DAY 1
PROJECT/UNIT DESCRIPTION/EXPEDITION:
Students will begin designing rooms for their characters to live in. The students will be given multiple ideation worksheets to begin brainstorming and will eventually transfer their drawing to a large canvas that students will begin painting next week.
Students will begin designing rooms for their characters to live in. The students will be given multiple ideation worksheets to begin brainstorming and will eventually transfer their drawing to a large canvas that students will begin painting next week.
ESSENTIAL UNDERSTANDING:
Decisions about art - making can be developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. |
INQUIRY/LEARNING TARGET:
I can brainstorm 3 room ideas for my finished painting and explain artistic decisions to my small group. |
KEY CONCEPT:
Space |
SKILLS:
Expressing an idea Imagining a future project |
ART FOCUS:
Brainstorm and sketch ideas for a future painting. |
LITERACY FOCUS:
Students will be participating in a large group discussion, small group discussions, and in-progress critiques. |
DOCUMENTATION:
Below are examples of some of the creating noted throughout this lesson. The students connected their character characteristics to possible environments, or habitats. The students all had reasons why they incorporated each aspect into their sketches and explanations behind their design. A printed out visual guideline was provided, to help the students envision the room/living space. The students discussed their character characteristics in small groups before they began sketching, to allow questions to help them visually think and plan ideas for their environments, which caused them to make connections between their character and their character's living space.
This student is connecting his drawing to his character. For example he discusses how he will put a window with stars on this drawing because the character lives outside in outer space. He also states that there is a trampoline so the character can jump into a swimming pool, since it lives on a hot planet, also known as Mars. The connections being made here, like the swimming pool and the hot weather, are all the little details and ideas of the student, or in other words the learning that the student is doing.
Here the student is confident with her drawings and ideas. She can strongly discuss why she drew all aspects in the room. For example, she drew a soft cactus because her flower character likes touching cactuses, especially when its a soft cactus. Here the student is connecting their character to their living space. She is incorporating what the character likes to do, which was a question on our visual template, to their living environment. She chose to include the most important aspects of the character, like a picture frame of a family member that lives in Ohio. Each little detail has a reason behind it, which it what we were searching for the students to discover.
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This student discusses how he drew out his own story. All of the aspects of his drawing are his original ideas, and here he is explaining the reasoning behind everything. The reasoning happens to be, "because that's what Bob wants it to be". Here we encouraged color but the student has his plan set out exactly the way he wanted it, which shows the student connected with the ideation process, identifying details of his character's living space.
This student chose not to use our visual template due to the line restrictions, and flipped over the sheet to make his own. This shows that the students had a set plan in mind that would not coincide with the already drawn out walls. The student here learned to solve artistic problems, which ultimately facilitates creative thinking skills. He identified the issue and did not see his plan benefiting from the template and persisted with his own invented ideas.
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Here the student is making connections between what their character does and the requirements it needs for living. For example, what the character would do or where the character would go if the volcano they live on were to erupt. Each student had specific reasoning behind why the placed each items, characteristic, or object in their newly created environments. (Example: this cloud sits next to their bed because it is how they travel around their room).
This activity also ensured a challenge among all students by forcing them to turn their visualized ideas into a 2D sketch. Each visual guideline had a floor and two wall structures which also challenged them to think and visualize about multiple perspectives. Some students chose to draw their rooms from multiple perspectives, some students chose to draw new rooms on each template, and others made decisions to draw multiple rooms in a household. |
The class came together as a group to talk about specific sketches. The students asked their own questions to each other, which prompted ideas for other students. Hearing different perspectives allowed them to think about other ideas for their living space that they may have not thought of otherwise.
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Above is a slideshow that contains images of the students working as well as some of the ideation worksheets that the students completed.
Overall the students learned to relate certain character characteristics to their living habitats and environments. The students had verbal explanations and discussions on why they placed certain objects, colors, or items in their room. This facilitated further thinking and development about their characters and also kept them engaged and persistent throughout the whole lesson. The students have been working on the same idea and topic for multiple weeks now, and seeing them engaged still means they have been enjoying the activity and consistently pondering new thoughts and ideas about the subject. Ultimately the students are expanding their knowledge and further developing ideas about characters and environments.
Overall the students learned to relate certain character characteristics to their living habitats and environments. The students had verbal explanations and discussions on why they placed certain objects, colors, or items in their room. This facilitated further thinking and development about their characters and also kept them engaged and persistent throughout the whole lesson. The students have been working on the same idea and topic for multiple weeks now, and seeing them engaged still means they have been enjoying the activity and consistently pondering new thoughts and ideas about the subject. Ultimately the students are expanding their knowledge and further developing ideas about characters and environments.