Art Experiences.
Beattie Elementary Lesson Plan Three: Creating Storyboards
About the lesson:
In this lesson, we continued to expand on the brainstorming and storytelling techniques from the previous lessons. Students created a storyboard, and were evaluated on the inclusion of a character, setting, and working in sequential order. Storytelling is an essential way to communicate and share personal experiences and creativity. Students were provided a prompt to use as a starting point as we pushed them to think about how to use their imagination and expand upon the prompt with their own unique style and personality. |
Essential Understandings
Outcomes
Students will be able to:
To start the creative process, the teachers introduced the concept of storyboards and demonstrated with real world examples. This provided an immediate hook, and a sense of relevance which connected them to other stories they like or have seen recently. Through expansion on the first lesson, and techniques they have learned, the students expanded on the prompt and created new ideas of their own. These ideas followed a format that addressed sequential order, and the inclusion of a character and setting.
The Prompt:
You put your Halloween candy in a secret hiding place… but when you come back later to eat some, it is gone! What happened to your candy?!?
After teachers shared the project guidelines and the prompt, students brainstormed with different characters and inspirations. They reflected on the lesson about book covers, the new examples of storyboards, and applied their previous learning to the current project’s prompt.
Through this process the students created illustrations and a story that embodied their unique personalities while abiding by the lesson's evaluated standards.
- Artists/designers use art to tell stories, memories, and experiences.
- Artists/designers use critical thinking and organizational techniques to create artwork.
- Artists/designers express and explore their own creative identity through art.
- Artists/designers formulate new ideas through the process that enhance their artwork.
Outcomes
Students will be able to:
- After a short Introduction on storyboards, students will be able to connect with each other at table groups and share ideas that involve a story by demonstrating their ability to discuss together, follow classroom etiquette, and utilize brainstorming techniques.
- After brainstorming about a couple possible stories, students will be able to create a drawing for each part of the story in a sequential order, shown by a successful structure utilizing character and setting to configure a storyboard that represents their own interpretation of the prompt or own idea.
- Sharing their artwork, students will be able to reflect on their piece with each other; by presenting their piece to their table group, discussing their illustrations and creative decisions.
- Critical thinking and organizational techniques
- Storyboard techniques
- Creative problem solving
- Expansion of ideas from a prompt
- Establishing a sense of comfort with the studio, materials, staff, and peers
- Drawing Techniques
- Critique Etiquette
To start the creative process, the teachers introduced the concept of storyboards and demonstrated with real world examples. This provided an immediate hook, and a sense of relevance which connected them to other stories they like or have seen recently. Through expansion on the first lesson, and techniques they have learned, the students expanded on the prompt and created new ideas of their own. These ideas followed a format that addressed sequential order, and the inclusion of a character and setting.
The Prompt:
You put your Halloween candy in a secret hiding place… but when you come back later to eat some, it is gone! What happened to your candy?!?
After teachers shared the project guidelines and the prompt, students brainstormed with different characters and inspirations. They reflected on the lesson about book covers, the new examples of storyboards, and applied their previous learning to the current project’s prompt.
Through this process the students created illustrations and a story that embodied their unique personalities while abiding by the lesson's evaluated standards.
Documentation
Complete documentation for this class can be found here. |
Lesson Plan
The Lesson Plan for this lesson can be found here. |
Reflection.
What worked well for this art experience? Why? What worked well for this art experience was the personal connections each student had with the lesson prompt. Identifying a singular prompt, and a 3-page format for the children to work within provided enough structure for the students to work towards a goal, while having the creative freedom to expand on the ideation techniques from the first two lessons. Students were actively engaged with their projects and with their peers, sharing stories of their families, discussing creative ways they could represent each person, and sharing techniques they discovered as they went along. The overall energy and mood of the class was beneficial for a positive learning environment and students saw a transfer of the skills from the first two lessons work for them to accomplish a goal. Some students worked representationally and used realism as a means to depict their stories characters, while others used symbolism and abstraction. As their works progressed many students engaged in experimentation with different forms of representation and techniques for relaying the ideas of their stories. Everyone was excited to share their stories and the accompanying illustrations.
What didn’t work well for this art experience? Why? Overall, the lesson was much more of a success than the previous two, students were engaged and productive, the conversations pertained to the topic better, and using a prompt served to establish and expand their ideas. Despite the overall success, in the first class we struggled with giving clear directions. After the we went over the directions and seated the students, many of them began working in a manner that was completely removed from the goals of the project. Erin, Kaley, and I had to go around the room table by table and re-describe the objective of activity.
What would you do differently? Why? In between classes Erin, Kaley, and I made adjustments to the verbiage and the methods of our instruction. We provide clear and concise visual aids, as well as efficient directions that did not over describe the steps. By learning from our failures the students artwork reflected the desired format and reflect stronger exploration of ideas and design. For the next lesson we will need to continue to improve our methods for relaying instructions, so that students feel validity and a sense of purpose with how they are navigating the task. Furthermore, relaying organizational skills is an important part of the design process, problem solving, and ideation.
What didn’t work well for this art experience? Why? Overall, the lesson was much more of a success than the previous two, students were engaged and productive, the conversations pertained to the topic better, and using a prompt served to establish and expand their ideas. Despite the overall success, in the first class we struggled with giving clear directions. After the we went over the directions and seated the students, many of them began working in a manner that was completely removed from the goals of the project. Erin, Kaley, and I had to go around the room table by table and re-describe the objective of activity.
What would you do differently? Why? In between classes Erin, Kaley, and I made adjustments to the verbiage and the methods of our instruction. We provide clear and concise visual aids, as well as efficient directions that did not over describe the steps. By learning from our failures the students artwork reflected the desired format and reflect stronger exploration of ideas and design. For the next lesson we will need to continue to improve our methods for relaying instructions, so that students feel validity and a sense of purpose with how they are navigating the task. Furthermore, relaying organizational skills is an important part of the design process, problem solving, and ideation.
Slideshow.
This slideshow presentation highlights some of the student artwork from the lesson. A complete analysis of the images shown and how they correlate to the students' learning can be found through accessing the documentation link above.