1. SWBAT articulate what elements and features make a monster look scary or frightening.
2. SWBAT use color to express feeling.
3. SWBAT create an image of a monster using the concepts of good and evil. Draw a silhouette and divide it down the center. One side represents “good” and the other represents “bad.”
4. SWBAT use at least three oil pastel techniques.
5. SWBAT define background, middle-ground, and foreground.

1. 11”x18” black paper
2. Pencil
3. Oil Pastel

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DAY 1

Introduction:

•Explain – The metaphors within the ideas of evil: villains, monsters, fantastical creatures.
•Present – imagery and PowerPoint

Development:

•Question – What elements make a monster scary of frightening?
•Question – How do Takashi Murakami and Mark Ryden transform monsters to seem less frightening?
•Question – How does color affect the feelings we have toward these artworks?
•Prompt – discussion of imagery of monsters in visual culture.
•Explain – project is to create an image of a monster using the concepts of good and evil. Draw a silhouette and divide it down the center. One side represents “good” and the other represents “bad.”
•Prompt - students to create their monster image using only pencil on black paper.
•Demo – oil pastel on black paper. Techniques: layering, burnishing, hatching, etc.
•Do – walk around room, assist with production and ask questions based on concepts of the lesson.

Conclusion:

•Review concepts: good and evil, shape and color, composition, and transformation.

DAY 2

Introduction:

•Question – What were we learning about last week? What did we start making?
•Discuss – features which make a monster mean or nice. Difference between good and evil.

Development:

•Prompt – students to come to the board and draw different faces which depict emotion. The rest of the class has to guess the emotion.
•Present – PowerPoint; Colors and Emotions: How can colors effect the way we feel?
•Prompt – students to continue work on their projects.
•Do – walk around room, assist with production and ask questions based on concepts of the lesson.

Conclusion:

•Review concepts: good and evil, shape and color, composition, and transformation.

DAY 3

Introduction:

•Question – What were we learning about last week?
•Discuss – features which make a monster mean or nice. Difference between good and evil. Color and emotions.

Development:

•Question – how does color effect the way that we feel? What colors represent specific emotions?
•Question – what are some oil pastel techniques?
•Question – what is background?
•Explain – background, foreground, and middle ground.
•Prompt – students to utilize the background to further their message.
•Prompt – students to continue work on their projects.
•Do – walk around room, assist with production and ask questions based on concepts of the lesson.

Conclusion:

•Review concepts: good and evil, shape and color, composition, and transformation.

DAY 4

Introduction:

•Question – What were we learning about last week?
•Discuss – features which make a monster mean or nice. Difference between good and evil. Color and emotions.

Development:

•Handout – reflection sheet.
•Prompt – students to think about their project, what they did, what they learned about, the elements and principles, and how they used their creativity.
•Prompt – students to continue work on their projects.
•Do – walk around room, assist with production and ask questions based on concepts of the lesson.

Conclusion:

•Review concepts: good and evil, shape and color, composition, and transformation.

Student reflection sheet attached

1. Grimm’s Fairy Tales
2. Folk tale examples
3. Visuals from stories
4. Monsters Inc. movie clips
5. Takashi Murakami examples
6. Terrors and Wonder exhibition website (http://www.decordova.org/Decordova/exhibit/2001/terrors/terrors_wonders.htm)
7. Mark Ryden images
8. Foster’s Home for Imaginary Friends images
9. Examples of monsters/creatures in fine art

Day 1: Explain project and make sure you have students draw in pencil first before doing the oil pastel demonstration. The students had difficulty focusing, so this could help them to settle down before having to listen again.

Day 2 & 3: Continuously remind students of the oil pastel techniques and ask them to use multiple techniques within their artwork. Ask students to fill the entire page and utilize color and oil pastel techniques to give their image depth.

Day 4: Fill the reflection sheet out as a class. Explain that “How you used your own creativity” is asking how they created an image that is unique and original. How did they make an image that could have only been made by them?

[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 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

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

Pastel

Ahhh! Monsters!.pptx
Colors and Emotion.pptx