Lesson/Project Description
Students are exploring the uses and importance of a sketchbook in this lesson. They are provided examples from the teacher on all the different uses a sketchbook has (ideation, organization, planning, note taking, exploration). Once the students have an understanding of the sketchbook, they are given their own sketchbooks to work in. The students are exploring identity by composing a self portrait on the front and first page of the sketchbook, one of their current self and one portrait of how they think they will look when they are old.
Essential Understandings
1. Artists observe and record in their sketchbooks to envision future artwork.
"I can draw in my sketchbook to envision my art."
2. Artists use sketchbooks to plan art and reflect on it in the future.
"I can plan my art in my sketchbook and reflect on it later."
Inquiry/Learning Targets
1. Shown examples, SWBAT explain how artists use sketchbooks with confidence
(Bloom’s: Understand- Standard: Reflect- GLE:Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design- Art Learning: conceptual/ideation/personal grounding -Literacy)
"I can explain why artists use sketchbooks"
2. Provided materials (paint, markers, sketchbook, etc.), SWBAT compose an image representing themselves on the front and back cover of their sketchbook, in 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: materials/techniques)
"I can use materials to paint a picture on the front and back of my sketchbook"
Key Concepts
Plan, Observe, Envision, Reflect
Skills
Brainstorming
Expressing an idea
Reflecting on work
Art Focus
Exploring self-portraits and future-portraits by utilizing their sketchbooks
Literary Focus
Students will be discussing with the whole class and writing what they learned on the discovery board
Documentation
Today's lesson was all about self-portraits and exploring their sketchbook. Students were led through a discussion about the use and importance of using their sketchbooks as artists. The students answered eagerly about how sketchbooks are used for planning and ideas. One student immediately raised his hand and said "sketchbooks are used for planning!" and another student answered the question: "Does anybody know what Ideation is?" by saying "Ideation is when you show your ideas." Then, we showed some examples of our own art and the sketches in our sketchbooks, which the students got really excited about. This helped them make a direct connection between the sketches and the final pieces. Afterwards, each student was given their very own sketchbook. The students loved getting the opportunity to paint/draw on the cover to make it their own. Below are some images of the students working:
Students are exploring the uses and importance of a sketchbook in this lesson. They are provided examples from the teacher on all the different uses a sketchbook has (ideation, organization, planning, note taking, exploration). Once the students have an understanding of the sketchbook, they are given their own sketchbooks to work in. The students are exploring identity by composing a self portrait on the front and first page of the sketchbook, one of their current self and one portrait of how they think they will look when they are old.
Essential Understandings
1. Artists observe and record in their sketchbooks to envision future artwork.
"I can draw in my sketchbook to envision my art."
2. Artists use sketchbooks to plan art and reflect on it in the future.
"I can plan my art in my sketchbook and reflect on it later."
Inquiry/Learning Targets
1. Shown examples, SWBAT explain how artists use sketchbooks with confidence
(Bloom’s: Understand- Standard: Reflect- GLE:Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design- Art Learning: conceptual/ideation/personal grounding -Literacy)
"I can explain why artists use sketchbooks"
2. Provided materials (paint, markers, sketchbook, etc.), SWBAT compose an image representing themselves on the front and back cover of their sketchbook, in 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: materials/techniques)
"I can use materials to paint a picture on the front and back of my sketchbook"
Key Concepts
Plan, Observe, Envision, Reflect
Skills
Brainstorming
Expressing an idea
Reflecting on work
Art Focus
Exploring self-portraits and future-portraits by utilizing their sketchbooks
Literary Focus
Students will be discussing with the whole class and writing what they learned on the discovery board
Documentation
Today's lesson was all about self-portraits and exploring their sketchbook. Students were led through a discussion about the use and importance of using their sketchbooks as artists. The students answered eagerly about how sketchbooks are used for planning and ideas. One student immediately raised his hand and said "sketchbooks are used for planning!" and another student answered the question: "Does anybody know what Ideation is?" by saying "Ideation is when you show your ideas." Then, we showed some examples of our own art and the sketches in our sketchbooks, which the students got really excited about. This helped them make a direct connection between the sketches and the final pieces. Afterwards, each student was given their very own sketchbook. The students loved getting the opportunity to paint/draw on the cover to make it their own. Below are some images of the students working:
Most of the students started with the self-portrait, which they wanted to use mirrors for. They were adamant about using mirrors, and when asked why, a student responded that it's because he has made a self-portrait before and that it is the only way he knew how. We noticed, however, that the further the students got into their drawing the less they relied on the mirror. They started responding and making decisions based more on the painting/drawing than their reflection. This led to creative paintings and drawings that incorporated the students imagination. They enjoyed looking at others work and most students talked with one another about what they were doing and making throughout the process. One table shared their recipe for skin-toned paint, and then all the students at that table ended up making similar colors. Another table enjoyed trying to mix new colors and loved their color creations so much that they kept their paint plates at the end of class. This was awesome to see because on the discovery board (pictured below) several students expressed how they learned to mix new colors. The students discovered these new colors all on their own through exploration and curiosity.
When they moved on to the future self portrait, students seemed to have fun imagining what they might look like when they were older. We noticed that some students were very focused on the details and took their time outlining each shape, while others jumped right in and started working. One student painted his future self with a "man-bun" and afterwards stated that he was going to start growing out his hair so he could actually have one. Another student drew a futuristic looking portrait with aliens and was focused on what he thought the future would be like. When asked about why they were drawing what they were drawing, students responded variously with things like: "my parents have hair like that" or "I just know I'm going to have wrinkles."
At the end of class, we went around and a few students shared their creations and what they learned. Students talked about their favorite parts (color mixing, imagining, shading, the "funny way" their portrait looked), their struggles (time, getting things to "look right"), and why they made what they made. One student said that they liked the future self-portrait because they got to draw themselves differently than they ever had before. It was great getting to know the students a little better during this first lesson and we are excited to see where next week takes us!
When they moved on to the future self portrait, students seemed to have fun imagining what they might look like when they were older. We noticed that some students were very focused on the details and took their time outlining each shape, while others jumped right in and started working. One student painted his future self with a "man-bun" and afterwards stated that he was going to start growing out his hair so he could actually have one. Another student drew a futuristic looking portrait with aliens and was focused on what he thought the future would be like. When asked about why they were drawing what they were drawing, students responded variously with things like: "my parents have hair like that" or "I just know I'm going to have wrinkles."
At the end of class, we went around and a few students shared their creations and what they learned. Students talked about their favorite parts (color mixing, imagining, shading, the "funny way" their portrait looked), their struggles (time, getting things to "look right"), and why they made what they made. One student said that they liked the future self-portrait because they got to draw themselves differently than they ever had before. It was great getting to know the students a little better during this first lesson and we are excited to see where next week takes us!