Name of Project:
Parts of a Whole
School:
Jackson Magnet Elementary School in St. Paul
Cooperating Teacher:
Judith Kerrigan-Krodel
Grade Level:
First grade
Presenter's Name:
Jaclyn Nelson
Visual Arts Content
Illustration within a book format.
2. Artistic Process: create or make - 1. Create or make in a variety of contexts in the arts area using the artistic foundations.
0.2.1.5.1 Create original two- and three- dimensional artworks to express ideas, experiences or stories.
Curricular Link
Language Arts - I. Reading and Literature - C. Comphrehension - Standard: The student will actively engage in the reading process and use a variety of comprehension strategies to understand the meaning of texts that have been read or listened to.
Overview of Project
The students have read a few books by Pamela Allen and went on a field trip to see the play versions at the Children's Theater. The students will choose one of Pamela Allen's stories and show their comprehension of the story by creating a summarized version of it within an accordion book format. I will show the students how to illustrate some of the main characters by breaking up the figures into basic shapes and lines as a process of building up to a final drawing. They will incorporate this technique into the illustrations within their book. I will also show the students how to glue covers onto their book. The writing for the book is done in advance with the original teacher.
Essential Question(s)
How do illustrations help readers better understand a text? Illustrations are broken up into parts; parts make up a whole. Comphrehension of a story by breaking up a familiar one into three major parts: beginning, middle and an end by using their own words. Relate text with illustrations. How can the illustrations enhance a text? How are books put together?
Student Outcome Objectives
The students will be able to summarize a story they have read into three essential parts, as in a beginning, middle and end. The students will be able to create text related illustrations using the process of starting out with basic shapes and lines. The students will know how to glue covers onto an accordion book.
Prior Knowledge
The students will have read all or some of the Pamela Allen books and/or seen the plays at the theater. They will have already done or started to write about the books and plays.
Timeline
2/9: meeting with instructor to discuss ideas for lesson
2/23: meeting with instructor to discuss how to simplify lesson
Throughout February at Jackson: I have been discussing the lesson with Judith and getting her feedback on the lesson
Teaching dates: 2/25 9:30-10:30am, 2/26 8:30-9:30am, 3/2 8:30-9:30am, 3/4 8:30-9:30am
Installation in the library once it is remodeled.
Examples of Student or Artist Work
Mock-up of finished book made by me. Handouts showing how to create the main characters made by me. Handouts showing other characters within the books by Pamela Allen. Handout of Mickey Mouse illustration example taken from web and cited to show how familiar illustrations are broken into shapes.
Assessment
After completion of the project the students will stand in front of their peers with a microphone and share how they created their book: how they chose what parts of the story to portray, what images they depicted and how they created the illustrations.
Materials
24 - 4"x5" book board donated by Jeff R. at MCBA
24 - 5"x6" Thai banana cover paper in variety of colors bought at Wet Paint
PVA glue from personal stash and from Lynda at CVA
20 glue brushes borrowed from Lynda at CVA
2 magazines as waste paper to glue on from personal stash
2 tins for glue
24 - 4"x24" index paper donated by Lynda at CVA
Colored Pencils borrowed from Lynda at CVA
Hand pencil sharpeners borrowed from Lynda at CVA
4 white artist erasers cut in half bought at Dick Blick Art Materials
Black felt tip pens from Judith's classroom
Pencils from Judith's classroom
Handouts printed at CVA and Jackson
Big sheet of paper to draw demo on and big black marker procured from Judith
Big pencil to draw demo on from personal stash
*All materials are subject to class size
Learning Activities
I will cut the accordion paper, fold it into 6 sections (3 text pages and 3 illustration pages), and mark lightly in pencil some lines for the students to use as guides for text. I will also cut and cover the book covers and during the first day working on the project I will have the students choose what color they want for their covers. I will create and put together handouts.
1. 9:30-9:35 The students are in their squares. I introduce the class to the project they will be doing and how illustrators create characters (Mickey Mouse handout). I will then show them the mock-up I created and discuss how I went about choosing the text and illustrations I included. I will read a section from one of the books and have a student tell me what he sees in his head and shows the rest of the class. This will be how the students will know what to draw after reading their text. Then I will show them the handout of Mickey Mouse and discuss how illustrators use the technique of starting out with basic shapes and lines to build off of to create characters.
2. 9:35-9:45 Show the class a demo on how to draw Belinda the cow using a big sheet of paper and big pencil and go step by step using the illustrating technique. Once I'm done with the demo I will answer any questions and then tell them the steps they need to do to finish the project (written in step 3). I will dismiss the students to their tables by those who look ready.
3. 9:45-10:30 (Also extended to further work days) Those who still need to work on their writing rough draft will finish those. The students that are ready to move on will write the story on their book pages using pencil. Next, they will do the drawings using the illustration technique in pencil. Then they will color them with colored pencil. Finally, they will outline the words and drawings very carefully with a black felt tip pen. Before leaving the first day I will take a tally on what color they want for the cover.
The next day I will catch up those who missed class while the others work. The students will work on the project consistently through the school days, whether or not I am present. Once the students are close to being done I will work with them in small groups so they can glue their covers on.
Teacher Reflection
I expect some of the students to get really excited about the new drawing technique and also some who think it might be too difficult and don't even want to try. This age group can be perfectionists so they might end up erasing way too much. I will need to tell them to try and draw lightly with the pencil and try to avoid erasing until the end unless it is absolutely needed. Materials may end up missing during the work periods. Time can always be an issue with any lesson and I'm hoping these will be finished within 2-4 workdays.
It gets the students more involved with the structuring of a book and addresses geometry within the shapes and lines of the illustrations. It shows them how to appropriately incorporate images in relation to a text. The project also helps the students summarize to show comprehension of a story.
Once the remodeling is finished the books will be displayed in the library. They will also share their books with their reading buddies from US Bank.
Feedback will be through Lynda Monick-Isenberg and Judith Kerrigan-Krodel in evaluation forms.