al (link 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
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.
Reflections: Art Journal reflections can be found by clicking on the link below: https://khinchsliffart.weebly.com/ (Link to an external site) What went well: After introducing the idea of a sketchbook and the use/purpose of a sketchbook, the students were easily engaged and motivated to personalize their own. We brainstormed as a group about how we could introduce the sketchbook cover creation in a way that connects to bigger understandings. During our lesson, we showed book covers that were familiar to the students and picked covers that had different visual elements as well as subject matter. I believe that this set students up well for work and design time because it allowed them to ideate, connect, and apply their experiences from the world into their sketchbook covers. If we did not do this, then student may have had a hard time starting.
What didn't go well: The route that we took was attaching a piece of paper after the students made their covers with book tape. Yes, it was an efficient way to keep it detached until students were sure/finished, but it was difficult keeping track of them while sketchbooks were in use. Because they kept working on it, we couldn't tape them.
What I would do differently: When students got time to create their covers, I think that I would put a deadline, for times sake. I quickly understood how little time we have with the students and would've liked to tape sketchbooks before they went home.