Lesson/Project Description
In this lesson, we pushed the idea of expressing our interests even further. Using an example, we explained to the students that you can tell a story or connect your ideas through art. We had students revisit their lists of their favorite things and paint another image that connects them all in some way. Students enjoyed coming up with ways to connect everything together and when they finished wanted to return to their first painting to make that one even better too.
Essential Understandings
Inquiry/Learning Targets
Key Concepts
Exploration, Identity, Influence
Skills
brainstorming, ideation, expressing ideas
Art Focus
showing identity though narrative art
Literary Focus
New Vocab: Identity, Characteristics, Composition
Literacy will be integrated with sketchbook ideation, student reflections, and the discovery board
Documentation
This week students revisited their lists of favorite things and painted new compositions exploring the idea of telling a story or connection in art. Last class, the students were creating art, but the art was not interactive. Each item or interest, which the students included in their art, just sat on the page by themselves. So this week, we put together a presentation that modeled how to create a narrative or connection in these paintings. After a quick presentation visualizing this idea using Joel's favorite things (see video below) the students really picked up on the idea of connecting things and telling a story through their art work. The students got to work and were engaged the whole time.
In this lesson, we pushed the idea of expressing our interests even further. Using an example, we explained to the students that you can tell a story or connect your ideas through art. We had students revisit their lists of their favorite things and paint another image that connects them all in some way. Students enjoyed coming up with ways to connect everything together and when they finished wanted to return to their first painting to make that one even better too.
Essential Understandings
- Artists explore their identity in their art
- I can explore my identity in my art
- Artists make art that is influenced by their identity
- I can make art that shows who I am
Inquiry/Learning Targets
- Using their sketchbook, SWBAT construct a list of their personal identity characteristics confidently (Bloom’s: Applying- Standard: Comprehend- GLE: Artists make choices that communicate ideas in their work- Art Learning: conceptual/ideation/personal grounding- Literacy)
1. I can describe who I am in my sketchbook - Using provided materials (paint, markers, sketchbook, etc.), SWBAT design a painting that represents their identity with detail (Bloom’s: Create- Standard: Create- GLE: Use familiar symbols and basic media to identify and demonstrate characteristics and expressive ideas of art and design- Art Learning:expressive features and characteristics of art [elements/principles of art])
1. I can use materials to make a picture of who I am
Key Concepts
Exploration, Identity, Influence
Skills
brainstorming, ideation, expressing ideas
Art Focus
showing identity though narrative art
Literary Focus
New Vocab: Identity, Characteristics, Composition
Literacy will be integrated with sketchbook ideation, student reflections, and the discovery board
Documentation
This week students revisited their lists of favorite things and painted new compositions exploring the idea of telling a story or connection in art. Last class, the students were creating art, but the art was not interactive. Each item or interest, which the students included in their art, just sat on the page by themselves. So this week, we put together a presentation that modeled how to create a narrative or connection in these paintings. After a quick presentation visualizing this idea using Joel's favorite things (see video below) the students really picked up on the idea of connecting things and telling a story through their art work. The students got to work and were engaged the whole time.
One student was really interested in tying in a story he was writing outside of class. The story had a three headed dragon in it, so he incorporated that into his composition. When asked how to was going to incorporate other elements he said "Oh! I know! I can put things on the other side of a bridge that the dragon is trying to get!" He then proceeded to plan out other things from the story and from his lists that he could add. Below you can see him using his sketchbook for ideation, and then putting it into action on his painting.
The student below connected her ideas through placing them on a background or setting. She painted a building from her favorite book series, Nancy Drew, with the rocky mountains shown in the background. This connected where she lived (Colorado) to something she relates and enjoys too (Nancy Drew) - both of which are part of her identity.
During some ideation, one student explored line work and geometric shapes while thinking about connectivity in art. Below he explains his process. He was so thrilled with how it came out he said "I want to put this in my next painting!" and said he was going to continue working on it during his next break.
Once again, the students were very excited about color mixing. One student was amazed at how white makes different shades of colors they already knew how to mix such as green. Another student used the same technique as a kid did last week, and dipped his brush is different colors all at once. Below he explains how he did it and what he thinks about it.