In this lesson, student artists are introduced to different kinds of mythological (specifically chimera) creatures from different cultures. They are then asked to brainstorm some of their own by playing a game with the other students in the classroom.
Students will be working individually, then passing papers. Make sure to go over paper passing rules according to your classroom’s structure.
Handouts, pencils or pens, timer (optional), copy paper
L1.Riddles (1 teacher copy)+ L1.Riddles (answers) (1 teacher copy)
L1.Handout (at least 2 per student)
N/A
⚲Minotaur, Pablo Picasso, 1936.
In Greek mythology, the minotaur was a creature with the head of a bull and the body of a man. He lived in the center of the labyrinth, which was a life-sized maze and was very dangerous if you came upon him.
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 the individual sections, then look at the images as a team once all three sections are complete. Do two rounds of the game.
At this point, the focus of the class-period should be getting student artists invested in the project; they are having fun, and that should be encouraged.
Student artists can use the final minutes in class to brainstorm their own composite creature on copy paper. Tell them it has to have at least two different animals in it. They can change this by next week—today is just a day for them to brainstorm. No need to even finish this if they run out of time.
STUDENTS ANSWER RIDDLES AS A GROUP.
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.
Sit the students down, review the ‘Sphinx’ (would guard treasure, ask riddles in order for people to go by). Ask students a couple of riddles from the riddle sheet.
Students might have a difficult time passing in the correct direction. If you do not already have a system in place in your classroom, you may want to take a moment before beginning the lesson to have students point at the person they will be passing to.
Students should finish at around the same time, and then they can begin working on brainstorming their own creature (see lesson).
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