Você está na página 1de 47

A WEEK OF CREATURES

CREATURE CREATION
& WORLD BUILDING
A Week of Creatures Art Camp

Copyright 2015 Imagination International, Inc. All Rights Reserved

All text and artwork in this book are copyright 2015 Imagination International, Inc. unless otherwise
noted. The electronic version, e-book, or PDF file of this book may be reproduced, in part or in whole, by
teachers and other educators for use in their classrooms and for
non-commercial, educational purposes only. In addition, teachers and other educators may
distribute the electronic version, e-book, or PDF file to other teachers and educators for non-commercial,
educational purposes without having to obtain written permission from the publisher, Imagination
International, Inc. No other use of the electronic version, e-book, or PDF file of this book is granted without
the written permission of the publisher, Imagination International, Inc.

Written by Colleen Schaan


Art and Creature Design by Terryl Whitlatch

Published by Imagination International, Inc.


2877 Chad Dr. Unit B
Eugene, OR 97408
www.imaginationinternationalinc.com
info@imaginationinternationalinc.com
About A Week of Creatures

Purpose of this program:


Imagination International, Inc. knows the value of education and wants to be a part of the continued
learning of the nations youth. This program takes our high school and college level creature design
curriculum and adapts it for an upper elementary and middle school level workshop. The curriculum
includes approximately 15 hours of student learning, condensed into a one-week art camp format.

Using creature and world design in your art camp or workshop program:
In a time when many school districts are eliminating classes and extracurricular activities such as art and
music due to limited budgets, Imagination International, Inc. wants to offer a no-cost program that can be
used to help instill creativity and imaginative thinking in young artists outside the traditional classroom.
This program includes learning skills in Art, English, Language Arts, Science, and Social Studies and can be
adapted for use in additional subject areas.

Benefits to students:
Research and personal experience shows that students benefit from receiving and practicing learning
concepts in a variety of forms. This program gives a foundation in research, creative writing, world building,
and creature design. It encourages cross curricular learning while incorporating elements of art.

How to use this manual:


This manual includes step-by-step lesson plans, age appropriate objectives matching the National
Education Standards for Major Subject Areas*, and many of the required resources necessary to implement
this curriculum. Please feel free to make copies of the worksheets in the student resource section for use in
your art camp or workshop program.

To help prepare for teaching this program, please make sure to complete the following:
1. If you will be taking photographs of your students or their artwork to share with Imagination

International, Inc., please have the included photo release forms signed by parents and students.

2. Create a free online account on iiis website to access Creatures of Amalthea teacher resources:

https://imaginationinternationalinc.com/creatures-of-amalthea

3. Acquire Copic marker class sets for student use.

4. Acquire high quality, Copic compatible paper for student use.

5. Schedule access to computers and/or library for student research.

6. Have printer(s) and copy machine available for student use.

7. Make copies of student worksheets and handouts.

*More information and links to the National Education Standards for Major Subject Areas can be found at

http://www.educationworld.com/standards/

i
TABLE
OF

CONTENTS
Welcome to the Week of Creatures
art camp and workshop program. This
manual contains the following resources:

I. Daily Lesson Plans


a. Day 1 - Project Introduction and Art Process Review
b. Day 2 - Habitat Creation and Coloring
c. Day 3 - Animal Research and Basic Creature Creation
d. Day 4 - Creature Completion and Coloring
e. Day 5 - Creature Wrap-Up and Final Project

II. Teacher Resources


a. Photo Release Form
b. About Terryl Whitlatch
c. Sample Landscape Line Images
d. Sample Creature Line Drawings

III. Student Resources


a. Creature Design Process Outline
b. Habitat Research Data Worksheet
c. Photo Line Art Instruction Sheet
d. About Copics
e. Copic Texture Tips and Techniques
f. Show Dont Tell Descriptive Writing Worksheet
g. Animal Research Data Worksheet
h. Foundational Animal Drawing Worksheet
i. Copic Blending Basics
j. Methods of Characterization Worksheet
k. Creature Creation Showcase Assignment

ii
SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

DAY ONE: 3 HOURS


PROJECT INTRODUCTION AND ART PROCESS REVIEW

DESCRIPTION
This lesson introduces students to the creature creation unit. Students will study the design
process of multiple artists as well as research a given landscape that will become the habitat for
their own creature.

OBJECTIVES
Students develop abilities necessary to do scientific inquiry.
Students conduct research on issues and interests by generating ideas and questions and
by posing problems. They gather, evaluate, and synthesize data from a variety of sources to
communicate their discoveries in ways that suit their purpose and audience.

RESOURCES
Creatures of Amalthea Opening Video (50 sec.) and Course Outline Videos: Foundation,
Drawing, and Coloring (40-45 sec. each)
Link: iiinc.co/creatures-of-amalthea
Core Pack I - Foundations: Creature Design Method
Link: iiinc.co/creatures-of-amalthea/dashboard/foundation/method-1
Behind the Scenes of The Lion King The Animator Speaks (9 min. 40 sec.)
Link: youtube.com/watch?v=rkb0r2-vYK0
The Lion King video clips
Teacher access to computer/projector
Student access to computer/Internet/library/other research materials
About Terryl Whitlatch (teacher resources)
Creature Design Process Outline (student resources)
Habitat Research Data Worksheet (student resources)

PROCEDURES/ACTIVITIES
1. Begin by showing the Creatures of Amalthea Opening Video to pique student interest.
2. Introduce the week-long creature design project.
a. Students will be assigned a habitat and will be designing and coloring a
creature that would thrive in that habitat.
b. Students will explore the design methods used by professional creature
designers, artists, and animators and use simplified versions of these processes
to create their own unique creature.

1
SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

3. Ask students who their favorite creatures are from Star Wars: The Phantom Menace or what
creatures they remember from Men In Black or The Chronicles of Narnia. (Pick classic or
current movies your students are familiar with.)
4. Explain that creatures such as these were created by professional creature designers like
Terryl Whitlatch. Share Terryls brief biography.
5. Hand out and review the Creature Design Process Outline.
6. Discuss Terryls process for creature design.
a. What steps will the students be focusing on?
b. What steps are the students most excited about?
c. What steps are the students most nervous about?
d. Assure students that they do not need professional drawing skills to create a
wonderfully unique creature just an open mind and a sense of imagination.
7. Show the three Course Outline Videos - Foundation/Drawing/Coloring (see resource list).
These videos will give students a brief look into the creative design process.
8. Have students access and review Core Pack 1 Creature Design Method (see resource list).
9. Watch Behind the Scenes of The Lion King The Animator Speaks (see resource list).
10. Discuss the similarities and/or differences between Terryls and the animators design
processes.
11. Introduce the assigned habitat: The African Savannah.
12. Have students close their eyes and imagine what it would be like in the African Savannah.
Have students concentrate on what they see, hear, taste, feel, and smell. Answers can be
shared verbally and recorded on the board.
13. Watch a variety of clips from The Lion King or other appropriate film to help students get a
visual feel of the setting. Use short clips that showcase the setting more than the characters
or plot.
14. Allow students to use a variety of resources (library, Internet, travel guides) to research
the African Savannah. Have students collect relevant data on the Habitat Research Data
Worksheet.
15. Have students visit a public domain photo website and browse photos of the African
Savannah landscape.
16. Have students pick two or three photos they feel most fully represent their understanding
of the habitat. Chosen images should be saved to a computer along with the
photographers name and public domain website URL.

ASSESSMENT
Students will be assessed on active class participation and completeness of the Habitat
Research Data worksheet.

2
SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

VARIATIONS
Assign a different habitat, examples include:
o Arctic Tundra
o Jungle
o Swamp
o Mountain Range
o Forest
To help break up the lecture/background information of this lesson, add one or more of
the following hands-on activities as time allows.
o Have students do Activity Step #3 in groups and have them quickly sketch out
their favorite creature from the movie/film.
o Have students do Activity Step #10 in groups.
o If your students are an imaginative and vocal group, include the following
activity to practice the process the animators use in the Behind the Scenes of
The Lion King video. (Can be done in small groups or as a whole class.)
Have a student volunteer stand in front of the group and begin moving like
an animal. (Can be assigned by the instructor or chosen by the volunteer.)
Have remaining students try to guess what animal the volunteer is
portraying based on clues in the movements.
Variations might include adding sound effects and/or having students
quickly sketch a thumbnail of possible animals.

3
SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

DAY TWO: 3 HOURS


HABITAT CREATION AND COLORING

DESCRIPTION
This lesson allows students to create and color their own habitat image based on previous
research. Students will write a 1-2 paragraph description of their specific habitat.

OBJECTIVES
Students apply media, techniques, and processes with sufficient skill, confidence, and
sensitivity that their intentions are carried out in their artworks.
Students intentionally take advantage of the qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and ideas.
Students evaluate and defend the validity of sources for content and the manner in which
subject matter, symbols, and images are used in the students works and in significant
works by others.
Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts.
Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).

RESOURCES
Photo Line Art Instruction Sheet (student resources)
Sample Landscape Line Images (teacher resources)
About Copics handout (student resources)
Copic Texture Tips and Techniques handout (student resources)
Copic marker class sets
Show Dont Tell Descriptive Writing Worksheet (student resources)
Student access to computer and printer
Copic compatible paper

4
SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

PROCEDURES/ACTIVITIES
1. Begin by quickly checking off each students Research Data Worksheet and chosen
landscape images.
2. Using the photo line art process (instructions for this process can be found in the Photo
Line Art Instruction Sheet), each student should turn one of their landscape images into
line art and print it on Copic compatible paper. If students dont have access to appropriate
photos, the teacher may supply pre-printed images using the samples from the teacher
resources section of this manual.
3. Hand out the About Copics and the Copic Textures Tips and Techniques handouts.
4. Discuss the basic properties of Copic markers and demonstrate the Copic application tips
and techniques for creating textures that can be applied to student landscape images.
5. Allow students time to color their line art images using Copic marker texture techniques.
6. Hand out the Show Dont Tell Descriptive Writing worksheet.
7. Have a brief discussion on the show dont tell style of descriptive writing. Model two or
three examples of writing that show instead of tell.
8. Assign students a 1-2 paragraph description of their habitat using the show dont tell
method. Request they use proper sentence structure, punctuation, spelling, and grammar.

ASSESSMENT
Students will be assessed on the completeness and neatness of their Copic colored habitats as
well as the completeness and correctness of their written descriptions.

VARIATIONS
Have students imagine, design, sketch, and color their own habitat background based on
their understanding and research of the African Savannah.

5
SUBJECT: ENGLISH/ART/SCIENCE | GRADE LEVEL: 5-8

DAY THREE: 3 HOURS


ANIMAL RESEARCH AND BASIC CREATURE CREATION

DESCRIPTION
This lesson allows students to research both living and prehistoric animals from their habitat
region. Using the gathered data, students will begin designing their own unique creature.

OBJECTIVES
Students generalize about the effects of visual structures and functions and reflect upon
these effects in their own work.
Students select and use the qualities of structures and functions of art to improve
communication of their ideas.
Students integrate visual, spatial, and temporal concepts with content to communicate
intended meaning in their artworks.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
Students conduct research on issues and interests by generating ideas and questions and
by posing problems.
Students gather, evaluate, and synthesize data from a variety of sources to communicate
discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources to gather and synthesize
information and to create and communicate knowledge.
Students develop abilities necessary to do scientific inquiry.

RESOURCES
Creature Design Process Outline (student resources)
Core Pack 1 Foundation: Styrah
Link: iiinc.co/creatures-of-amalthea/dashboard/foundation/styrah-1/
Animal Research Data Worksheet (student resources)
Teacher access to computer/projector
Student access to computer/Internet/library/other research materials
Foundational Animal Drawing Worksheet (student resources)
Drawing materials

6
SUBJECT: ENGLISH/ART/SCIENCE | GRADE LEVEL: 5-8

PROCEDURES/ACTIVITIES
1. Give a quick review of Terryls creature design process. (Refer back to the Creature Design
Process Outline from day 1.)
2. Have students access and review the Styrah lesson from Core Pack 1 (see resource list).
3. Discuss Terryls process of researching animals and using that research to create ideas for a
unique creature.
4. Allow students to use a variety of resources (library, Internet, travel guides) to research
living and/or extinct animals from the African Savannah. Have students collect relevant data
and compile on the Animal Research Data Worksheet(s).
5. Have students pick characteristics from two or more of the researched animals and use
those characteristics to begin imagining and designing their own unique creature.
6. Hand out the Foundational Animal Drawing Worksheet.
7. Demonstrate and discuss how to draw rig skeletons, add basic shape volumes, and create
contour drawings.
8. Have students begin drawing their creature. Remind them to focus on rig skeletons, basic
shape volumes, and contour drawings.

ASSESSMENT
Students will be assessed on completeness of the Animal Research Data Sheet as well as the
neatness and completeness of their rig skeleton and volume drawings.

VARIATIONS
If time or resources are limited, hand out pre-printed images and research about various
animals of the region. Have students use this teacher-gathered data to design their own
creature.
For advanced student groups, include a brief lesson on light source, value and shading.
Set up a still life collection of various animal skulls (either as a group or individual stations).
Give students time to do a small pencil still life sketch of the skull(s) focusing on value,
shading, and contour.

7
SUBJECT: ART | GRADE LEVEL: 5-8

DAY FOUR: 3 HOURS


CREATURE COMPLETION AND COLORING

DESCRIPTION
This lesson allows students to continue refining their creature drawing and design additional tools or
accessories the creature might utilize. Students will add color to their images with Copic markers.

OBJECTIVES
Students select media, techniques, and processes; analyze what makes them effective or not
effective in communicating ideas; and reflect upon the effectiveness of their choices.
Students intentionally take advantage of the qualities and characteristics of art media, techniques,
and processes to enhance communication of their experiences and ideas.
Students describe and compare a variety of individual responses to their own artworks.

RESOURCES
Previously drawn creature image
Copic Blending Basics handout (student resources)
Copic class marker sets
Sample Creature Line Drawings (teacher resources)
Access to photocopy machine

PROCEDURES/ACTIVITIES
1. Allow students time to finish their creature drawings if necessary.
2. Have students get into small groups and share their illustrations.
3. Give student groups time to brainstorm and discuss the following:
o individual creature names
o possible tools or accessories each creature might utilize
4. Have students chose one tool or accessory from the brainstormed lists and add it to their creature
drawing.
5. Hand out the Copic Blending Basics handout.
6. Give a brief lesson on basic blending techniques with Copic markers. The teacher can
demonstrate the various techniques by coloring his or her own sample creature image.
7. Have students photocopy their creature illustrations.
8. Have students color their photocopied creature illustrations with Copic markers.

ASSESSMENT
Students will be assessed on participation during group activities, completeness of their creature
drawings, and application of coloring techniques.

8
SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

DAY FIVE: 3 HOURS


CREATURE WRAP-UP AND FINAL PROJECT

DESCRIPTION
This lesson allows students to reflect on their creature design and write a brief narrative description. A
final project presentation is included to showcase each students work.

OBJECTIVES
Students intentionally take advantage of the qualities and characteristics of art media, techniques,
and processes to enhance communication of their experiences and ideas.
Students select and use the qualities of structures and functions of art to improve communication of
their ideas.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).

RESOURCES
All drawing, writing, and research done during the week.
Show Dont Tell Descriptive Writing Worksheet (student resources)
Methods of Characterization Worksheet (student resources)
Creature Creation Showcase Assignment (student resources)
Poster board
Art materials necessary to create display boards (adhesives, construction paper or card stock,
markers, paints, pens, scissors)

PROCEDURES/ACTIVITIES
1. Give a quick review of the previously used Show Dont Tell Descriptive Writing Worksheet.
2. Hand out the Methods of Characterization Worksheet and discuss the various ways characters are
described. The teacher can model samples using his or her own creature descriptions as examples.
3. Have students write a two-paragraph description of their creature incorporating at least two
different methods of characterization.
4. Hand out the Creature Creation Showcase Assignment.
5. Have students put together a final visual project showcasing the work they completed during the
week. Projects should include: colored habitat image and description, and colored creature image
and description.
6. Have students display their creature creation boards.
7. Depending on time, either allow students to move about the room viewing each project or have
each student give a short 2-3 minute presentation about their creature.

9
SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

ASSESSMENT
Students will be assessed on the grammar, usage, and mechanics of their written descriptions.
Students will also be assessed on the completeness, neatness, and originality of their final projects.

VARIATIONS
If space is available, have students hang or display their final projects for the public or for parent
viewing.
Students could create a 3-D version of their creature using paper, clay, wood, or other materials.
Have students get into groups and write a collaborative short story where each of their creatures is
a character.
Have students create costumes or masks to represent their creature and act out or read their
narrative in front of the class.

10
Resources

Teacher Resources
Photo Release Form
About Terryl Whitlatch
Sample Landscape Line Images
Sample Creature Line Drawings

Student Resources
Creature Design Process Outline
Habitat Research Data Worksheet
Photo Line Art Instruction Sheet
About Copics
Copic Texture Tips and Techniques
Show Dont Tell Descriptive Writing Worksheet
Animal Research Data Worksheet
Foundational Animal Drawing Worksheet
Copic Blending Basics
Methods of Characterization Worksheet
Creature Creation Showcase Assignment

11
Photo Release Form

I hereby grant the following rights and permissions to Imagination International, Inc., and
those acting with the companys authority and permission. They have permission to take,
use, and publish pictures of my child and his/her class work.

I specifically consent to the digital compositing or distortion of the portraits or pictures,


including without restriction any changes or alterations as to color, size, shape,
perspective, context, foreground or background. I also consent to the use of any
published matter in conjunction with such photographs.

I hereby waive any right that I may have to inspect or approve the finished product or
products and any textural copy or other matter that may be used in connection with them.

I understand that the images may be posted on Imagination International, Inc.s website
and/or social media sites as well as included in nationally distributed teaching manuals
and may be used to promote Copic markers and/or the educational programs offered by
Imagination International, Inc.

I hereby release, discharge, and agree to hold harmless Imagination International, Inc.
and those acting with the companys authority and permission.

I have read the above authorization, release, and agreement, prior to its execution, and I
am fully familiar with the contents of this document. I further understand that by signing
this release, I waive any and all present or future compensation rights to the use of the
above stated material(s).

I do not give permission for my child to be photographed.

School or Program Name ________________________________________

Instructor/Photographer _________________________________________

Students Name _______________________________________________

Parent/Guardian Name (please print) ______________________________

Parent/Guardian Signature ______________________________________

Date ______________________
ABOUT

TERRYL
WHITLATCH
Terryl Whitlatch is a scientifically and
academically trained creature designer and
concept artist. Combining in-depth knowledge
of zoology and animal anatomy with her
incredible illustration skills, Terryl is celebrated
as one of the top creature designers in the
world.

Terryl has worked with many studios, including


Lucasfilm, Industrial Light & Magic, and Walt
Disney Feature Animation, on such films as Star
Wars Episode 1: The Phantom Menace, Brother
Bear, Jumanji 1 & 2, Men in Black, and The Polar
Express. She is currently based in Eugene, OR.

13
Sample Landscape Line Images
These are samples of the photo line art process. When choosing images to use in
your own classroom and with students, look for images in the public domain and
make sure to read any copyright and/or licensing information for proper use.
*Permission to use this image granted by Lilla Frerichs.
www.publicdomainpictures.net

Red African Sunset by Lilla Frerichs

14
Sample Landscape Line Images

Photo Credit: RoDobby (Rolf Dobberstein) pixabay.com


This photo is part of the public domain and usable under the Creative Commons Deed CC0.

15
Sample Landscape Line Images

Photo Credit: makunin pixabay.com


This photo is part of the public domain and usable under the Creative Commons Deed CC0.

16
Bathysfoo

Line Art

17
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Bloodbird

Line Art

18
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Elemex

Line Art

19
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Enosh

Line Art

20
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Esquilina

Line Art

21
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Lupofalc

Line Art

22
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Oggbogg

Line Art

23
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Styrah

Line Art

24
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Teezorr

Line Art

25
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Tracker

Line Art

26
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Welankus

Line Art

27
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


Zoreesh

Line Art

28
Sample Creature Line Drawings

Creatures of Amalthea Copyright 2015 iiinc.co/creatures-of-amalthea


NAME:

Creature Design Process Outline

This is a brief outline of the process professional creature designer Terryl Whitlatch
uses when creating her unique and imaginative creatures.

1. Research the Whys of Creature Design


a. Get to know the creature
b. The goal is believability
c. Read the script, book text, and any notes by the author
d. Look to nature for inspiration (research living and/or extinct animals)

2. Write a description of the creature based on gathered data

3. Think about scale create a visual framework to help establish creature size

4. Create thumbnail sketches experiment with proportion, movement, and gestures

5. Begin drawing
a. Rig skeleton
b. Volumes and forms
c. Action muscles
d. Surface anatomy

6. Refine surface anatomy and add final details

7. Add color
NAME:

Habitat Research Data Worksheet

Directions: Please use the following form to compile your researched data.
Remember to cite your sources!

1. What does the landscape physically look like?

2. What types of animals live in the area?

3. What type of vegetation is found in the area?

4. What are the typical weather conditions?

5. What are some of the hazards of the region?

6. Other interesting facts:

Collect two or three photos of the region that best represent the landscape. Make sure

you have proper permission to use these images.


NAME:

Photo Line Art Instruction Sheet

Its easy to create fun line art to color. Just follow these simple steps:

1. Choose a digital photograph. Not every photograph will translate into great line art.
Look for images that arent too busy, have a definite focal point, and include lots of
contrast.

2. Using the Internet, you can convert the photo to outlines for free. Our favorite site is
www.befunky.com

3. Click the tab Photo Editor and upload the photo from your computer.

4. On the left side of the screen, click on the flower icon (Artsy) and scroll down to the
Sketcher option.

5. Click Sketcher 2 and it will convert your image to outlines.

6. Click on the Settings and move the sliders on the Clutter Cleaner and Sketch
Detail until you get the desired look.

7. Click the check mark to apply the settings to your image.

8. Click on the Save button at the top of the page to save the line image to your
computer.

9. Resize your image before printing if necessary. The recommended size is 5x7 inches.

10. Print your line image on a quality drawing paper.

EXAMPLE OF PHOTO LINE ART

Photo Credit: Marianne Walker


NAME:

About Copics
BEFORE BEGINNING

Clear your work area of anything that may spill or create stray marks on your work.
Refill any colors you will be using frequently on large areas.
Wash your hands. Oils or lotions on your fingers can leave residue on the paper.
Layer fresh scratch paper under your work.

UNDERSTANDING THE COPIC COLOR SYSTEM

Letter - Color family/hue:


B - Blue Y - Yellow G - Green BV - Blue Violet YR - Yellow Red BG - Blue Green
V - Violet R- Red E - Earth RV - Red Violet YG - Yellow Green G - Gray (multiple tones)

First Number - Color saturation. Lower numbers are vibrant; higher numbers have more

gray (desaturated).
Second Number - Shade/value. Lower numbers are light; higher numbers are dark.

EXCEPTIONS TO THE RULES

Markers with multiple zeros (B000/B0000) represent colors with extremely light shades.
Some Earth tones dont follow saturation rules.
Grays only have the letter and value identifications.
C - Cool Gray W - Warm Gray
T - Toner Gray N - Neutral Gray

HOW TO PICK BLENDING COLORS

Match the color letters, keeping the color family the same.
Match the color saturation number. This will keep the tone the same.
Pick color value numbers within 2-3 digits from each other. Use 0,1,2,3s for highlights;
4,5,6s for mid tones; and 7,8,9s for shadows. (For example B12, B14, B18.)

APPLYING COLOR
1. Base Coating - Start at the edge of the area. Color in small
circles using the side of the brush nib. Work quickly to avoid
streaks.
2. Adding Darker Shades - Apply ink in a flicking motion. Begin
the stroke in the area that will be darkest. Lift the nib at the end
of the stroke to create a gradient look.
NAME:

Copic Texture Tips and Techniques


Nature is often bumpy, lumpy, and mottled and its easy to create that natural look with Copic
markers. There are a number of ways to add color and texture to your image. Here are a few
of the most common techniques.

ADDING TEXTURE WITH DOTS

1. Add color to the image as desired. Let the ink dry completely before moving on to the
next step.
2. Add large dots of a slightly darker shade or a different color. Let dry completely.
3. Add smaller dots of a darker shade or another color. As the colors and shades get darker,
the dots should become smaller and closer together to create depth and texture.

1. 2. 3.

ADDING TEXTURE WITH THE COLORLESS BLENDER MARKER

1. Add color to the image as desired. Use darker shades where texture is desired.
2. Using a Colorless Blender marker, place the tip of the nib onto the colored area and hold
for 5-10 seconds.
3. Lift to reveal texture.
4. For crisp texture, apply Colorless Blender to dry areas.
5. For softer texture, apply Colorless Blender to wet areas.

1. 2. 3.
NAME:

Copic Texture Tips and Techniques


COLORING FOLIAGE
1. Begin smoothly coloring all of the foliage areas with the lightest shade. Let dry
completely.
2. Add loose scribbles of a medium shade. Leave areas of light color showing through.
Let dry completely.
3. Continue adding scribbles with darker shades. As the colors get darker, the scribbles
should tighten up.
4. Add tiny dots of a darker shade or a color from another family to create final shading
and dimension.

1. 2. 3. 4.

COLORING WOOD
1. Begin coloring with the lightest shade. Base coat the entire area quickly; smooth
coloring is not vital. Let dry completely.
2. Add flicks of a second, darker color. Start at the edges of the wooden area and flick
towards a highlight area. Make flicks vary in length.
3. Continue adding darker shades. Vary flick length and width to overlap and create
texture. Let each layer dry completely to avoid blending.
4. Add final flicks with the darkest shade. Focus on the leading edge of the stroke and
any shadowed areas.

1. 2. 3. 4.

Experiment with Copic markers to find additional ways to create the look of
natural texture.
NAME:

Show Dont Tell Descriptive Writing Worksheet


Good writing paints a picture in the mind of the reader. Good writers show the reader
what is happening. Below are some tips for using the Show Dont Tell writing method.

Choose specific, active, and descriptive words.


Specific nouns and pronouns (Doctor Bloomburg, Teddy Bearstein, Kelly Littles)
Active verbs (skipped, twirl, tumbled)
Descriptive adjectives (slimy, gritty, tall)

Add sensory details.


What do you See?
What do you Hear?
What do you Feel? (think hands/touch)
What do you Smell?
What do you Taste?

Use figurative language.


Simile - compares two unlike objects using the words like or as (The leaves were as
colorful as a paint palette.)
Metaphor - compares two unlike objects where one object becomes another (The
snow was a blanket over the countryside.)
Personification - giving human qualities to inanimate objects (The grandfather clock
stood sentry, staunchly guarding the attic door.)
Hyperbole - an extreme exaggeration (We walked so far my feet fell off.)

Assignment: Write a 1-2 paragraph description of your setting using specific, active, and
descriptive word choices and at least one example of figurative language.
NAME:

Animal Research Data Worksheet


Directions: Please use the following form to compile your researched data. Use a
separate sheet for each animal. Remember to cite your sources!

1. Animal:

2. Scientific Name and Classification:

3. Similar Animals:

4. Physical Characteristics:

5. How Does This Animal Move?

6. Lifespan:

7. Geographical Range and Location:

8. Shelter Type:

9. Food and Eating Habits:

10. Family or Community Group:

11. Natural Enemies:

12. Other Interesting Facts:


NAME:

Foundational Animal Drawing Worksheet


Drawing a creature may sound intimidating, but it doesnt have to be. Breaking down the
process may be helpful.
When drawing your creature, follow these steps:
1. Begin by creating a line drawing or stick figure drawing of your creature. This is
called a rig skeleton and is used by many professional designers. The line drawing
helps identify the posture of the creature as well as general placement of key body
parts. Make sure to include the head, spine, ribcage, pelvis, and limbs.

2. Begin planning and drawing the basic shapes of the muscles and tissues. Dont worry
about getting them perfect. Just use basic shapes to identify WHERE major muscles
groups would be.
NAME:

Foundational Animal Drawing Worksheet


3. Clarify the simple contour line that represents the outer shape of the animal. Notice
how the joints and muscles are represented by modified circles and/or oval shapes.
Very basic facial details can be added at this stage.

4. At this point, you can begin refining the basic shapes and contours. Begin adding
details such as facial features, limb detail, and muscle contouring. Notice the rig
skeleton is erased at this point.

5. Continue refining the creature drawing by adding more detail, showing muscle and
volume shading, adding tools or accessories, and adding pattern or detail to the outer
covering.

* Images are samples of the Ellandoran Styrah designed and drawn by Terryl Whitlatch.
NAME:

Copic Blending Basics


Basic Blending :
The key to Copic marker blending is understanding that any light shade will move a
darker shade around. Therefore, when blending two colors together, always use the
lighter of the two shades.

Here is the simplest method for blending colors together


smoothly.

1. Pick three colors that form a Natural Blending Group. Example


B00, B02, and B04.

2. Color the area with the lightest shade. This helps saturate the
paper, which allows for easier blending.

3. Add the medium shade to areas of the image to be darkened.


Leave some of the lightest shade visible; those areas will become
the highlights.

4. Add the darkest shade to the area of the image to be shadowed.


Leave some of the medium and light shades visible.

5. Begin the blending process. Using the medium shade marker,


make sweeping motions along the seam between the dark and
medium shades.

6. Using the light marker, make sweeping motions along the seam
between the medium and the light shades.

7. Repeat steps 5 and 6 if necessary to get a smooth blend.


NAME:

Methods of Characterization Worksheet

There are a number of ways information about a character is revealed.


A reader can tell a lot about a character by what they look like, what they say, what they
think, how they feel, what they do, and how they interact with others.

Good character development uses all of these methods to introduce information about a
character.

thoughts speech

interaction
feelings

actions

Assignment: Complete the chart below by writing 2-3 details about your creature under
each heading.
Methods of Characterization Worksheet

Think about the following:


Physical description
Age
Behavior (shy, confident, outgoing, bossy)
Body language (toss of the head, twitching the tail)
Speech patterns (formal, informal, use of slang)
Talents or skills

Assignment: Write a 2-paragraph description of your creature. Incorporate at least 2 of


the 4 methods of characterization.
NAME:

Creature Creation Showcase Assignment

Congratulations.
You have completed the design process for creating your very own creature. Its time to
celebrate by sharing your work in the Creature Creation Showcase.

The final project for this unit is a visual collection of all your hard work. You will be making
a poster board that introduces and showcases your unique creature.

Your final poster board must include the following items:


1. An original name for your creature.
2. Colored habitat image.
3. Descriptive paragraph(s) of habitat.
4. Colored creature.
5. Descriptive paragraphs of creature.

6. *Any data collected during the research process (Not required, but can be included.)

Your poster must be:


Neat and organized
Complete

Labeled with your name and todays date

Please be ready to speak for 2-3 minutes about your creature and its unique
characteristics while showcasing your final poster.
Imagination, International, Inc.
2877 Chad Dr. Unit B, Eugene, OR 97408
www.imaginationinternationalinc.com
info@imaginationinternationalinc.com