Students take the emotion/symbols that they roughed out during lesson 2 and they create a drawing using them. They look at how Renaissance artists incorporated meaning and symbols into their painting, then they create a drawing of an experience they had that made them feel the emotion they chose, and include symbols to help describe that emotion.
Note: Monitor your class. Classes work at different paces, and some classes will need two days to complete this step. If the majority of students need more time to finish, give them an additional day. On Day 2, start off with an inspiration image & allow students to to move straight to work-time post-discussion. Alternatively, allow them the entire day to complete their drawing.
L3, day 2 Optional Inspiration Image: Antoine-Laurent Lavoisier and His Wife:
http://www.metmuseum.org/art/collection/search/436106
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, drawing paper, brainstormed symbols from Lesson 2.
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⚲Filippino Lippi, Allegory of Music. c1500.
This painting represent music. The woman is what is known as a ‘Muse’. A muse is someone who inspires creativity. Swans are often used to represent music—specifically, singing. Stags were often used to represent hearing because of their keen ears— and this one is also a musical instrument!
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.
Students will be incorporating the symbols however they would like into their scene. Encourage craftsmanship—careful and considerate drawing—by commenting on the students taking their time, thinking about composition, drawing clearly, etc. In other words, use students who are already demonstrating good craftsmanship to demonstrate to other students what that looks like.
Also engage student artists in the stories that they have chosen—ask them about their experience, let them tell their stories, and ask questions about how they are choosing to incorporate the symbols into their piece.
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:
Students may draw small, when it is preferable that they use larger shapes and sections that are easier to see and color. Give students the reasons why they should draw large and fill the space rather than just telling them to; If they have a lot of negative space, talk to them about what details they can use to fill it and make that area interesting to look at. If they are drawing so small that details can’t be made out, talk to them about drawing large enough that their viewers can easily tell what is going on, and how they will want enough space to fill with color next lesson. However, don’t do any of this at the expense of discouraging them from telling their own story—if they are resistant, let them be.
If a student has a hard time drawing something, ask them to start with the visual evidence and have them break it down into the Drawing ABCs. For example, if they are drawing an eye, have them look at a neighbor’s eye and describe the elements that make it up. If they want to draw a person, have a friend be the model and ask them to describe what they see. If a computer is available, you might think about allowing students to look up reference material as needed.
If a student finishes early, ask them to create a ‘key’ to their symbols. Something that they can share with special audience members that will tell them which objects are symbols and what they represent.
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