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.

Let the student artists know that they should take their time, as they will have all of next lesson to complete their work.

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 artists who seem to be pushing themselves to try new things.

FOCUS ON CAREFULLY COVERING THE ENTIRE PAPER WITH PAINT WHILE STILL KEEPING THE DIFFERENT SHAPES SEPARATE.

Student artists should be carefully painting their papers—they should be trying to paint neatly and keep the shapes and elements separate. They should not be painting details (yet), but rather filling the large areas in with color. Detail work can happen once the first layer is dry.

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

• If a student is painting too quickly, comment on students around them who are painting slowly and point out specifically how their lines seem crisp and separate. One way of separating areas is to use the paintbrush to trace the pencil line then color in the middle.
• A small amount of water will help the paint go on more smoothly.
• If a student wants an area white, they must paint it white.
• Encourage students not to add details until their first layer is dry (many students will start with them as that is the most interesting part!)
• Students can add back in details using sharpie, if they want.

early finishers

Have students begin developing a myth to go along with their creature. They can work independently using the Myth Development handout. Next lesson encourage them to go back into their painting to add details.