In this lesson, student artists show where they ‘go’ with their toys in their imagination through background illustration.
SWBAT add details to their background that show a specific space and environment.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up.
Pencil, eraser, drawings from lesson 2, permanent markers
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⚲'Paradise', Slinkachu, 2014
From the artist’s statement: "The 'Little People Project' started in 2006. It involves the remodeling and painting of miniature model train set characters, which I then place, photograph and leave on the street. It is both a street art installation project and a photography project. The street-based side of my work plays with the notion of surprise and I aim to encourage city-dwellers to be more aware of their surroundings.”
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
The focus of the class should be on students telling a story through their background, including original details that show what they do in their imagination. Encourage students to use lots of details to tell specific stories. Remind them that everyone’s imagination is different, so every background should be unique. Comment on students who are carefully drawing rather than rushing. Notice detail work and comment on it. Approach students and ask them to “tell you about their drawing”. Don’t try to guess student’s stories—allow them to tell you.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
If a student artist is having a hard time thinking of a scene, ask them to remember a dream they had and see if they can’t include details from that. If they can’t think of a dream, engage other students at their table in the conversation, inviting them to think of their dreams.
Early finishers can begin to trace over their pencil lines using a sharpie.
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