look and discuss an art piece that introduces some of the lesson concepts

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

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.

• Make sure students understand that they should put together a fictional scene of somewhere they would love to visit—a dream vacation.
• They need to first create a landscape, then add details.
• They can use their bucket list for inspiration, but they don’t have to use everything, and they can also add things from our of their head.
• Have students give examples of their dream vacations—encourage imagination (such as: an island with cats on it!, etc.).

independent

The student artists 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.

FOCUS ON GETTING STUDENTS EXCITED AND INVESTED IN THEIR DREAM VACATION

As the teacher circulates, s/he should focus on getting student artists excited. Comment on unusual or imaginative elements—they don’t have to be realistic. Get student artists invested in the place they are inventing by asking questions (Why did you include that? How does one get there? Where in the world is this? Etc.).

students discuss the artistic decisions that they made

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:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

anticipated problems

• Student artists might draw too small, which will be difficult for them to paint. It is hard to prevent this, but you can make frequent reminders to draw large.
• Some student artists might get excited and involved in creating and forget all about their bucket book. That’s o.k.—the bucket book was a brainstorming exercise to get them thinking. They can move away from it if that is what they want.
  

early finishers

Have student artists fill out the worksheet ‘All About My Place’ to further develop their place.