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Elementary [1st-5th] Lesson Plan

illustrated personal narrative

Created on May 18, 2017 by artspaz



students will use a detail from an event in a personal narrative they wrote to create a self-portrait. This is an abstract portrait using symbols and objects from the details of the story as the facial features.


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THE PLAN
6 sessions; 40 minutes per session

SWBAT:Students will use colored pencils to create value and texture, and learn how to use symbols to represent the features of the face.

1. Pencil,
2. personal narrative,
3. sketchbooks,
4. pencils,
5.black paper 16 x 20,
6. drawing paper 9x12,
7. black fine tip marker,
8. colored pencils.

Need these materials? Visit Blick!

Day 1: Pre assessment: Tell the students to draw their face but instead of using the real features, they will use SYMBOLS or OBJECTS to depict the facial features, they will color it in with colored pencils. Give them about 20 minutes. Now show them Paul Klee’s, Child's play. Ask what they see…think …or wonder. I like to take about a minute to have them just LOOK and then have 5-6 kids tell you what they SAW. Move on to the ‘what do you think,’ and end with ‘wonder’. Ask, why are her eyes the shapes they are? What could it mean? Paul Klee tells us that one eye is a ball, because children like to play with balls, and the other eye is an S, because we see with our eyes. Talk about how the artist is telling us a story.

Day 2: Introducing the lesson: Students will have their personal narratives with them and will be asked to think about their story and to visualize what they SEE in the story. They will write 3-4 things down in their sketchbooks. Then they will be asked what do they SMELL, they will write those things down, then what do they HEAR...TASTE and end with FEEL. Have the students think of the details of the experience from their story, maybe the climax. Have them practice drawing their faces using the objects and details from the story. We will talk about how and emotion can be a taste, or a feeling and how a color may be a good way to represent those things, as well as marks. Students will then use those things they wrote down as the facial features to create a self portrait of their narrative. They will create 3-4 ideas in their sketchbooks.

Day 3: color pencil practice: Students will practice making cross hatching marks with colored pencils in their sketchbooks to learn about texture, value and mark making to represent things they will be drawing in the final work. We will discuss the results as a class.

Day 4 and 5: create the portrait: Students will decide which design they like best and they will use a pencil to draw in the shapes of the face, they will be reminded to fill the page. After they have sketched in the design they will outline it with a black permanent marker and then color in using the marks and textures they practiced. We will finish by mounting the work to one side of a black paper and the writing to the other side, creating a storybook look.

Day 6: Art Chat and Student evaluation: students will pick a partner, they will read each other's story and fill out an evaluation on the art based from the story.

Student assessment
Directions: Read the story, look at the art, answer the questions.

Dose the art reflect details from the story? How?


2. Write down one example of descriptive writing that you also see in the art.


3. Do you think the art tells the story? why/why not.



4. Do you have other helpful comments for the artist.

Paul Klees, childs play

This is an integrated piece to use with the LA teacher

THE FEATURES
Paul Klee

Abstract Art

Color/Value, Line, Texture

Colored Pencil

English/Language Arts