Name of Project: Story Speed Drawing
MCAD Teaching Artist: Nathalie Pedracine
School, Teacher: Age or Grade Level: Third grade, Ages 8 - 12
School, Teacher: Kenwood School, Stephanie Green
VISUAL ARTS CONTENT / STANDARDS
K-3, 2. Artistic Process: Create or Make, 1. Create or make in a variety of contexts in the arts area using the artistic foundations., Visual Arts 0.2.1.5.1, 1. Create original two- and three- dimensional artworks to express ideas, experiences or stories.
CURRICULAR LINK / STANDARDS, IF APPLICABLE
Reading & Language Arts standards 220.127.116.11 – 18.104.22.168
OVERVIEW OF PROJECT
30 sentences from an overall story were created for each student to draw on a sheet of 3-ply Bristol paper at the front of the room. Each student is given a sentence, and called forward one at a time to read them in front of the class, then, each student will interpret and draw what they have just read. While individual students come up to draw, the other students will be given brainstorming paper to work independently on their own drawings. After each step of the drawing, it will be documented with a Canon 70D.
In the end, each drawing is looped together into a final animation to be sent to the teacher.
“BIG IDEAS”/ ESSENTIAL QUESTION(S)
What is visualization? How do we envision things differently?
STUDENT OUTCOME OBJECTIVES
1. Students interpret and draw their prompt.
2. Students will create a collaborative artwork to interpret the story.
3. Students will work independently on their own drawing while the animation is being created.
Reading comprehension, knowledge of sentence structure.
LESSON PREPARATION TIMELINE
1. Draft Lesson Plan
2. Get feedback and create second Draft of Lesson Plan
3. Prepare story and gather materials
4. Have appropriate software for animation
EXAMPLES OF ARTWORK
In-class demonstration or visual flip book gifs/videos.
Because the project is open-ended and dependent upon the interpretation of the students, assessment is based solely on their response to the prompts. This is a fun exercise to get the students involved in telling a story through the use of images, as opposed to a test of their drawing skills or language art skills.
Illustration Board (18 x 24) or 3 ply Canson Smooth Bristol 22 x 30
Prismacolor markers, Crayola Markers
Paper for individual drawings
Adobe Premiere Pro or Video Editing Software
LEARNING ACTIVITIES AND TIMING
1. Set up and Present Instructions, demonstration, hand out prompts and individual paper for draw along. 10 min
2. Students will begin project. Students come up to the front of the room, read their prompt and interpret it through collaborative drawing. A picture is taken after each students drawing. 40 min
3. End project, conclude lesson, finish completed animation and present to students. 5 min
1. What problems are anticipated with this lesson?
Keeping the students on task, minimal distractions
Timing – Allot time for the final animation to be projected on a different day.
2. How does this project fit into overall curriculum planning for the subject areas?
Because the students are always working on testing their reading comprehension during their language arts lessons, the project loosely fits into that curriculum. The students will be given a written prompt, a moment to think about the prompt, and time to draw.
3. How will your students’ work be shared with the community?
The animation will be shared with the classroom and families.
4. How will you receive feedback on your teaching methodology and quality of student work?
Stephanie’s evaluation as well as feedback from the students after the project will be helpful. Students will also provide feedback to the project.