4 sessions; 50 minutes per session

1. SWBAT to use their elements of art to create an effective monster on black paper.
2. SWBAT use blending techniques to give their monster a lot of color and detail.
3. SWBAT draw a creature starting with the head and properly fill the paper.
4. SWBAT create a backstory about their monster.

1. Black construction paper.
2. Oil Pastels.
3. Pencils
4. Erasers
5. Handouts with monster "parts"

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1. Start with a lesson about filling the spare on the paper and always starting with the head when drawing animals, people, creatures, etc. (I do examples on the board)
2. Explain highlights and shadows to the kids and how these things can make your drawings look more real and "pop."
3. Pass out a handout with a variety of things that could make up a unique monster (I draw out various eyes,mouths, hands, legs, cool heads, etc. If you don't have time to draw, you can pull these from online.) Students are allowed to use these to create their own monster, or they can make up their own.
4. Assist students in drawing out their monster, large on the black construction paper. Talk about monsters that may live in strange places, and how they may just want to play with a toy. So have them add a toy in the picture too.
5. Assist students in coloring their monsters in with pastels. Teach them about texture and how you can make them look furry, spikey, rough, etc. Outline monster in a hard black line for detail once basic colors are put in place.
6. Once monsters are done, let the kids create a story about where the monster comes from. Encourage a friendly monster, we don't want anyone getting scared!
7. Have kids take turns standing up front with their picture and telling their story.

Students are assessed on their ability to follow directions, work steadily, and utilize their elements of art into their picture.

We always do this project with 3rd to 5th graders and around Halloween time. The kids really like it and we got many giggles once their creatures were coming to life and when they told their stories. It was a big hit!

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students understand there are different responses to specific artworks

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Texture, Unity/Harmony, Variety

Drawing, Pastel