Illustration (Week 7)

Grade: 6

Colorado Academic Standards (6 grade):

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Standard 1.1.b: Develop from oneself and various cultures a mental storehouse of images and the
uses, symbolism and meaning of those images.
Standard 1.3.b: Create works of art using skills from other disciplines.
Standard 2.1.1: Interpret meaning in works of art from a variety of perspectives.
Standard 3.1.b: Propose revisions to works of art using the language of visual art and design.
Standard 3.2.b: Identify and differentiate the relationships between media choice, art processes
and final solutions.
Standard 4.1.a: Explain and create works of art that incorporate everyday life, traditions, customs
and special events.

Big Idea(s):
Illustration/ storytelling
Space- positive and negative
Proportion
Envisioning
Art as choice

Enduring Understandings:
Developing craft in their materials.
Reflect on creation using the language of visual art and design.
Observe and Envision creations using perspective and space.
Critique personal and peer work using constructive criticism.

Essential Questions:
What academic language is used to improve communication about art?
How can students utilize suggestions in order to find workable solutions?
How are you envisioning your work?
How do past projects influence your work?

Daily lesson objectives:

Artists will learn about and practice illustration.
Artists will learn new techniques to refine their illustrations.
Artists will apply knowledge of illustration into a work of art.
Artists will critique their illustrations.

Activity:
Using illustration, proportion, and space, artists will envision and engage in creating a finished
illustrative piece.

Content Integration:
Math: space and proportion
Language arts: writing stories
Popular culture: current and past animations

Pre-Assessment:
Take 5-minutes to write a story with a beginning, middle, and an end and begin designing
characters and a setting.

Success Criteria:
Students will tell a story that goes along with their work and be able to describe the process that
led them to their finished piece.

Post-Assessment:
Assess use of illustration/proportion/space in their final project.

Accommodations and Modifications:

Students may need guidance in creating a story.

Visuals:
Various student and professional work

Supplies and equipment:

Markers, colored pencils, crayons, oil pastels, chalk pastels, Watercolor, white/black/colored
paper, paint brushes, scissors, glue, chromebooks, various other materials to customize work.

Safety concerns:
Paint can stain clothes and skin, scissors are sharp, spills, chalk dust being inhaled. Students may
become frustrated.

Teaching procedure:

Beginning
Students come in and do the warm up. After everyone is done with the introduction, I will
explain/demonstrate the activity and show examples.
Students are motivated by experimenting with line and learning how to draw simplified form and
using various materials to do so.

Questions
What academic language is used to improve communication about art?
How can students utilize suggestions in order to find workable solutions?
How are you envisioning your work?

Instruction/demonstration
Reminder of how we respect materials and how to properly apply paint.

Middle---Student Creating Phase

I will be walking around the room to assess student progress and help them troubleshoot if they
have problems. If many students are having issues with proper handling of materials or are
unclear on the instructions, further demonstration may be needed.

Supply distribution –
Supplies are open but will be monitored. (except acrylic)

End---Closure
Give a 15-minute notice to complete finishing touches. Give 10-minute warning to start cleaning
up, give about 5 minutes for cleanup with a audio cue, wet paint will go on drying rack, dry work
goes in cubby.

Time: Teacher: Students:

0-5 Lines students up at the door. Explains that we are Enter the room and sit at
going to go sit at the tables and work on the question on tables and begin the warm-
the board. up

5-10 Assess student work with warm-up. Begin discussing Complete the warp-up and
with the students. begin discussing.

10-15 Wrap up discussion. Wrap up discussion.

15-20 5-minute demonstration about the project. Model the Listen to instructions and
activity, use of materials and ask students where they ask questions if needed.
want to work.

20-25 Show students where the materials are. Begin activity. Observe where the materials
are. Begin activity.

25-45 Assess student activity, help students if needed, provide Create, observe, learn.
further instruction if needed.

45-50 10-minute warning. Explain where materials need to Return paper, markers,
go, where to put wet paper, where to put dry paper, cleanup any mess that has
where the trash can is. Alarm. been made.

50-55 Cleanup and dismiss by table Cleanup and dismissal