About the lesson
In this lesson, we continued to expand on the brainstorming and storytelling techniques from the previous lessons. Students created a storyboard, and were evaluated on the inclusion of a character, setting, and working in sequential order. Storytelling is an essential way to communicate and share personal experiences and creativity. Students were provided a prompt to use as a starting point as we pushed them to think about how to use their imagination and expand upon the prompt with their own unique style and personality.
Essential Understandings
Outcomes
Students will be able to:
1. After a short Introduction on storyboards, students will be able to connect with each other at table groups and share ideas that involve a story by demonstrating their ability to discuss together, follow classroom etiquette, and utilize brainstorming techniques.
2.. After brainstorming about a couple possible stories, students will be able to create a drawing for each part of the story in a sequential order, shown by a successful structure utilizing character and setting to configure a storyboard that represents their own interpretation of the prompt or own idea.
3. Sharing their artwork, students will be able to reflect on their piece with each other; by presenting their piece to their table group, discussing their illustrations and creative decisions.
Skills
To start the creative process, the teachers introduced the concept of storyboards and demonstrated with real world examples. This provided an immediate hook, and a sense of relevance which connected them to other stories they like or have seen recently. Through expansion on the first lesson, and techniques they have learned, the students expanded on the prompt and created new ideas of their own. These ideas followed a format that addressed sequential order, and the inclusion of a character and setting.
The Prompt:
After teachers shared the project guidelines and the prompt, students brainstormed with different characters and inspirations. They reflected on the lesson about book covers, the new examples of storyboards, and applied their previous learning to the current project’s prompt.
Through this process the students created illustrations and a story that embodied their unique personalities while abiding by the lesson's evaluated standards.
- Artists/designers use art to tell stories, memories, and experiences.
- Artists/designers use critical thinking and organizational techniques to create artwork.
- Artists/designers express and explore their own creative identity through art.
- Artists/designers formulate new ideas through the process that enhance their artwork.
Outcomes
Students will be able to:
1. After a short Introduction on storyboards, students will be able to connect with each other at table groups and share ideas that involve a story by demonstrating their ability to discuss together, follow classroom etiquette, and utilize brainstorming techniques.
2.. After brainstorming about a couple possible stories, students will be able to create a drawing for each part of the story in a sequential order, shown by a successful structure utilizing character and setting to configure a storyboard that represents their own interpretation of the prompt or own idea.
3. Sharing their artwork, students will be able to reflect on their piece with each other; by presenting their piece to their table group, discussing their illustrations and creative decisions.
Skills
- Critical thinking and organizational techniques
- Storyboard techniques
- Creative problem solving
- Expansion of ideas from a prompt
- Establishing a sense of comfort with the studio, materials, staff, and peers
- Drawing Techniques
- Critique Etiquette
To start the creative process, the teachers introduced the concept of storyboards and demonstrated with real world examples. This provided an immediate hook, and a sense of relevance which connected them to other stories they like or have seen recently. Through expansion on the first lesson, and techniques they have learned, the students expanded on the prompt and created new ideas of their own. These ideas followed a format that addressed sequential order, and the inclusion of a character and setting.
The Prompt:
- You put your Halloween candy in a secret hiding place… but when you come back later to eat some, it is gone! What happened to your candy?!?
After teachers shared the project guidelines and the prompt, students brainstormed with different characters and inspirations. They reflected on the lesson about book covers, the new examples of storyboards, and applied their previous learning to the current project’s prompt.
Through this process the students created illustrations and a story that embodied their unique personalities while abiding by the lesson's evaluated standards.
The first graders this week really had fun with the halloween idea. I think having had halloween right before made them even more excited about this activity. The students really understood the prompt this week where as last week there were some instanced of confusion. Given that, we decided to just provide students with just one prompt in hopes that they would be less confused which ended up being the case. This student in particular decided to emphasize color and line into their work to make their story more exciting.
Something that we also changed for this class was to not give them the option of writing when giving directions. This was important because the students really utilize the entire page to tell their visual story. Using words with their story board was not a bad thing, but we wanted them to focus on them drawing and practice visual story telling rather than filling up their entire page with words to describe their idea.
For this student in particular, they decided to tell their entire story on one page. What we really pushed in this case was for the student to be able to visually tell their story on multiple pages. By asking questions like, " Why did this person take your candy?", " Who is that person that took your candy?" " What happened after they took your candy?", the student was then able to push themselves to extend their story and ideation process. We also asked the question, " what would happen if you added another color to your drawing?". The student then took their markers and began to make a new page of a colorful bag of candy that they received on halloween from the day prior.
Something that We noticed as we walked around too was where the students were coming with their ideas on the place that they chose these events to take place in their story. This student in particular chose to hide their candy underneath their bed. This was evident in a lot of other students work but changed from one story board to the next was what view they were drawing from. As you can see in this image, the student chose a ground level view. While walking around the class, we noticed that others had an ariel view of their room with and x-ray scenario where the candy would be technically underneath the bed, yet looked looked like it was placed inside the bed.
By asking questions and really sticking to what we wanted them to learn, the class as a whole was very successful in meeting our expectations with making a story board.
Something that We noticed as we walked around too was where the students were coming with their ideas on the place that they chose these events to take place in their story. This student in particular chose to hide their candy underneath their bed. This was evident in a lot of other students work but changed from one story board to the next was what view they were drawing from. As you can see in this image, the student chose a ground level view. While walking around the class, we noticed that others had an ariel view of their room with and x-ray scenario where the candy would be technically underneath the bed, yet looked looked like it was placed inside the bed.
By asking questions and really sticking to what we wanted them to learn, the class as a whole was very successful in meeting our expectations with making a story board.