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.

• understand that objects can have special meanings (be symbolic)
• they can use symbols to help tell a story
• they are going to be brainstorming symbols to help describe an experience or event that happened to them
• Are able to give accurate examples of symbols to represent an experience or event—spend extra time reviewing this with the class until you are sure everyone is on the same page (note extended introduction time).
• They know what reference material to use (i.e., tablets, photocopies, or books depending on teacher’s choice) and how to access it

independent

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.

FOCUS ON ENGAGING THE STUDENTS IN EXPLORING THE SYMBOLIC POSSIBILITIES OF THEIR EMOTION

As the teacher circulates, s/he should engage the students in the project by neutrally listening to their explanations of symbol choice. If a student is stuck thinking of a symbol, the teacher should try to lead them to an answer rather than give them an answer (i.e. have them think of the last time they were happy/sad/etc., have them tell you, and point out the different symbols they could use based on their story).

Encourage students to reference the materials and draw their symbols carefully using the drawing ABCs —this will help them have solid foundational sketches to draw on next week.

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 become overwhelmed with some of the more complex drawings. Take some paper and physically cover up the drawing they are copying, showing only one small piece. Have them copy just that small piece (and name what element it is!), then move the paper so that they only see one more small piece
• Encourage students to draw using linear references and the Drawing ABCs, but if they end up drawing out of their own imagination, it’s fine. However, do remind the class to draw carefully and deliberately so that they have a good foundation for their project.

early finishers

If a student finishes early he or she can write out their story or experience on the back of their page of symbols. If they don’t feel like writing, they can begin thinking about color choices and color in their symbols.