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STORYTELLING THROUGH ART

Grade 4 Unit Plan connecting Art and English Language Arts.

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Sarah Kess-Uygungil
Art Ed Curriculum PK-8 March 2014

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Table of Contents

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Unit Map Unit Plan Outline Lesson 1: My Own Map Rubric For Lesson 1

Page 3! Page 4! Page 8 Page 18! Page 19! Page 29

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Lesson 2: Life in a Comic Strip Lesson 3: Make Believe

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Storytelling Through Art

UNIT ! MAP
My Map Book by Sarah Fanelli Watercolor and Drawing Fairytale and Fantasy literature

My Own ! Map
Storytelling with Symbols and Map Making

Make! Believe
Illustrations and biographies of new characters

Mixed Media Collaging

Life in a Comic Strip

The Elephants Friend by Marcia WIlliams

Telling a story using comic book style

Colored Pencil Drawings

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Unit Plan Outline

STORYTELLING THROUGH ART - GRADE 4

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! STAGE I DESIRED RESULTS ! !

UNIT RATIONALE/TRANSFER: Students will be able to independently use their learning to Develop their personal identities through classroom discussion, writing, and art creation.

! Communicate personal stories though art making and writing.! !

Create connections between texts throughout history and various cultures, and their own personal experiences.

! ENDURING UNDERSTANDINGS: ! Art has the power to tell the stories of many different people and cultures.! !
Interdisciplinary studies connect Art to our daily lives! !

Everyone has a unique perspective and personal voice that can be explored and celebrated though creating meaningful works of art.

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ESSENTIAL QUESTIONS:! How do artists and writers tell their personal stories?!

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Where do artists get their ideas?! How do artists and writers use their work to develop their personal identities? STANDARDS ADDRESSED:! MASSACHUSETTS VISUAL ARTS FRAMEWORKS!

STANDARD 1. Methods, Materials, and Techniques. ! Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. !

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Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.! ! STANDARD 5. Critical Response. ! Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

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Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering. MASSACHUSETTS ENGLISH LANGUAGE ARTS FRAMEWORKS! Standard 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

! ! ACQUISITION/UNIT OBJECTIVES: !
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Lesson 1: Students will practice their map making skills and develop their personal narratives through the creation of artworks containing both text and symbols. ! Lesson 2: Students will investigate folklore literature in new ways, and discover how to share their own personal stories and family history through visual art.!

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Lesson 3: Students will interpret ideas and themes from classical fairytale and fantasy literature, and create their own fantasy creature with written biography.

! STAGE 2 ASSESSMENT EVIDENCE ! EVIDENCE: ! ! !

Lesson 1: Visual map containing both text and symbols that reflect the unique daily life experiences of each student.! Lesson 2: Comic-book style visual artwork that illustrates students knowledge acquired through reading and discussing folktales, which also reflects their own personal narratives.!

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Lesson 3: Illustration of a new fantasy character or creature, accompanying a short written biography by students in response to exploring classic fairytale and fantasy texts.! ! !

STAGE 3 LEARNING PLAN

! SCOPE AND SEQUENCE OF LESSONS: ! !

Lesson 1: My Own Map! ! In this lesson students will discover how maps can be used in a creative and nontraditional way as a means to depict personal narratives. Combinations of imagery, text, and symbols will be used for students to map out their unique daily life experiences. Students will connect their knowledge from ELA and Social Science curriculum, to the art room in a new and meaningful way.

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Page from Sarah Fanellis My Map Book

Lesson 2: Life in a Comic Strip In this lesson students will continue their exploration into folklore literature by reading a text entitled The Elephants Friend. This book of traditional Indian folktales is illustrated and written in a uniquely modern comic book format, allowing for students to discover how traditional stories can be told in nontraditional ways. Drawing inspiration from the text, each student will examine their own personal histories and narratives, and create a uniquely illustrated tale they would like to share in comic-strip style.

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Page from Marcia Williamss The Elephants Friend and Other Tales from Ancient India

Lesson 3: Make Believe

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In this lesson student will expand upon their knowledge of fairytales and fantasy literature by creating their own fantasy worlds. Students will imagine their own fantasy creature/character, and bring them to life through a work of art containing both illustrations and short written bibliographic-style text.

Illustration from Maurice Sendaks Where the Wild Things Are

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My Own Map
4th Grade Lesson ! ! !

Sarah Kess-Uygungil March 2014"

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Page from Sarah Fanellis My Map Book

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Introductory Information:

Lesson Length: Two to Three 50 minute class periods!

! In this interdisciplinary lesson, 4th grade students will make connections to both ELA and
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Social Sciences curriculum in the art room. Students will discover how maps can be used in a creative way as a format to depict and share personal narratives. Combinations of imagery, text, and symbols will be used for students to map out their unique daily life experiences.! Students will further their knowledge from Social Science class, and learn to include rose compasses and map keys/legends into their artworks. They will practice these map making and map deciphering skills in a new and unique way.

! In this lesson, classroom artists will explore the works of other artists whove chosen to ! STAGE 1: DESIRED RESULTS !
A. ENDURING UNDERSTANDINGS:! !
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incorporate mapping into their artworks. Students will also read various storybooks which discuss mapping and their creative uses in the art room and as a tool to tell their own stories.

Art has the power to tell the stories of many different people and cultures.! Interdisciplinary studies connect art to our daily lives.!

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Everyone has a unique perspective and personal voice that can be explored and celebrated though creating meaningful works of art.

B. ESSENTIAL QUESTIONS:!
How do artists and writers share their personal stories and experiences?! Where do artists get their ideas?! How do artists and writers use their work to develop their personal identities?!

C. STATE STANDARDS ADDRESSED: !

! STANDARD 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.! ! STANDARD 10: Interdisciplinary Connections. ! Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering. ! ! ! !

MASSACHUSETTS ENGLISH LANGUAGE ARTS FRAMEWORKS !

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STANDARD 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

D. LEARNING OBJECTIVES:

! The students will continue their Social Sciences education and practice and expand their map making skills.! ! Students will develop their personal narratives through the creation of artworks containing both text and symbols.! ! Students will experiment with mixed media artworks, using both watercolor paints and drawing materials. ! ! Students will discover the many ways in which artists choose to create artworks inspired ! ! STAGE 2: ASSESSMENT EVIDENCE ! !
! by maps and mapmaking.

A. PERFORMANCE TASK OR FINAL PRODUCT:!

Each students final artwork will be a unique map depicting a journey through their every day lives. A successful example of the My Own Map storytelling lesson will be a 13x19 size paper which the classroom artist has carefully planned, and taken the time to complete with high standards of craftsmanship. All background details and main imagery will be created using watercolor paint and bBlack Sharpies. The final map will demonstrate the students understanding of these materials, and how to best use their art making tools for this particular lesson. The students artwork will show thoughtful details sharing their personal experiences, and will contain creative symbols and imagery to help tell those stories. Through connections made to their Social Science curriculum, excellently completed artworks will clearly demonstrate the students underlings of mapping terms such as a compass rose, map key/legend and symbols.! ! A successfully completed artwork for this lesson will also be one that shows the students understanding of storytelling in a new way. By exploring of various storybooks and of map-related artworks, students ideas regarding what a story is, (whos story is worth telling, and how we can share our personal stories,) will be challenged and expanded upon. Through the successful and creative completion of their personal maps, students will have had a chance to discover arts amazing ability as a tool to share personal stories and aspects of their life.

Student example of map making sketch.

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B. CONTINUUM OF ASSESSMENTS:!
! ! Students will save all sketches used in the planning process for their final 13x19 personal storytelling map.! Students will be asked clarifying questions throughout the lesson about mapping vocabulary, and how we can use those skills in the art room as tools to tell our own illustrated stories.!

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Students will share their artworks and stories with their classmates in a comfortable and encouraging group setting.! After completing their final artwork, students will take the time to reflect on the lesson through a self-assessment reflection sheet.

! Did the student expand upon their Social Sciences education and practice their map making skills in their art work?! ! Was the student able to develop their personal narratives through the creation of artworks containing both text and symbols?! ! Did the student experiment with mixed media art making, using both watercolor paints and black Sharpie markers? ! ! Did the student explore the many ways artists choose to create artworks inspired by mapmaking, or by incorporating maps? ! ! ! STAGE 3: LEARNING PLAN !
A. MATERIALS AND EQUIPMENT:!
! ! ART MATERIALS:! ! ! ! Sketch Paper! 8x10 Drawing Paper! 13x19 Watercolor Paper! Watercolor paint! Paintbrushes! Pencils and Erasers! Water Buckets! Black Sharpies!

C. CRITERIA:

EQUIPMENT:! Computer and Projector for sharing slideshows of artworks.!

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B. VOCABULARY WITH DEFINITIONS:!

! ! ! Personal Reflection- When an artist thinks or writes about whats in his or her mind and heart.! Visual Storytelling- How an artist is able to visually show his or her personal stories, ideas, or reflections through art making.! Mixed Media- An artwork in which has been created using more than one medium. (For My Own Map, the mediums are watercolor painting and drawing with black Sharpies.) ! ! ! Map Key/Legend- The map legend is often called the key. The map legend shows the symbols on a map and gives their meaning.! Compass Rose- A compass rose tells the directions on a map. !

http://tumblropenarts.tumblr.com/post/41029597886/world-mapmixed-media-collage-artworks-by-shana

C. VISUAL IMAGE RESOURCES:!

! ! ! ! Evilpainter. (Artist). (2010). Map of the world 2010 [Web Drawing]. Retrieved from http://evilpainter.deviantart.com/art/map-of-the-world-2010-! Cusick, M. (Artist). (2006). Chasing the Dragon [Web Drawing]. Retrieved from http:// mattcusick.com/paintings-collage/map-works/view/263! Cusick, M. (Artist). (2006). Patriarch [Web Drawing]. Retrieved from http:// mattcusick.com/paintings-collage/map-works/view/263! Cusick, M. (Artist). (2009). Many Rivers [Web Drawing]. Retrieved from http: mattcusick.com/paintings-collage/map-works/view/263!

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D. TEXT, MEDIA AND WEB RESOURCES:

! Antoniou, A., Klanten, R., Ehmann, S. & Hellige, H. (2013). A map of the world :
! according to illustrators & storytellers. Berlin: Gestalten.! Fanelli, S. (1995). My map book. New York: HarperCollins Publishers.!

E. TEACHER INSTRUCTION:! !
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! Milne, A. & Shepard, E. (1992). Winnie the Pooh. New York, N.Y: Puffin Books.! ! Ritchie, S. (2009). Follow that map! : a first look at mapping skills. Toronto: Kids Can Press. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
# The teacher will present the lesson by introducing the students to My Map Book by Sara Fanelli.

# After finishing the story, the teacher will ask the class some questions to begin the brainstorming process.! - What kinds of images did you see in the book?! - Have you seen a map like this before?!

# Next, the teacher will show a slideshow of various map-images. Some will be examples from literature, and others will be from various visual artists.! # While viewing image resources, the teacher will begin to ask clarifying questions about important vocabulary for the lesson.

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- What symbols do you see? ! - Did the map include a map legend/key? ! - How has the artist showed direction? ! - What is a rose compass?! ! ! ! ! ! !

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Student Example of a rose compass.

# Once the students have had a chance to view different types of maps, they can begin to consider what a map of their own might look like.! ! - What stories could you tell from your own life, through map making?! - What are each of our daily experiences like?! - What do you do every morning? What do you do every afternoon?! - How can we share those personal stories in a visual artwork? # The teacher will ask students if theyd like to share, and help generate the thought-process for all students in the class. # After group discussion, the teacher will have the students begin sketching ideas on their sketch paper. The teacher will ask the students to come up with at least 5-10 symbols. (Symbols for places, landmarks, people, movement/path of journey, etc.)! ! ! - What story are you trying to tell? What journey are you trying to map?! - What symbols can you create to represent your journey?!

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- How can we include a rose compass or map legend in a creative way?! # After the students have all completed their sketches, they will begin on their first draft on 8x10 drawing paper. Using only pencil and eraser, students will lay out their story/ journey, and incorporate their symbols into their image. # While working on their first draft, the teacher will remind the students to try and fill as much as their space as possible. In addition to their main idea, they should also include background details for a more complete final artwork. # When students have successfully and thoughtfully planned (including brainstorm, sketch, and first draft) their artwork, they will move onto their final artwork on 13x19 watercolor paper.

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# Again, The teacher will instruct the students to begin with only pencil drawing. Remind the class to reference their initial sketch and draft, but to not limit themselves. If they come up with a new idea, include it as well! # When the students are ready to move on, watercolor paints will be passed out. The teacher will remind the students of proper watercolor paint etiquette. ( Remember to clean brushes in between every color use, etc.) ! # Once students have added all watercolor and their pages are dry, using Black Sharpies they will go back in and add details. The Black Sharpies will also be intended for the Map Legend/ Key and compass details as well. ! - What information is most important to help a viewer guide you through your visual story? - What do you want to stand out? ! - Do you want to outline? - Do you need any text? # When each student has successfully completed their personal map, they will be asked to fill out a written personal reflection/ self-assessment form. # Once all work has been completed and collected, the cleaning process can begin. # Upon finishing clean-up, students will have the opportunity to share their final art works and their personal stories with their classmates. # Each classroom artist will hand in all sketches, first draft, final artwork, and selfform to the teacher upon completion.

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Map Example from A.A. Milnes Winnie The Pooh

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F. LEARNING ACTIVITY:
Students will listen to My Map Book by Sara Fanelli, and be introduced to the idea of map making as a means of storytelling. After finishing the story, classroom students will also answer promoting and clarifying questions leading them into the lesson. Students will discover various works of art related to maps and map making. Students will be introduced to the idea that their stories can be told and expressed in a new creative way- map making. Students will answer questions and make comments about map examples from various artists and literature. The students will be introduced to mapmaking vocabulary and terms for the first time in the art room. Students will clarify their understanding of a rose compass, use of symbols, and a map key/legend. Students will discover through group sharing and brainstorming that everyone has a story to tell. Students will improve their planning skills through the practice of brainstorming, sharing and sketching. Once ideas have been shared and students have had the chance to begin thinking of their own journey theyd like to illustrate, students will sketch 5-10 UNIQUE symbols theyd like to incorporate into their personal map. Once sketches are successfully completed, students will continue developing their artistic process by moving onto their first draft. This draft will be pencil only on 8x10 drawing paper.! While working on their first draft, students will be encouraged to fill in as much space on their paper as possible. For a completed artwork, students must also consider background details/aesthetics as well in addition to communicating their main idea.

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After completing the first draft, students will move onto their final drawing on 13x19 watercolor paper. Beginning again with just light pencil drawing, students will be encouraged to reference their initial sketches and first draft when working on their final artwork.

! ! Once the final drawing is complete, classroom artists can begin to add watercolor paint
Students will also demonstrate the ability to self-edit, and add new ideas and details as they come to them during their art making.

to their artworks. !

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** For students who have difficulty physically holding/controlling a paintbrush independently this lesson could also be successfully completed using markers or oil pastels. While working with watercolors, students will display an understanding of classroom watercolor etiquette.! Once the page has been completely and neatly painted, (and allowed to dry) students can begin the final step of adding black Sharpie to their artworks. ! Students will be asked to focus on the most important details necessary to stand out to tell their story. (Places like the Map Key/Legend, or lines representing their paths) These are the important details that need outlining/highlighting/labeling with black Sharpies.

! Students will have successfully completed their own personal map when the 13x19
! ! ! ! Once artworks are complete, each classroom artist will take the time to fill out a written self-assessment reflection sheet.! Students will follow the classroom rules for cleaning up.! After clean-up is complete, students will then have the opportunity to demonstrate their ability to share their personal stories/artworks with their fellow classmates.! Students will save and hand in all sketches, drafts, final artwork, and written selfassessment reflection sheet to the teacher.

watercolor paper is fully painted, neatly detailed with black Sharpie, contains unique symbols, and a creative Map Key/Legend and rose compass that is specific to their story.

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Examples of Student exploration into map making.! Images from: adventuresinelementaryart.blogspot.com

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For Lesson #1

RUBRIC!
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Life in a Comic Strip

4th Grade Lesson ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Sarah Kess-Uygungil March 2014"

Page from The Elephants Friend by Marcia Williams

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Introductory Information:

Lesson Length: Four 50 minute class periods!

! Expanding upon their ELA curriculum, in this lesson students will continue their exploration

into folklore literature by reading a text entitled The Elephants Friend. This storybook of traditional Indian folktales is illustrated and written in a uniquely modern comic book format, allowing for students to discover how traditional stories can be told in non-traditional ways. Drawing inspiration from the text, each student will examine their own personal histories and narratives, and create a uniquely illustrated tale they would like to share in a storyboard/ comicstrip style.! ! In this lesson, students will not only explore folklore literature from various cultures, but comic books as well. Classroom artists will familiarize themselves with the wide array of ways in which artists can share their stories using both images and text. In addition to ELA curriculum connections to folktale literature, Life in a Comic Strip will also allow students to practice and develop their writing and editing skills.!

! Upon completion, all student artworks will be copied and bound into a book. This collection of
student stories will be reminiscent of the collection of folktale stories in The Elephants Friend, and the book will then be added to the classroom community library.

! ! ! STAGE 1: DESIRED RESULTS! ! !

A. ENDURING UNDERSTANDINGS:! !
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Art has the power to tell the stories of many different people and cultures.! Interdisciplinary studies connect art to our daily lives!

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Everyone has a unique perspective and personal voice that can be explored and celebrated though creating meaningful works of art.!

B. ESSENTIAL QUESTIONS:!
How do artists and writers tell their personal stories?! Where do artists get their ideas?! How do artists and writers use their work to develop their personal identities?!

C. STATE STANDARDS ADDRESSED: !

STANDARD 1: Methods, Materials, and Techniques. ! Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.! !

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STANDARD 5: Critical Response. ! Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. ! ! STANDARD 10: Interdisciplinary Connections. ! Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering. ! ! !

MASSACHUSETTS ENGLISH LANGUAGE ARTS FRAMEWORKS !

STANDARD 3.! Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.!

! ! Students will expand upon their ELA exploration into folklore literature.! ! Students will develop their drawing skills using colored pencils.! ! Students will develop their personal narratives through the creation of artworks containing both text and illustrations.! ! Students will discover the ability to tell stories using a non-traditional format.
D. LEARNING OBJECTIVES:

STAGE 2: ASSESSMENT EVIDENCE

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A.PERFORMANCE TASK OR FINAL PRODUCT:!

Each students final artwork will be a unique storyboard/comic-strip style artwork depicting a personal story or family history. A successful example of the Life in a Comic Strip storytelling lesson will be a 13x19 size paper which the classroom artist has carefully planned, and taken the time to complete with high standards of craftsmanship. All illustrations will be created using colored pencils, and text will be incorporated using fine point black Sharpie markers. The final artwork will demonstrate the students understanding of these materials, and how to best use them for this particular lesson. The students

Student example of comic-book style

! A.artwork will also show thoughtful

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details sharing their stories and the stories of their families, and will contain creative imagery and text to help communicate those ideas. Through connections made to their ELA curriculum, excellently completed artworks will clearly demonstrate the students underlings of folktale literate from various cultures. ! ! A successfully completed artwork for this lesson will also be one that shows the students understanding of traditional storytelling in a creative and modernized way. By exploring various folktale storybooks and comic books, students ideas regarding what a story is, (whos story is worth telling, and how we can share our personal and family stories,) will be challenged and expanded upon. Through the successful and creative completion of their storyboards/comic-strips, students will have had a chance to further discover the new and exciting ways we as artists can share personal stories and histories through art creation.! ! ! ! !

B. CONTINUUM OF ASSESSMENTS:!
Students will save all sketches, notes, and drafts used in the planning process for their final 13x19 comic book style artwork..! Students will be asked clarifying questions throughout the lesson about folktales and comic books. These questions will assist in the students understanding of how we as artists can use our newly acquired knowledge in our art making.! Students will share their artworks and personal histories/stories with their classmates in a comfortable and encouraging group setting. !

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C. CRITERIA:

! Did the student expand upon their ELA exploration into folklore literature?! ! Did the students attempt to strengthen their drawing skills using colored pencils?! !Did the student develop their personal narratives through the creation of artworks containing both text and illustrations?! !Was the student able to express their story using the non-traditional format of comic strip ! ! STAGE 3: LEARNING PLAN !
! ! ART MATERIALS:! Sketch Paper! 8x10 Drawing Paper! 13x19 Drawing Paper! style?

A. MATERIALS AND EQUIPMENT:!

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Colored Pencils! Pencils and Erasers! Fine-point black Sharpies! Lined Paper! Ruler!

EQUIPMENT:!

Computer and Projector for sharing slideshows of artworks.!

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B. VOCABULARY WITH DEFINITIONS:!

Comic-Strips- series of drawn images, usually arranged horizontally, that are designed to be read as a narrative.! Personal Reflection- When an artist thinks or writes about whats in his or her mind and heart.! Visual Storytelling- How an artist is able to visually show his or her personal stories, ideas, or reflections through art making.!

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Frames- Individual sections (or cells) of the comic strip.!

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Schulz, 1967

C. VISUAL IMAGE RESOURCES:!

Schulz, C. (Artist). (1967). Untitled Comic [Web Drawing]. Retrieved from http://assets.amuniversal.comcf874c207fb70131ff49005056a9545d!

D. TEXT, MEDIA AND WEB RESOURCES:

! Mosel, A. & Lent, B. (1968). Tikki Tikki Tembo. New York Chicago: Holt, Rinehart and Winston.! ! Williams, M. (2012). The elephant's friend and other tales from ancient India. ! Somerville, Mass: Candlewick.!
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E. TEACHER INSTRUCTION:! !
! # The teacher will begin the lesson by sharing with the class the story The Elephants Friend written and illustrated by Marcia Williams.

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# After finishing the story, the teacher will ask the class some questions about the storybook. ! - What were these stories about? - Where did these stories come from? - What types of images did you see along with the text?! # Next, the teacher will show a slideshow of various comics such as those from the Peanuts series by Charles Schulz. # While viewing the comic images, the teacher will again to ask clarifying questions. This time, the teacher will focus on questions around the comic book format/layout.! - What similarities did you see throughout the comics? - How were they similar and different to The Elephants Friend? # After viewing slideshow artworks and having a class discussion, the teacher will pass out lined sheets of paper and ask the students to begin brainstorming personal stories or family stories they might like to share. # After writing students will be asked by the teacher to share some of their story ideas. The teacher will encourage the students to assist each other, and provide constructive and positive feedback.! # Once students have selected their story, the teacher will pass out sketch paper and instruct the students to begin brainstorming ways to illustrate their stories.! # Throughout this step, the teacher will encourage the students to stay true to their main ideas, and to plan illustrations that will best, and most clearly convey their story to a viewer. # Next, the teacher will have the students summarize their stories in writing. # When the students have finished, the teacher will ask them to break their paragraph into sections- circling and identifying the beginning, middle, and end of their story.

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# Once the students have successfully identified the different parts of their story, the teacher will then instruct the class to draw two to four mini sketches for each section- the beginning, middle, and end. (Using only pencil.)! - What are the most important ideas in your story? - How can you best represent the main idea of the beginning, the main idea of the middle, and the main idea of the ending of your story using images?

Student example from: http://www.phschool.com/eteach/ social_studies/2002_03/comic_strips.html

# Providing the students with a handout that already has a comic strip layout on the sheet with blank FRAMES, the teacher will then ask the students to draw with more detail ( and larger) their beginning, middle, and end illustrations that they sketched. # The teacher will remind the students to fill in two-four frames (each) for the beginning, middle, and end of their stories. Each student should fill in a total of 6-12 frames of a comic strip. # Once illustrations have been drawn out, the students will go back to their writing. Looking at their text, the students will decide if they would like to use Speech bubble style to communicate their stories, or instead have the text at the bottom of every frame. # Upon deciding on their personal comic book format that best suits their storytelling, classroom artists will then add text to their illustrated frames. # When the students have filled their comic book frames with both illustrations and text, the teacher will instruct them to begin their final artwork on 13x19 paper.! # Using a ruler, students will measure out their papers based on how many frames they've planned to feature in their comic.

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# Once each student has formatted their final page, the teacher will instruct the class to begin illustrating their frames lightly and with pencil only. # After filling in their frames with illustrations, the teacher will ask the classroom artists to incorporate their text into the final artwork with pencil. # Once all pencil drawings and text have been carefully completed, the teacher will allow for students to select color pencils and begin adding color to their illustrations. # When colored pencil has been thoroughly and neatly added to their final artworks, students will be asked to go back into their artworks and trace their penciled text with fine point black Sharpie marker. # After all steps have been successfully completed, the teacher will inform the students that its time to clean up. # Once clean-up is completed, the teacher will ask students to share their comics with their classmates. # The teacher will end sharing, and ask students to hand in all sketches, brainstorms, drafts, and their final artworks. # Once the teacher has all of the final artworks , they will make copies of the students artworks and bind them together in a book. This collection of their stories will be will added to the classroom library.

F. LEARNING ACTIVITY:
The student will discover the storybook The Elephants Friend written and illustrated by Marcia Williams.! After finishing the story, the will answer clarifying questions asked by the teacher.

Next, students will view a slideshow of various comics such as those from the

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Peanuts series by Charles Schulz.

While viewing the comic images, the students will again answer clarifying questions. Students will be lead to focus discussion around the comic book format/layout.! After viewing slideshow artworks and having a class discussion, each classroom artist will begin brainstorming personal stories or family stories that they might like to share. After writing, students will be asked by the teacher to share some of their story ideas. Students will be encouraged to assist each other, and provide constructive and positive feedback.! Once students have selected their specific story, the teacher will pass out sketch paper and the students will then begin brainstorming ways to illustrate their stories. Throughout this step, students will be encourage to stick to their main ideas, and to plan illustrations that will best, and most clearly convey their story to a viewer. !26

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Next, each student will summarize their stories in writing. (1-2 paragraphs) When the students have finished, the will then divide their paragraphs into sectionscircling and identifying the beginning, middle, and end of their story. Once the students have successfully identified the different parts of their story, they will then draw two to four mini sketches for each section- the beginning, middle, and end. (Using only pencil.)! With a teacher provided handout, the students will begin working on a paper that already contains a comic strip layout with blank FRAMES. Next, the students will use their initial sketches to draw (with greater detail) their beginning, middle, and end illustrations.! Each student will complete a total of 6-12 frames of a comic strip. Once illustrations have been drawn out, the students will go back to their writing. Looking at their text, the students will decide if they would like to use Speech bubble style to communicate their stories, or instead have the text at the bottom of every frame. Upon deciding on their personal comic book format that best suits their storytelling, students will then add text to their illustrated frames. When the students have filled their comic book frames with both illustrations and text, it is time for them to begin their final artwork on 13x19 paper. ! Using a ruler, students will measure out their papers based on how many frames they've planned to feature in their comic. Once each student has formatted their final page, they will begin illustrating their final frames lightly and with pencil only.

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Page from The Elephants Friend by Marcia Williams

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 After filling in their frames with illustrations, the students will next incorporate their text into the final artwork with pencil.

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Once all pencil drawings and text have been carefully completed, the students will use colored pencils to add color to their illustrations. When colored pencil has been thoroughly and neatly added to their final artworks, students will then go back into their artworks and trace their penciled text with fine point black Sharpie marker. After all steps have been successfully completed, the students will begin the clean-up process. Once clean-up is completed, the students to share their comics with their classmates. After sharing, students will hand in all sketches, brainstorms, drafts, and their final artworks to the teacher.

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Make Believe
4th Grade Lesson ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Sarah Kess-Uygungil March 2014"

Student example from: http:// josettebrouwer.edublogs.org/

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Introductory Information:

Lesson Length: Two to Three 50 minute class periods!

! In this lesson, students will expand upon their knowledge of fairytales and fantasy literature by
imaging their own fantasy worlds. Students will develop their own original fantasy creature/ character, and bring them to life through an exciting portrait. To create their artworks for the Make Believe lesson, students will strengthen their techniques and skills through mixed-media collaging. In addition to the creation of a portrait of their new character, students final artworks will also contain a written component as well.

! Students will have the opportunity to experience and explore new materials and the ways in

which we can turn ordinary objects into tools for amazing art making. Creatures/ character will be created on paper using various scraps of papers, fabrics, buttons, recycled materials, etc. Students will further expand upon their ELA curriculum by exploring different fairytale and fantasy texts in the art room. Using various types of literature ranging from classical fairytales, modernized renditions of fairytales, and also popular contemporary fantasy works, students will be able to not only make connections to their ELA coursework, but gain inspiration for their own artworks. ! ! Fourth grade students will also have the opportunity in this lesson to further explore their ELA and Social Sciences coursework through the writing of biographies. In their curriculum, students are beginning to both read biographies (Social Science) as well as learning to write biographies (ELA.) Once students have created their own fantasy character/creature, each student will write a mini biography of that character, letting the viewer know a little bit more about their imagined life, and world.

! ! ! ! !

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:!
! ! Interdisciplinary studies connect art to our daily lives!

! !
! ! ! !

Everyone has a unique perspective and personal voice that can be explored and celebrated though creating meaningful works of art.!

B. ESSENTIAL QUESTIONS:!
How do artists and writers tell their personal stories?! Where do artists get their ideas?!

C. STATE STANDARDS ADDRESSED: !

STANDARD 1: Methods, Materials, and Techniques. ! Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.!

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STANDARD 3: Observation, Abstraction, Invention, and Expression. ! Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.! ! ! STANDARD 10: Interdisciplinary Connections. ! Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering. ! ! !

MASSACHUSETTS ENGLISH LANGUAGE ARTS FRAMEWORKS !

STANDARD 3.! Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.!

! !

D. LEARNING OBJECTIVES:
Students will expand upon their ELA exploration into fantasy and fairytale literature.!

! Students will develop their mixed media collaging skills.! ! Students will discover the ability to imagine their own unique characters, and create
their own creative biographies.! ! !

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:! !
! Each students final artwork will be a depiction of a unique fantasy character or creature, created on an 11x14 paper using mixed media collaging techniques and watercolor paint for the background. A fully completed final work will also contain a short written biography of that newly imagined character. Through their writing, students will create a back-story for their creature- describing the characters life, what they do, and what the fantasy world they live in is like. ! ! Through connections made to their ELA and Social Science curriculum, excellently completed Make Believe artworks will clearly demonstrate the students understanding of fantasy and fairytale literature, as well as the writing of biographies. ! !
Student example of a unique fantasy character.

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A successfully completed artwork for this lesson will also be one that shows the students understanding of both their ELA/Social Science connections, but the materials as well. Through the successful and creative completion of their mixed media characters and accompanying writing, students will have had a chance to further discover the new and exciting ways we as artists can share whats in our imaginations through the creation of unique, creative, and personalized artworks.! ! !

B. CONTINUUM OF ASSESSMENTS:!
Students will save all sketches, notes, and drafts used in the planning process for their final 11x14 artwork..! Students will be asked clarifying questions throughout the lesson about fairytale/fantasy stories read in class. These questions will assist in the students understanding of how we as artists can use our newly acquired knowledge as inspiration in our own art making.! Students will share their artworks and stories with their classmates in a comfortable and encouraging group setting.!

! ! !

C. CRITERIA:

Did the student expand upon their ELA exploration into fantasy and fairytale literature?! Was the student able to further develop their mixed media collaging skills?!

! ! STAGE 3: LEARNING PLAN !

! ! ART MATERIALS:!

their own creative biographies?

! ! Did the student express the ability to imagine their own unique characters, and create

A. MATERIALS AND EQUIPMENT:!

Sketch Paper! Lined Paper! 11x14 Heavy Stock Paper! Various Collage Materials! (included, but not limited to: fabric, papers of various textures, recycled materials like wrappers, plastic, tinfoil, buttons)! Pencils and Erasers! YES paste! Popsicle sticks (for applying YES paste)! Watercolor paint! Water buckets! Paintbrushes! ! !

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EQUIPMENT:!

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Computer and Projector for sharing slideshows of artworks.

http://www.theclassroomcreative.com/2012/10/ monster-crafts-activities/

!
! ! ! !

VOCABULARY WITH DEFINITIONS:!

Mixed-Media- A work of art that combines various types of visual art media. In this lesson students will be creating artworks on paper that combine both various collaging materials, as well as incorporates the use of watercolor paint.! Personal Reflection- When an artist thinks or writes about whats in his or her mind and heart.! Visual Storytelling- How an artist is able to visually show his or her personal stories, ideas, or reflections through art making.!

Portrait- A work of art that depicts one person. (or in this lesson, a character.)

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C. VISUAL IMAGE RESOURCES:!

! K, N. (Artist). (2011). The Path To The Miracle [Web Drawing]. ! Retrieved from http:// noahkh.deviantart.com/art/The-path-to-the-miracle.! ! Korpi, T. (Artist). Tree Hive [Web Drawing]. Retrieved from http:/tuomaskorpi.com/! Unknown (Artist). (2012). Untitled Image [Web Drawing]. Retrieved from http://wallbase.cc/wallpaper/2170291!

! ! !

D. TEXT, MEDIA AND WEB RESOURCES:!

! ! Sendak, M. (1992). Where the wild things are.

London: Picture lions.! !

Thatcher, F. & Williamson, T. (1992). The Fantastic fairy tale pop-up book. New York: Random House.

E. TEACHER INSTRUCTION:! !
!

! Marshall, J. (1991). Red Riding Hood. New York: Dial Books for Young Readers. ! !

# The teacher will begin the lesson by sharing several different texts, including Where the Wild Things Are, The Fantastic fairytale pop-up book, and Red Riding Hood.

! ! ! !
!

# After finishing the stories, the teacher will ask the class some questions about the books. ! - What were these stories about? - Where did these stories take place? - What types of images did you see along with the text?! # Next, the teacher will show a slideshow of various fantasy artworks from artists all over the world. # While viewing the fantasy images, the teacher will again to ask clarifying questions. - What similarities did you see throughout the images? !

! !

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- How were they similar and different to the images in the various storybooks we read? # After viewing slideshow artworks and having a class discussion, the teacher will pass out sketch paper and ask the students to begin brainstorming their own creatures or characters they might like to create. # After sketching, students will be asked by the teacher to share some of their character ideas. The teacher will encourage the students to assist each other, and provide constructive and positive feedback.! # Once students have decided on a final character idea, the teacher will pass out lined paper and instruct the students to begin brainstorming details about their new character.! - Where does this character live?! - Does he live alone, or with other creatures? - What does the daily life of this character look like? What do they do? # Again, the teacher will ask the students to share their ideas and bounce-around ideas and feedback amongst each other to assist in further developing their characters and their back-stories. # Next, the teacher will pass out 11x14 paper. Asking the students to reference both their visual brainstorming sketches, and their written brainstorming ideas, artists will begin their final artwork using only pencil. # The teacher will ask the students to think of this artwork as a PORTRAIT of their character. They should fill all of their space on the page with their character, rather than including background details or images as well. ! # When the students have successfully completed the pencil drawing portrait of their character, the teacher will then pass out collaging materials.! # The teacher will instruct the classroom artists to collage over their pencil drawing, using it as a guideline for the placement of their collage materials. # The teacher will also remind the students not to glue anything down immediately, but rather to plan out their collaging first by placing their materials over their drawn image, and only begin gluing once theyve created their character out of various materials. # After creating their characters with various collage materials, the teacher will pass out YES paste and popsicle sticks, asking the students to carefully begin gluing down their collages to their paper. # Once the students have fully completed their collaged character (no white space between pieces, no drawing/pencil marks showing through,) the teacher will pass out watercolor paints, brushes, and water buckets.

! !
!

! ! !

! !
!

! ! ! ! !

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!
!

# Next, the teacher will instruct the students to begin pairing their backgrounds. They can use one color, or multiple colors but will be asked not to draw any specific details or imagery. The teacher will remind the student that their character is the star of the artwork, and that the written biography will serve as background details. # When watercolor paint has been neatly applied, the teacher will ask the students to place their work on the drying rack.! # After all art making steps have been successfully completed and works are safely put away to dry, the teacher will inform the students that its time to begin the classroom clean-up process.

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# Once the room has been proper cleansed and all materials have been put away, the teacher will inform the classroom artists that their next step is to complete their unique characters written biography. Referencing their initial brainstorming ideas and written drafts, students will complete a final one paragraph mini-biography of their character. # Once final paragraphs are completed, the teacher will ask students to share both their character portraits and their written biographies with their classmates. # The teacher will end sharing, and ask students to hand in all sketches, brainstorms, drafts, and their final (dried) artworks. # Once the teacher has all of the final artworks and writing, they will make type-up the students mini biographies and print them to be displayed along with the collage portraits.

Artwork by: kerembeyit! http://kerembeyit.deviantart.com/art/TheDragons-of-Ordinary-Farm-125792664

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F. LEARNING ACTIVITY:! !
The students will begin the Make Believe lesson by expiring several different texts,
! including Where the Wild Things Are, The Fantastic fairytale pop-up book, and Red Riding Hood.

! ! ! !
!

After finishing the stories, the students will answer some teacher promoted questions about the storybooks.! Next, the students will view a slideshow of various fantasy artworks from artists all over the world. While viewing the fantasy images, the students will again answer clarifying questions. After the art viewing activity and class discussion, the students will begin brainstorming ideas for their own creatures or characters they might like to create. After sketching, students will be asked to share some of their character ideas. During sharing, the students will assist each other, and provide constructive and positive feedback.! Once classroom artists have decided on a final character idea, they will each begin brainstorming biographical details about their new character.!
**For students who have difficulty writing, the teacher will pair that student with a strong classroom artist and writer. Together, they will work one-on-one and help each other throughout the lesson.!

! ! !
!

Again, the teacher students will be asked to share their ideas and bounce-around feedback amongst each other to assist in further developing their characters and their back-stories. After receiving 11x14 paper, student artists will begin their final artwork using only pencil. They will reference all brainstorming sketches and drafts. The students will be reminded to think of this artwork as a PORTRAIT of their character. They will fill all of their space on the page with their character, rather than including background details or images as well. ! When the students have successfully completed the pencil drawing portrait of their character, the teacher will then pass out collaging materials.! Next, students will begin to collage over their pencil drawing, using it as a guideline for the placement of their collage materials. The students will also be reminded not to glue anything down immediately, but rather to plan out their collaging first by placing their materials over their drawn image, and only begin gluing once theyve created their character out of various materials.

! !

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! ! !
! !

After creating their characters with various collage materials, the teacher will pass out YES paste and popsicle sticks, and the students can start carefully gluing down their collages to their 11x14 paper. Once the students have fully completed their collaged character (no white space between pieces, no drawing/pencil marks showing through,) the teacher will pass out watercolor paints, brushes, and water buckets. Next, the students will paint their backgrounds. They can use one color, or multiple colors but will be not to draw any specific details or imagery.! When watercolor paint has been neatly applied, the students will then place their work on the drying rack.! After all art making steps have been successfully completed and works are safely put away to dry, classroom artists will begin the clean-up process. Once the room has been properly cleaned and all materials have been put away, the students will begin their next step- completing their characters written biography. ! Referencing their initial brainstorming ideas and written drafts, students will complete a final one paragraph mini-biography of their character. When final paragraphs are completed, students will have the opportunity to share both their character portraits and their written biographies with their classmates. When all students have had the chance to share their work, students will hand in all writing, sketches, brainstorms, drafts, and their final (dried) artworks.

! !

Illustration from Maurice Sendaks Where the Wild Things Are

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