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.
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:
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.
Skills
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.
Skills
- 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.
Before we share some artwork and process during class time, the discussion we had with students about covers was interesting because of their observations. Immediately when we presented the first cover, students made connections and what story it is from. They shared what they noticed about the characters, layout, and color with reason after. Overall, students were able to pinpoint why we have book covers.
Students began to create narratives or stories that they have connected to whether it was their favorite movie or personal story. Some started with one figure or character and constructed a story line as they went through the design process. In the work to the left, the student created a cover including his own Marvel characters which connected to his favorite movie, The Avengers. When asked about the work the student said, "I am creating superheroes because that is my favorite movie." This demonstrated how students may use their interests to show their passions and who they are. The student drew, they said "I want you to video the process of me coloring Hulk green because it shows what I am doing." This student highlighted an important aspect that many don't view as the priority, process. Although many students enjoyed their finished product, the process is where ideas build and construct into new ideas.
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Many students were drawn to landscape drawings, for example, trees, flowers, sky that showcased an aspect of weather. In the drawing below, I asked the student below what she was drawing, "I put three flowers, this is the treasure chess, this is the tree, and here is the key to the treasure chess. There is rain, clouds and the blue sky" she said. She followed with explaining that she didn't know what the story was about and that she will work on it more later. She chose specific objects and setting which is an important part of story telling.
Some students began appreciating the idea of "making mistakes" but embracing it. In the artwork to the right, she would call this drawing a "beautiful oopsy" and she was still adding to it. Although she told me that she was going to design a different cover, she still liked the color she was adding. She shared, " I was trying to make a heart but ended up making a beautiful oopsy because I can't make a heart that big on this paper." In some cases, students began with a specific idea in their head, but developed something completely different. She was mainly inspired to draw with specific color which caused her to keep going.
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