A few pictures
books will be in classroom and students will be able to pair up with partners and talk
about what they notice in the illustrations. They will then fill out a review sheet (guided
questions) to hand in at the end about what they noticed. This will act as a pre-assessment
so teacher know how much the students already know and what needs to be focused on.
Lesson 2
The picture book, Jane, the Fox, and me will be brought into class and read. Students will
be asked to focus how the words and pictures work together to tell a story. They will also
be asked to think about how the artist makes her marks. A short discussion will be held
about the artist technique and how it affected mood and tone. Students will also focus on
how Arsenault has created movement, rhythm, and unity. Students will be introduced to
value and texture in this lesson. They will choose either soft charcoal or pencil and they
will go around school doing rubbings. Once they have their rubbings done they will erase
into the rubbings an illustration from the book.
Lesson 3
They will look further at the images created from the last lesson. There will be a gallery
walk where students will engage in critique. They will get used to using words like value,
shape, and lines. They will also be asked where they think the light source is in their
images. This will lead to the next study on light source and value. They will show how

the lines and erasing marks they made in their pictures created some depth and now
students will work more directly with that. Artist Fernando Juarez will be shown to them.
They will pay attention to how he uses lighting to making his cartoon images appear to
have more realism and depth. Students will discuss the artists and then teacher will show
how to create value. Students will create value scale and cut out the squares. In small
groups will put the squares together in different formations and discuss the effect of a
figure-ground affect.
ELA Lesson
Students will have time to read their book in class, jigsaw with students to talk about
meaning and themes while also brainstorming ways in which they would be able to turn
the book into childrens literature. They will take a meaningful scene and represent it
visually in their journals using captions and colour.
Lesson 4
A simple still life of shapes will be set up with a distinct light source. Students will sit in
different positions around the room so that they see the still life set up in different ways
than their peers. They will then work on recreating what they see. They will understand
that everything has a value, even white objects. They will also get to look at each others
work and see how the picture changes depending on where student was sitting and where
they saw the light hitting the still life formation.
Lesson 5
Students will look closer at Fernando Jaurezs work and they will pick a picture they like
from the books hes illustrated to try to replicate, paying special attention to light source
and depth. They will do a raw image of pencil to make this, following in Jaurezs
footsteps as he makes raw images in pencil first before scanning them into the computer
and paints them through Photoshop. Instead of painting them though, students will turn
their images into full pencil sketches. This give them more practice in lines, shape, and
focus exclusively on the lighting and how it affects the three-dimensional appearance
rather than worrying about colour (2 lesson periods). Students will get a chance to
critique two of their peers.
ELA Lesson
Students will continue reading and analyzing text. They will continue working in the
journal about their findings, ah-huh moments, and critically examine the importance of
theme and meaning. Students will also work with new vocab words by defining them and
then putting them in simpler terms as they will have to transform the book later into a
childrens literature. They should be close to the end of the book by now.
Lesson 6
Students will be introduced to Ivan Brunetti. They will discuss how simple shapes can be
made to create form. In their sketchbooks students will first sketch a character with
simples shapes, minimal features, and rudimentary limbs. They will sketch the same
character in 10 different poses before putting their character into a location. Students will

pick an object and verb out of a hat. Taking that action they will create a four-paneled
comic using their character and the location they chose based around object and verb.
ELA Lesson
Students will focus on ELA outcomes and the focus may be more on characterization and
theme discovery. This will, however, help as they continue on with their art lessons. They
will write a letter from the point of view of a character at the end of the book to the
younger version of themselves in a what I wish Id known then format, especially
focusing on plot and character growth.
Lesson 7
Students will have begun thinking about shape and proportion. They will be introduced to
Mari Kanstad Johnsen. Discussion on her use of colour and shape will be emphasized.
Students will look at some of her illustrations and discussion on colour theory will occur.
They will look at how Johnsen uses complimentary colours to make her images stand out.
They will cartoon a character from the book being inspired by the work of Johnsen. They
will put the cartooned image of a character into a location from the book and paint it.
They will add a caption to the piece at the end to begin getting students thinking about
how pictures tell stories (2 lesson periods). Students will discuss and critique each others
work. They will focus on how their peers utilized colour theory in their pieces and how it
affected the outcome.
Lesson 8
Jon Klassen will be the last illustrator students will study. They will look at the process he
takes to creating his illustrations and further a few examples of his finished work will be
shown on the SMART board. His books will be left at the front for student perusal as they
work with his style. Students will cut out shapes and designs to play with placement,
design, space, and overlapping to see how it affects the atmosphere and perspective. This
will get students using many of the techniques previously used while getting comfortable
with using new ones.
ELA Lessons
Students will continue focusing on plot, theme, comprehension, and characterization
conversations and projects focusing on the ELA outcomes. They will be given time in
class to work on their childrens book, but it will also be in congruence with other ELA
outcome lessons. A jigsaw on the plot outline could be done here for students to get up,
work together, and sequence the most important parts of the book. Also, writing the text
and context will probably come before drawing and painting the images.
Lesson 9
Students will begin working on their picture books. They will choose on of the artists
weve talked about already (or get another artist approved by the teacher) and using their
style illustrate and transform Something Evil this Way Comes into a childrens book.
They will discuss the elements of a childrens book and focus on the importance of

Lesson 2 : Erasing Lines

Time: 80 mins

Teacher: Kasyn Sell

Main Objective
Students will closely examine an artists work and try to replicate it to better understand
how to define and make their own style. Students will work with creating texture and
value to duplicate an illustrative piece of work. This will give them a deeper
understanding of how those two techniques affect mood and style.
Learning Objectives
Students will
Use value and texture as important compositional tools
Use value, line, and texture to highlight mood, tone, and emotion
Study style to begin understanding their own personal style
Introduction [Encounter]
Students will be introduced to Isabelle Arsenault. A picture book will be brought into
class (Jane, the Fox, and me) and it will be read to the class. Images from the book will
be brought up on the SMART board and well discuss the technique.

1. What do you notice about these images?
2. What techniques does the artist use?
3. How do the colours or lack thereof affect mood?

4. What emotion do the pictures evoke?
5. How does the artist evoke the emotions?
6. How could you create the same effect?
Well be studying how to reproduce Arsenaults work. This will help students understand
her style and also help them begin defining their own. We will work primarily in
monochrome colours in this lesson. Though, we will be introducing colour as students
become more comfortable working with materials.
1. They will look at more pictures from Arsenault and decide which one they like the
most. They will have to replicate one of the drawings
2. Students introduced to what rubbings are show a couple of examples
3. Discuss: What makes a good rubbing & how texture affects mood point out
example by Arsenault of some texture and lines shes used. Talk about movement,
rhythm, and unity to form composition.
4. Students will then have the choice to either use soft charcoal or a soft pencil to go
around school building to find interesting textures (20 mins)
5. The page should be filled completely with different rubbings
6. Students will then start to erase the picture they liked into their rubbings
Students will pair up and discuss the techniques they used, what they think their
partners image means, and what they learned from the study. Then there will be a
gallery walk where students can give 2 praises and 1 critique on sticky notes to three
other students.
Students will be told they will be looking at another artist the next art lesson and will
be working with their specific style.
Lesson 8: Overlapping Images

Time: 80 Mins

Teacher: Kasyn Sell

Main Objective
Students will work in light and dark planes and play with placement and design to create
atmospheric perspective. Students will work closely with an artists style to create their
own creation. They will see how they can use an artists style to be inspired to make
something that is their own.
Learning Objetives

Students will
Overlap images and objects to create atmospheric perspective
Group subjects and objects together to emphasize meaning
Work with negative space
Use a variety of materials and mediums to establish mood, tone, and
Work with another artists style to understand how creative process works
Introduction [Encounter]
Students will look at the work of Joe Klassen. Well talk about his technique. How he
puts his drawings into photoshop and plays with placements and design there. We can
talk about how he goes about working on his illustrations - no sketchbook like many
artists he knows, sheets of paper everywhere, working on technique usually, prefers to
have a story to base his work on techniques with - Ask: what does this tell you about the
creative process?

1. What does the artist to do introduce depth
into his image?
2. What gives the illusion of atmospheric
3. What effect do the colours have on tone?
4. What do the shapes in his images tell
5. What doe this tell you about
6. How does he use juxtaposition in his
7. If you could change something about his
compositions, what would that be?


Coloured paper
Acrylic paint
Tissue paper
Thick white paper
Were going to work with design and perspective today. Well be making a simple
background for you to place shapes and objects on to see how that affects the appearance
of depth and three dimension in an image.
1. Students will focus on terms like light and dark planes, 3D, juxtaposition of image
and text, perspective, movement, and value.
2. Students will have a discussion on Jon Klassens work and how he creates
realistic and yet fantastical illustrations?
3. They will be shown how to make a wash out of Acrylic paint use like
watercolour for the background. If they need a straight colour (like black) they
can be shown how to do that more water will water the colour down if there is
a shade difference think about adding another colour (white for black) to represent
that. (theyve previously talked and used colour theory when they looked at
Kanstad Johnsen).
4. Students will then cut out shapes and designs out of paper, magazines, newspaper,
tissue paper etc. rocks (large and small), tree trunks, animals, leaves, buildings,
or people (think of Ivan Brunetti here and use simple shapes) while their
background is drying. They can cut out anything sort of object out. They are
going to use the style to be inspired to create something their own so it doesnt
have to be exactly like the pictures (though they wont be penalized if it is quite
close to it).
5. Once background is dry, which, with acrylic paint it wont take too long. They can
then begin to play with placement and design with the shapes theyve cut out.
6. Once they are happy with the placements they can glue them onto their
background and then they will start adding paint to add another layer to their art
pieces. This will continue giving that atmospheric perspective and depth to their
image (clarify it isnt another layer of paint, but rather details to their shape and
designs like the leaves on the second image, details to make water look like
water (adding white to show it shimmering etc) or grass coming up from the
bottom of the illustration).

Students will critique their classmates work, offer suggestions, and critically examine
what they thought went well. The more critique the more the students will know where to
go for their final project.
Lesson 9
Main Objective
Students are going to make their own childrens picture book. They will choose the style
of Isabelle Arsenault, Fernando Jaurez, Mari Kanstad Johnsen, or Jon Klassen to inspire
their own picture book. They will work at not only write the story so it becomes a
childrens book, but they will also illustrate it to give it context. Before this lesson they
will already have started writing it. They will follow Jon Klassen with this as hes stated
he likes having that context because it allows him to know where to take his ideas.
Learning Objectives
Students will
Recognize text-image connections
Demonstrate working with another artists style
Continue to develop personal style
Demonstrate how colour, value, tone, lighting and perspective affect
Introduction [Encounter]
Childrens books will up front for the students to look at and so they will have a
continuous exemplar if they get stuck.



1. How does image and text interact?
2. What styles do these authors use to
convey their meaning?
3. What image stands out to you the most in
these, why?
4. How has colour, lighting, and value
affected these artists illustrations?
5. What meaning do the images portray?

I Want my Hat Back
House Held up by Trees
Jane, the Fox, and Me
A Last Freedom
Coloured Paper
1. Students will get into small groups where they will share one or two of the books
to a groups. They will discuss text-image connections (how text and images can
be juxtaposed, how they can tell the same story, words enhanced by pictures, and
how they can work together to create a deeper meaning), how colour, shade,
lighting affect quality and mood.
2. Students will look at the text theyve created and look at the tone, mood, and
atmosphere theyve written it in.
3. They will choose the artist and materials they believe fit best with the meaning
they are trying to portray
4. They will do rough sketches in the sketchbooks first and get those approved by
teacher first before they can start their final copy. This includes sketching out he
main characters and having an idea of what they will look like before putting
them into the story.
5. Students will be reminded to think about the motifs, themes, symbols from the
book and asked how they will choose to reflect those not only in the text, but the
6. They will have several classes to work on this.

They will have the picture books approved so they can read it to a grade 4 student. They
will also have peer critiques at the end and student/teacher meetings throughout to
discuss their medium, technique, and text-image connections.

Mari Kanstad Johnsen
Fernando Juarez Online Portfolio
Light and Shade Theory
Alberta Ed Grade 10 Approved Booklist
Jon Klassen Interview
Ivan Brunetti Interview
Ivan Brunetti Tutorial