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.
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.
Some students had a clear idea of what imagery they wanted to use for their cover. "This is a boy, this is his Bakugan!" one student explained. When I asked him about his color choice he explained, "I like to use all the main colors." When asked about the subject matter the student explained that Bakugan was his favorite show.
While walking around and observing the students, it was entertaining and insightful listening to their ideas. This student chose to depict an image of her pet cat. Many of her table members were very impressed and asked for insight into her techniques, "How do you draw the eyes?" one student remarked. Another student asked, "Why is it wearing a sweater?" The creativity in the students choices and the ability to spark artistically intellectual conversations among her peers was insightful into the process of how we share ideas and grow.
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Some students suggested possible techniques the other table members could add to their drawings. In some cases, students work began to share similar background imagery or color choices. Nature and animals where a common theme. These images highlight some of the different techniques students used to express this subject matter. They discussed their work together and talked about how much they enjoyed the variety of each artists' unique choices.
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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 (left) the student chose an autumn theme. When I asked what inspired that decisions the student said, "It's almost Halloween!" I asked about the color choices used in the piece and the student explained, "I didn't know all the Halloween colors, or what might they be... so I will make my own Halloween colors!" This exploration and creativity lead to a beautiful express unique to the artist's own interpretation of Halloween.
A lot of personal interests could be seen being put into these drawings. This student chose to draw her pets, one pet she owned and one she wished she could own. She stated, "I want to own it because it is fast and smart, so I drew it." Many of the works utilized symbols to indirectly represent attributes and traits that the students valued in themselves and others.