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.
Above, a student wanted thee cover to reflect her name, favorite colors, and symbols that she identified with herself. When asked why she chose those particular symbols the student stated, "I just love to draw hearts, and I just learned to draw stars." The progression started with only her name and grew to use symbolism when she was encouraged to do so by the work of her peers. Utilizing symbols, imagery, and text was a way many students chose to represent themselves on their covers.
Some students chose to create elaborate narratives, sometimes beginning with the text and creating illustrations for their stories. In the work to the left the student created a "Master villain" who had just broken out of prison. When asked about the work the student said, "I want to create a villain for my hero to beat up." This demonstrated how many of the students resolve problems through story telling, and works of art that relate in conjunction to one another.
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Some of the students already had a sensibility for their personal taste in artistic style and imagery. I asked the student below what she was drawing..."Its a whale." I asked why she wanted to draw a whale for her cover and she remarked, "Because I draw a lot of animals, I already have a mermaid and a fox."
Some students suggested possible techniques the other table members could add to their drawings. In some cases, students work began to share similar characteristics. In thee drawings below both students sat across from each other at the same table. After conversing they were both inspired to draw their cats. They both shared their techniques for drawing ears and ended up using each other's styles for their final drawing.
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Some students, opted to begin writing first in the brainstorming process. Often these written ideas were also highlighted by symbols and imagery. In the image above the student chose Fall as the theme and then constructed an image around that central concept. I asked the student what imagery was shown and how it related to Fall, she said, "First I drew a witch and a ghost. I drew the witch because that is what I am for Halloween, and I made the ghost say "Boo" at her. Then I drew a door and the roof with a cat. I thought orange would be a good color for Halloween, and then I made a bat in the sky." When the student discussed her process with me it gave insight into how ideas are conceived, often from personal experiences and then can transform and grow exponentially into a new narrative.