Art Experiences.
Beattie Elementary Lesson Plan Two: Illustrating a Pop Culture Cover
About the lesson:
In this lesson, we continued to expand on the brainstorming and organizational techniques from the first lessons. Students were asked to think about their favorite books, movies, and television shows. As a class we reviewed famous book covers, movie posters, and DVD box art. Thereafter, the students discussed within their table groups and began creating a work of art that reflected the kind of covers found in popular culture. Students utilized creative exploration through the practice of ideation. The students used these skills to design sketchbook covers with unique appearances and personalities relevant to them. |
Essential Understandings
Outcomes
Students will be able to:
To start the creative process, the teachers re-introduced themselves and began by asking the students "What is a cover?" and "What is it used for?". As students came up with ideas the teachers then showed images of famous book and movie covers. As a class they discussed shared interests and their own artistic preferences. This discussion included their interests, favorite movies, genres, favorite types of art, and their favorite TV shows and books. From this discussion students began creating their cover illustrations with the markers, colored pencils, crayons, or graphite.
- Artists use critical thinking and organizational techniques to follow lesson guidelines
- Artists learn to enjoy the intrinsic value of art making
- Artists are productive and on task
- Artists create and innovate using the ideation process
- Artists establish a sense of comfort with the studio, materials, staff, and peers
Outcomes
Students will be able to:
- Students will be able to create their own rendition of a book cover, allowing students with the desire to come up with their own imagery to do so, and allowing students new to the process to become excited about the ideation process.
- Using their artwork, students will be able to enjoy making artwork that relays their personal style, developing a sense of intrinsic value, artistic identity, and community in the classroom.
- After a short Introduction, students will be excited to see the artwork of their peers and establish connections by discussing their creative process with the class.
- Critical thinking and organizational techniques
- Creative problem solving
- Establishing a sense of comfort with the studio, materials, staff, and peers
- Drawing Techniques
- Critique Etiquette
To start the creative process, the teachers re-introduced themselves and began by asking the students "What is a cover?" and "What is it used for?". As students came up with ideas the teachers then showed images of famous book and movie covers. As a class they discussed shared interests and their own artistic preferences. This discussion included their interests, favorite movies, genres, favorite types of art, and their favorite TV shows and books. From this discussion students began creating their cover illustrations with the markers, colored pencils, crayons, or graphite.
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 our ability to navigate conversations, we defused conflicts, and redirecting off-topic conversations back towards creative thinking and problem solving. We disguised our instruction through games, and spoke with terminology that was age appropriate. We were also successful at learning more about each student on a personal level, establishing connections, and improved at helping the students that were shy in the previous session feel more comfortable and contribute at a higher level. Erin, Kaley, and I really enjoyed sharing some of our favorite movie, and book covers with the class, and the connections to pop culture served as a strong hook for the lesson. Through the lesson students transferred the skills they learned from the previous lesson into a practical activity that held their interest.
What didn’t work well for this art experience? Why? The lesson lent itself to classroom discussion, and for students to share their favorite movies and books. The goal was for students to share and reflect information regarding why they did, or didn't like certain elements of the covers of popular media. We hoped they would use this insight to create a stronger image for their sketchbook cover. The students however, had a tendency to get off topic, and it became a challenge to redirect their excitement into the lesson. I feel we adjusted to this situation well but it would have been better altogether, if we injected more preventative measures into our lesson, to address the problems before they arose.
What would you do differently? Why? Although I thought the central themes of the lesson seemed clear, on many accounts, students missed the premise entirely and basically engaged in a "free draw" session. I am all for students being in charge of their learning, as well as making the decisions of what they want to create, however in this particular instance the students work lacked reflection, and self-assessment. Establishing an identifiable goal, that can be better assessed will improve our next lesson plan greatly.
What didn’t work well for this art experience? Why? The lesson lent itself to classroom discussion, and for students to share their favorite movies and books. The goal was for students to share and reflect information regarding why they did, or didn't like certain elements of the covers of popular media. We hoped they would use this insight to create a stronger image for their sketchbook cover. The students however, had a tendency to get off topic, and it became a challenge to redirect their excitement into the lesson. I feel we adjusted to this situation well but it would have been better altogether, if we injected more preventative measures into our lesson, to address the problems before they arose.
What would you do differently? Why? Although I thought the central themes of the lesson seemed clear, on many accounts, students missed the premise entirely and basically engaged in a "free draw" session. I am all for students being in charge of their learning, as well as making the decisions of what they want to create, however in this particular instance the students work lacked reflection, and self-assessment. Establishing an identifiable goal, that can be better assessed will improve our next lesson plan greatly.
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.