Mask Book Lesson Plan
Goal: Students will learn to combine storytelling and art to add deeper meaning to their own artwork.
PGC's
Analyze, interpret, and make meaning of art and design critically using oral and written discourse.
Explain, compare, and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas.
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research.
Critique personal work and the work of others with informed criteria
Pre-assessment:
1. Have students written a story describing their art?
2. Can students draw pictures that meaningfully connect to their stories?
3. Can students use pencils and colored pencils to illustrate?
4. Can students explaintheir artistic decisions to rationalize their meaning?
5. Can students identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon?
6. Can students make meaningful conversation about their work and the work of their peers?
7. Can students demonstratepencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color?
8. Can students describeand Demonstratethe color theory taught in last class with paint to colored pencil by overlapping color?
Objectives:
1. Students will be able to create and write a story about their mask.
(Creating; create: Use basic media to demonstrate basic studio skills.)
2.Students will be able to identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon[pf1] .
(Understanding; transfer: Visual Arts respond to human experience by relating art to the community.)
3. Students will be able to compare their own and their peers’ works. And be able to answer how their masks and stories are similar or different. Ex: storyline, characteristics, powers, etc.
(analyzing; reflect: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others.)
4. Students will be able to explain their artistic decisions such as color, form, and the story to how they relate to the masks power to rationalize their meaning.
(understanding; comprehend: art has intent and purpose.)
5. Students will be able to demonstrate pencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color.
( Applying; Create :use basic media to express ideas through the art-making process)
6. Students will be able to describe and Demonstrate the color theory taught in last class with paint to colored pencil by overlapping color.
(Understanding; Comprehend: Characteristics and expressive features of art and design are used to identify and discuss works of art. )
Accomodation:
Students can be challenged by using watercolor, or paint toillustrate their books. Struggling students could exclude using color from their books if they are having a hard time keeping up. For the student who struggles with writing, the teacher could write their story down for them as they share it so they could focus on the drawing aspect of the book.
Materials:
1. Paper to make booklets
2. Pencils
3. Pens
4. Markers
5. Notebook paper to write down their stories
6. An example done by me of what they are doing.
7. Powerpoint (or books as an example)
Preparations:
1. Make an example book so they can see what I am looking to do.
2. Make 20 booklets for all the students
3. Gather drawing utensils (pencils, colored pencils, crayons)
4. Put drawing utensils and booklets on the table
5. Check out illustrated kids books from the library to use as examples and context to show them.
Motivation:
I will read my story to them, showing them the pictures I drew.
I will quickly bring out some favorite children’s books they are sure to recognize and tell them they get to be a famous writer today.
Procedure:
1. Begin with motivation:
read my story to them, showing them the pictures I drew.
quickly bring out some favorite children’s books they are sure to recognize and tell them they get to be a famous writer today.
2. Explain what I want them to do using my book that they are now familiar with as an example.
We are going to make a story about your special power mask. Like in my book how my gift of flight saved the day. Brainstorm ideas like how you found the mask, how your mask saved the day, how the mask helped you do something you always wanted to do.
You are going to make a cover page: mine has me and my mask on the front since we are the main characters.
Write a story on a piece of paper (show mine) then use that story to illustrate the ideas in a booklet. Show them how I broke my story up into sections to draw.
Explain to write the story in the bottom first, and then draw after it is written in.
Ask if there are any questions
Ask students, “now what are you going to do first?” then have them repeat what they are going to do so that all know and will be more on task.
Explain to hold on to their books at the end. It will be their ticket out the door.
3. Color theory/ colored pencil demo
Get a large piece of paper and colored pencils
Demonstrate hatching, cross-hatching, stippling, and layering colors
Show that when you use two colors overlapping that they create a mixed color like what we did last time with the paint.
Explain that these techniques can be used with regular pencil as well to create value.
Ask if there are any questions
Dismiss students to their desks.
4. While students are working, circulate the room and make sure kids are on task, while answering student questions and helping them write their stories.
5. Ask students “what is your story going to be?” “How are you going to draw what you are writing?”, “What colors and techniques are you going to use?”, and provide suggestions and encouragement.
6. Allow 15 minutes for clean up and remaining time will be spent having students share their books like we did last class with their masks
7. Clean-up
Have students put away personal pencils and colored pencils
One person from each table gather and return CSU materials to the table Jackie will be sitting at.
Have kids hang on to their books as a ticket out the door.
Ask students to return to their seats
8. With remaining time, have a few students may come up and share their books with the class.
9. Have students line up for recess and as they leave collect books from them, making sure that they all have names on the front. Nameless books will be sent back in the classroom withthe student to make sure names are put on.
Student-reflective activity:
Students will share their books with peers at the front of the class after clean up (since this method seemed to work really well the last time I tried it)
Students will circle up with the presenter sitting in the rocking chair.
Students will read their stories out loud and show the pictures they drew. While also showing their mask detailing its characteristics and powers.
Students will respond by answering prompts of,“what was your favorite part?” and “what was your favorite picture?”
Post-assessment
1. Have students written a story describing their art?
2. Did students draw pictures that meaningfully connect to their stories?
3. Did students use pencils and colored pencils to illustrate?
4. Did students explaintheir artistic decisions to rationalize their meaning?
5. Did students identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon?
6. Did students make meaningful conversation about their work and the work of their peers?
7. Did students demonstratepencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color?
8. Did students describeand Demonstratethe color theory taught in last class with paint to colored pencil by overlapping color?
Reflection:
This lesson went relatively well. The paper and colored pencils were much easier to handle than the masks, but the students were not quite as engaged. I think they were a bit intimidated by the literacy aspect of it, but with the advice from my cooperating teacher, I told the students that “kid spelling” was ok. It was also hard because some students had a very detailed one page and nothing else,some finished their books and some had just written down the words. In other words, the students worked at VERY different paces so this might have been better as a two day lesson with a mini lesson at the end for those who finished faster.
Goal: Students will learn to combine storytelling and art to add deeper meaning to their own artwork.
PGC's
Analyze, interpret, and make meaning of art and design critically using oral and written discourse.
Explain, compare, and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas.
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research.
Critique personal work and the work of others with informed criteria
Pre-assessment:
1. Have students written a story describing their art?
2. Can students draw pictures that meaningfully connect to their stories?
3. Can students use pencils and colored pencils to illustrate?
4. Can students explaintheir artistic decisions to rationalize their meaning?
5. Can students identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon?
6. Can students make meaningful conversation about their work and the work of their peers?
7. Can students demonstratepencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color?
8. Can students describeand Demonstratethe color theory taught in last class with paint to colored pencil by overlapping color?
Objectives:
1. Students will be able to create and write a story about their mask.
(Creating; create: Use basic media to demonstrate basic studio skills.)
2.Students will be able to identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon
(Understanding; transfer: Visual Arts respond to human experience by relating art to the community.)
3. Students will be able to compare their own and their peers’ works. And be able to answer how their masks and stories are similar or different. Ex: storyline, characteristics, powers, etc.
(analyzing; reflect: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others.)
4. Students will be able to explain their artistic decisions such as color, form, and the story to how they relate to the masks power to rationalize their meaning.
(understanding; comprehend: art has intent and purpose.)
5. Students will be able to demonstrate pencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color.
( Applying; Create :use basic media to express ideas through the art-making process)
6. Students will be able to describe and Demonstrate the color theory taught in last class with paint to colored pencil by overlapping color.
(Understanding; Comprehend: Characteristics and expressive features of art and design are used to identify and discuss works of art. )
Accomodation:
Students can be challenged by using watercolor, or paint toillustrate their books. Struggling students could exclude using color from their books if they are having a hard time keeping up. For the student who struggles with writing, the teacher could write their story down for them as they share it so they could focus on the drawing aspect of the book.
Materials:
1. Paper to make booklets
2. Pencils
3. Pens
4. Markers
5. Notebook paper to write down their stories
6. An example done by me of what they are doing.
7. Powerpoint (or books as an example)
Preparations:
1. Make an example book so they can see what I am looking to do.
2. Make 20 booklets for all the students
3. Gather drawing utensils (pencils, colored pencils, crayons)
4. Put drawing utensils and booklets on the table
5. Check out illustrated kids books from the library to use as examples and context to show them.
Motivation:
I will read my story to them, showing them the pictures I drew.
I will quickly bring out some favorite children’s books they are sure to recognize and tell them they get to be a famous writer today.
Procedure:
1. Begin with motivation:
read my story to them, showing them the pictures I drew.
quickly bring out some favorite children’s books they are sure to recognize and tell them they get to be a famous writer today.
2. Explain what I want them to do using my book that they are now familiar with as an example.
We are going to make a story about your special power mask. Like in my book how my gift of flight saved the day. Brainstorm ideas like how you found the mask, how your mask saved the day, how the mask helped you do something you always wanted to do.
You are going to make a cover page: mine has me and my mask on the front since we are the main characters.
Write a story on a piece of paper (show mine) then use that story to illustrate the ideas in a booklet. Show them how I broke my story up into sections to draw.
Explain to write the story in the bottom first, and then draw after it is written in.
Ask if there are any questions
Ask students, “now what are you going to do first?” then have them repeat what they are going to do so that all know and will be more on task.
Explain to hold on to their books at the end. It will be their ticket out the door.
3. Color theory/ colored pencil demo
Get a large piece of paper and colored pencils
Demonstrate hatching, cross-hatching, stippling, and layering colors
Show that when you use two colors overlapping that they create a mixed color like what we did last time with the paint.
Explain that these techniques can be used with regular pencil as well to create value.
Ask if there are any questions
Dismiss students to their desks.
4. While students are working, circulate the room and make sure kids are on task, while answering student questions and helping them write their stories.
5. Ask students “what is your story going to be?” “How are you going to draw what you are writing?”, “What colors and techniques are you going to use?”, and provide suggestions and encouragement.
6. Allow 15 minutes for clean up and remaining time will be spent having students share their books like we did last class with their masks
7. Clean-up
Have students put away personal pencils and colored pencils
One person from each table gather and return CSU materials to the table Jackie will be sitting at.
Have kids hang on to their books as a ticket out the door.
Ask students to return to their seats
8. With remaining time, have a few students may come up and share their books with the class.
9. Have students line up for recess and as they leave collect books from them, making sure that they all have names on the front. Nameless books will be sent back in the classroom withthe student to make sure names are put on.
Student-reflective activity:
Students will share their books with peers at the front of the class after clean up (since this method seemed to work really well the last time I tried it)
Students will circle up with the presenter sitting in the rocking chair.
Students will read their stories out loud and show the pictures they drew. While also showing their mask detailing its characteristics and powers.
Students will respond by answering prompts of,“what was your favorite part?” and “what was your favorite picture?”
Post-assessment
1. Have students written a story describing their art?
2. Did students draw pictures that meaningfully connect to their stories?
3. Did students use pencils and colored pencils to illustrate?
4. Did students explaintheir artistic decisions to rationalize their meaning?
5. Did students identify famous illustrated books like the works of Dr. Seuss, Cloudy with a chance of meatballs and Goodnight moon?
6. Did students make meaningful conversation about their work and the work of their peers?
7. Did students demonstratepencil and colored pencil techniques such as hatching, cross-hatching, stippling, and overlaying color?
8. Did students describeand Demonstratethe color theory taught in last class with paint to colored pencil by overlapping color?
Reflection:
This lesson went relatively well. The paper and colored pencils were much easier to handle than the masks, but the students were not quite as engaged. I think they were a bit intimidated by the literacy aspect of it, but with the advice from my cooperating teacher, I told the students that “kid spelling” was ok. It was also hard because some students had a very detailed one page and nothing else,some finished their books and some had just written down the words. In other words, the students worked at VERY different paces so this might have been better as a two day lesson with a mini lesson at the end for those who finished faster.