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Lesson Plan / Grades9-12

Animating Poetry: 2D Digital Animation Collaboration

Animating Poetry: 2D Digital Animation Collaboration

Planning Backwards Model* Teaching Artist Practicum

Name of Project: Animating Poetry: An Animation Collaboration

School/Teacher/Classroom or Arts Organization/Mentor: Carmen Elate

Grade Level or Age of Participants: Ages 12-18

MCAD Teaching Artist: Amabelle Johnson 

Number of Students: 8-10

Visual Arts Content or Standards

Grades 9-12 1. Artistic Foundations

  1. Demonstrate knowledge of the foundations of the arts area.

  2. Media Arts 1. Analyze how the elements in media arts such as image, sound, space, time, motion and sequence, are combined to communicate meaning in the creation of, presentation of, or response to media arts.

Curricular Link / Standards (if in a classroom only) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Overview of Project

Students will be animating to a 3-4 lined poem about their safe space. Students will animate through an app, FlipaClip, as well as learning three animation techniques (loops, morphing, and rotoscoping).


“Big Ideas”/ Essential QUESTION(s)

  • How is visual art and poetry similar? How can they relate?

  • What can animation teach others?  

  • How does collaboration engage ideas and support work?

  • What is a safe space to you?

Student Outcome Objectives

Students will:

  1. Write a 3-4 poem based on the theme of safe space (what does that mean to you? What is your safe space?, etc.)

  2. Create a digital animation through FlipAClip based on the student’s written poem.

  3. Learn three animation techniques – Morphing, Looping, Rotoscoping

Prior Knowledge

  • How basic 2D animation is created

  • Know contemporary examples of animation

  • How to create a coherent 3-4 lined poem

Lesson Preparation Timeline 

  • Download FlipAClip onto CRTC IPads

  • Order mesh pens for drawing – Purchase through Amazon

  • Create PowerPoints (Day 1, 2, 3)

  • Create example (poem, sketches, animation, audio)

  • Rehearse presentation

Examples of Artwork

 Day 1: 2D Animation/Animating poetry

Day 2: FlipAClip DEMO


Day 3: Technique

  • Loops: Youtube Animators (Sir Fluff, birb.bandit)

  • Morphing: MCAD Valentines Morphing Collab

  • Rotoscoping: Take on Me by A-HA, my examples



  • We will know that students learned through this lesson when they:

  • Create a 3-4 poem according to the theme (safe space)

  • Finish a complete animation with audio – min: 10 seconds

  • Successfully work together in collaboration (working in groups is encouraged)

  • Problem solve issues in FlipAClip

  • Take this information to make more animations in the future


  • IPads (provided by CRTC)

  • Mesh tipped iPad touch pens ct.8 (Amazon) - $10

Learning Activities and Timing

Week 1: Intro to Project and Research & Concept

        DAY ONE: Intro to Project (12:30 pm – 2:00pm) (45 min per class)

  • Examples of 2D animation (from Disney to Contemporary) (5 min)

  • Animating Poetry: (To this Day, Troll, Pretty) (5 min)

  • Intro to Project: (5 min)

      • Theme: What is a safe space to you? (5 min)

      • My example: (Poem, sketches, animation, audio.) (5 min)

      • Questions? 

  • Students will start developing a 3-5 lined poem/blurb


Day 2: Starting Animation (12:30 pm – 2:00pm) (45 min per class)

  • Brief overview of last lesson (1 min)

  • Intro to FlipaClip DEMO (15 min)

  • Examples

  • Questions?


Day 3: Animation Techniques DEMO: Loops, Morphs, Rotoscope (12:30 pm – 2:00pm)

  • Brief overview of last lesson (1 min)

  • Examples/Demo (5 min PER demo = 15 min total)

  • Questions?

  • Students will be developing sketches/drawings

Week 2-3: Continue Working on Poem/Animation


Week 4: Adding Audio & Editing

  • Adding audio DEMO (10 min)

  • Troubleshooting animation in time with audio (5 min)


Week 5: Presentation!! Friday gathering

Teaching Artist Reflection

Problems I will anticipate is students getting distracted or discouraged from animating. It is a hard medium, so I expect some students might get discouraged. Also, students not knowing where to start is another issue I expect; however, constant encouragement in this community is essential. This fits within the curriculum as the students will be finishing up their stop-motion animation project. They will have prior knowledge on certain animation terminology and how animation is created. They’ll begin learning a new technique!

The students’ work will be shared with a larger community by putting on screening within the CRTC for students and teachers to see.

I will receive feedback through Carmen, Lynda, and my peers.

Sticker Design Planning Backwards_RosasReal_Lizbeth

Name of Project: Designing Your Sticker

School/Teacher/Classroom or Arts Organization/Mentor:  Community of Peace Academy, Ms. Lor, Art

Grade Level or Age of Participants: High school, grades Junior and Seniors, 17-19 years old

MCAD Teaching Artist:  Lizbeth Rosas Real

 Number of Students: 23

Visual Arts Content or Standards:

The MN Art Standards that I will be using is:

1.)   The Anchor Standard number “2. Artistic Process: Create,” “2. Generate and developed original artistic ideas.” Benchmark Explore and plan themes, ideas, concepts or styles in preparation for an artwork.”

2.)   The Anchor Standard number “2. Artistic Process: Create,” “4. Revise and complete original artistic work,” Benchmark Engage in constructive critique with peers, then reflect on, revise and refine works of art to improve one’s original artistic intent.”


Overview of Project

The students will design a small artwork that will be turned into stickers! Their inspiration is from what they enjoy, like, or get inspired.  They will be doing thumbnails, getting feedback, and creating final artwork. The artwork will be scanned and printed on sticker sheets.


“Big Ideas”/ Essential QUESTION(s):

  1. What makes ‘it’ “art”?

  2. What can art offer for you? In the present or in the future?

  3. What is art?


Student Outcome Objectives:

Students will:

1. Design their stickers.

2. To create thumbnails and scaled sketch(s) before the final design.

3. Identify the design they want to create. Why that design or idea?

4. Have their own stickers.

Prior Knowledge

1.     Definition of Art Elements and Principles

2.     Creativity

3.     Creating thumbnails

4.     Using ink pens

5.     Shading from light to dark, value

Lesson Preparation Timeline

Friday, March 1, 2019

·       Meet Lynda!

·       Get feedback from professor about my planning backwards

Saturday-Monday, March 2-4, 2019

·       Revise the final planning backwards and PowerPoint from feedbacks from Lynda and Ms. Lor

·       Send Ms. Lor and Lynda my final planning sheet and PowerPoint and sheets

Monday-Thursday, March 4-8, 2019

·       Getting the materials ready

Saturday-Sunday, March 9-10, 2019

·       Practice my PowerPoint

Wednesday, March 13, 2019

·       Gather materials together for final check-ins

·       Practice

·       Sleep early!

Thursday, March 14, 2019

·       Teach! Thumbnails and Final Sketch on final paper

Friday, March 15, 2019

·       No School. Conference day!

Monday, March 18, 2019

·       Teach! Inking and if finished early start coloring

Tuesday, March 19, 2019

·       Teach! Adding value and final details.

·       Gather everybody’s final design and worksheets

Wednesday, March 20, 2019

·       Scan everyone’s final design.

·       Print them in sticker sheets

·       Cut them and put them together with their final design and worksheets

·       Grade them for their final grade

Thursday, March 21, 2019

·       Give everything back to them!

Saturday, March 22, 2019

·       Self-Reflection

·       Video Reflection

·       Material Sheet

Examples of Artworks:


Example of stickers:


Diane Guzman, Estrella, Digital, 2019


DeepFriendPaint, N/A, Digital, N/A


Andy Valdes, “Welp & Bike More Made in MPLS,” Tradition and Digital, 2018


Lizbeth Rosas Real, “Cute Ice-Cream,” Color-pencil and Copic Markers, 2019


Examples for using color:


Pablo Picasso, “The Tragedy,” Oil on Canvas, 1903


Berthe Morisot, “Reading(la lecture),” 1888

Example for using value:

Screen Shot 2019-03-19 at 2.06.49 AM.png

Snarkytuna, “Long Live the King.” Watercolor and Colorpencil, 2018



Additional Resources:

  • Etsy

  • Artist from MCAD students( links)

    • Diane Guzman website:

    • Andy Valdes Instagram:

  • Snarkytuna Instagram:

  • Pablo Picasso:

  • Berthe Morisot :


The students will be sharing their sketches/thumbnails before class ends and get feedback on what can be improve, by sharing with a partner that isn’t in the same table but a different table.

When they have finished with their design on the second day, they will do a gallery walk to see everyone’s work and write down what they was successful about everyone and what can be improved.

I will ask for a written reflection and response to the project. What they liked, felt was successful and what could be improved.  


1.     Canson, Mixed Media paper

2.     Ink pen like black micro, SAKURA, and Sharpies, and white gel pens

3.     Color Pencils, Prima color pencils

4.     Markers(Optional)

5.     Graphite Pencils

Learning Activities and Timing:

1.     Hand out the assignment and the ‘do-now’ instructions as student enter the room.

2.     If student come in early, ask students to do their ‘do-know.’ 5 minutes when class begins to write things down or finish the list.

3.     Present an overview of the project via the PowerPoint. The student will do 2 thumbnails based on their ‘do-now’ assignment to create a design for their sticker! 5 Minutes. Fast thumbnails. Circle the first choice.

4.     Share thumbnails and their final thumbnail with a partner from a different table to get feedback. 5minutes.

5.     Sketch final design on the good paper and ink it. 20 Minutes.

6.     Clean up. 5 Minutes.

7.     Next day, presenting. 5-10 minutes. Ink and start coloring. 35 Minutes.

8.     Next day, presenting 5 Minutes they will color their design. 35Minutes.

9.     Gallery walk. 5minutes.

10.  Clean up.

11.  Stickers will be scanned and printed in color and given with students with their original artwork and be graded.


Teaching Artist Reflection:

1.     I am worried that some students won’t understand this kind of project because they are not use to it. I am worried that the students won’t be able have time in 2 days.

2.     I think this project is helping the students be creative and chose what they want. That is the point of my practice for my teaching.

3.     The students will be sharing their stickers with family or friends because they are getting more than one copy of their design.

How I will receive my teaching methodology and quality of the student work is by asking what I can improve by Ms. Lor and Ms. Claire, another art teacher that was added this year, and students for opinions or improvements when we all go around checking our Design.

Collagraph Printmaking for Middle Schoolers and Highschoolers

Collagraph Printmaking for Middle Schoolers and Highschoolers

Name of Project: Collagraph Printing

School/Teacher/Classroom or Arts Organization/Mentor: Carmen Elate

Grade Level or Age of Participants: 7th-12th grade

MCAD Teaching Artist:  Lindsay Ajdukiewicz

Number of Students: 20

Visual Arts Content or Standards Create a single, complex artwork or multiple artworks to express ideas.

Overview of Project

Students will learn to collagraph print using found objects and cardboard. This style of printmaking is accessible an can be made anywhere so it gives students a new method of creation for expression.  

“Big Ideas”/ Essential QUESTION(s)

  • How can printmaking be made outside of the traditional printmaking studio?

  • How can printmaking change the way a student thinks about an idea or image?

Student Outcome Objectives

Students will:

1.  Create a collagraph print and plate that demonstrates a place that is real or imagined.

2.  Students will understand the process and steps that go into executing a collagraph  print.

Prior Knowledge:

Students must be able to use shapes to create a picture

Lesson Preparation Timeline:


-       Observe at Residency center and further discuss lesson with Carmen Elate.

-       Meet with Lynda Monick-Isenberg about planning backwards model, collect materials from the teaching artist closet.


-       Introduce the project and show examples to the class.

-       Hand out plates and materials and have students begin to work on their plates.


-       Lynda Monick-Isenberg attends class to observe and help teach the lesson.

-       I will do a printmaking demo with a previously used plate to emphasize how to actually make a print.


-       Students will all be printing by this day since they will have time in between lessons to complete their plate.

Examples of Artwork:


Additional Resources


This is a portfolio assessment. I will observe the work in comparison to the actually assignment to view what students understood and what things had been missed after explaining.

Students will caption or title their work to explain their setting that they created for their image.


  • Brayers

  • Water based black ink

  • Raised paper and fabrics

  • Cardboard plates

  • Retarder

  • Copper plate paper

  • Gloss medium

Learning Activities and Timing

Day 1:

1. Small presentation on what a collagraph print is and also the significance of setting.

2. Students will write down 5 settings that they can think of.

3. Show examples of a collagraph print.

4. Present materials and lets students start building their plates.

Day 2:

1. Will start the day by evaluating where people are with creating their prints, if any students are ready to print. Demo.

2. Demo includes a pre-made plate to create an example, use brayer and ink emphasizing how to know how much ink is enough ink and how to apply ink to the plate.

3. Students who are still creating their plate can do that while students who are printing can begin.

Teaching Artist Reflection

- Prints might come out too light

- Water based ink may dry too quickly creating failed prints.

- Students art will be hung up in the hallway to be seen by all in the residency center.

REINVENT: obstruction-based experimental projects 

REINVENT: obstruction-based experimental projects 

Name of Project: REINVENT: obstruction-based experimental projects 

School/Teacher/Classroom or Arts Organization/Mentor: Kathryn D’Elia

Grade Level or Age of Participants: High School - Grade 12

MCAD Teaching Artist: Abbey Edmonds

Number of Students: 17

Visual Arts Content or Standards

  • 5. Visual Arts HS 2. Create 2. Generate and develop original artistic ideas. 1.Collectively or individually apply inquiry methods of observation and research to investigate an idea.

  • 5. Visual Arts HS 2. Create 2. Generate and develop original artistic ideas. 2. Explore and plan themes, ideas, concepts or styles in preparation for an artwork.

  • 5. Visual Arts HS 2. Create 3. Create original artistic work. 1. Synthesize visual literacy strategies and conceptual intent to create artwork for a specific purpose.

  • 5. Visual Arts HS 2. Create 3. Create original artistic work. 2. Balance freedom and ethical responsibility in the use of images, materials, tools, and equipment during art making.

  • 5. Visual Arts HS 2. Create 4. Revise and complete original artistic work. 1. Engage in constructive critique with peers, then reflect on, revise and refine works of art to improve one's original artistic intent.

  • 5. Visual Arts HS 3. Present 6. Make artistic choices in order to convey meaning through presentation. 1. Analyze, critique, and justify artwork in an artist statement for a collection or portfolio presentation.

  • 5. Visual Arts HS 4. Respond 7. Analyze and construct interpretations of artistic work. 1.Construct multiple interpretations of an artwork.

  • 5. Visual Arts HS 4. Respond 8. Evaluate artistic work by applying criteria. 1. When encountering artwork(s), synthesize one's own evaluation of artwork(s) with a different evaluation of the same artwork(s).

Overview of Project

Students will choose one previous art piece to reinvent through the act of applying a specific set of obstructions. Through the use of a formal, written proposal, students will hold themselves accountable to following their own directions while conceptually and/or technically recreating a piece for critique.

“Big Ideas”/ Essential QUESTION

How can limitations encourage experimentation and creativity within students?

 Student Outcome Objectives

Students will:

1. Display knowledge of terminology and principles/methods of design through a written proposal

2. Apply various techniques to change desired outcome of an artwork

3. Synthesize and analyze the success of process through group critique 

Prior Knowledge

Students will need an existing artwork to reference along with a background of knowledge regarding technique and principles of design.


Lesson Preparation Timeline

  • Proposal/Assignment introduction

  • One supervised/guided work week after proposal approval

  • Group Critique


Examples of Artwork

  • Michelangelo Merisi da Caravaggio

Judith Beheading Holofernes

Oil on canvas



  • Artemisia Gentileschi

Judith Slaying Holofernes

Oil on canvas



  • Various MCAD work from Fall 2016 Operative Drawing

  • Ryan Travis Christian



graphite on paper


  • Ryan Travis Christian



graphite on paper


  • Melissa McCracken


Oil on canvas



  • Abbey Edmonds


Charcoal on paper



  • Abbey Edmonds


Charcoal on denril




Quality work will be defined in concrete and conceptual terms. The most concrete thing to first assess is whether or not students applied all obstructions to the new work, along with how accurately they applied the obstructions. The goal of this assignment is to break boundaries and encourage experimental growth. The level at which students stray from their comfort zones will be assessed as a mode of effort and ambition. Formal assessment will be taken into account regarding a successful understanding of the principles of design.


A group critique centered on student dialogue will be assessed as well to evaluate the students’ understanding of each other’s work. Correct vocabulary and participation will be noted.



Materials will vary depending on each student’s individual proposal. All materials needed can be found in the classroom or brought from home. Specific requests may be subject to purchase.


Learning Activities and Timing

1. Day 1: The lesson will be delivered through an image presentation shown at the start of class. There will be specific examples of work shown from diverse periods and in different mediums.

2. Deliver three sets of obstructions from students to choose from.

A:   Must include a 3-dimensional aspect

Create a piece with the opposite meaning/theme/feeling/imagery

Choose a different medium/materials

B:  Create a series (4 or more)

Change your scale by either doubling in size or reducing to half the size

Use a unique tool: no brushes, pens, pencils, crayons, etc.

C:   Reference a historical piece of art in either composition, technique, or narrative/subject matter

Choose a different surface to work on

Use a unique tool: no brushes, pens, pencils, crayons, etc.


3. Introduce the written proposal where students will describe the obstructions chosen along with intent for the new project. Instructions are as follows:

Write 1-2 paragraphs:

1)     Describe the piece you are reinventing

2)     List the obstructions that you have chosen

3)     Explain why you have chosen this specific group of obstructions. (There is no right or wrong answer.) Did they seem easier? More difficult? Exciting?

4)     Give a loose description on your intentions with the work. Even in the most experimental work, there are themes and structures. Does this follow a common practice for you? Will it address a problem or other contemporary issues/themes? Is it simply that the act of making is indulgent? Give context so that this experimental work operates within boundaries.

4. The proposals will be submitted for approval before students begin working.

5. Days 2-3: work days

6. Group critique to follow these 5 rules for critique:

1. Immediate Response: What are your immediate responses? These are uncensored, irrational, un-self conscious impressions of the work-what you notice first, what stands out, and how it affects you.

2. Objective Description: Describe the work as if to someone who cannot see it.

3. Formal Complaints and Formal Praise: Look hard at formal matters in the work, including presentation, material choices, composition, draftsmanship, line quality, palette, and placement in space.

4. The Story It Tells: Does the work tell a story? What associations does the work evoke? Is there a title? Try naming the work with a simple noun, then with a phrase.

5. The Work in the World: How does the work connect to the rest of the world, and how does it connect with other works of art?



A highly anticipated problem is that of frustration. The goal of this lesson is to push students to experiment and operate under restrictions, which may result in polarized reactions of high creativity or a stifled imagination.


This lesson capstone’s the end of the semester and capitalizes equally on conceptual and technical skill to prepare students for college-level portfolios and assignments. The written proposal finesses writing skills and clarity when planning future work.


An assessment will be conducted both in person and via video recording to assure the lesson was delivered clearly and confidently.

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