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
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 chose to create elaborate narratives, sometimes beginning with the text and creating illustrations for their stories. In the work to the left the student created a "Master villain" who had just broken out of prison. When asked about the work the student said, "I want to create a villain for my hero to beat up." This demonstrated how many of the students resolve problems through story telling, and works of art that relate in conjunction to one another.