In this lesson, student artists draw the the environment for their creature, making sure to include details that help to tell their creature’s ‘myth’.
SWBAT create a fictional environment that supports their creature.
Students will be working individually, so have materials prepared to go out to tables/or desks depending on how your class is set up. Students can share scissors. Consider having a small station for printmaking set up in case students were absent or unable to finish their printing plate in time. Alternately, they can draw their creature on a separate piece of paper and use that instead.
12x18” watercolor (or thick) paper, pencil, eraser, optional printmaking materials (see set-up); brayer, printing plate, printing block, printing ink, paper
4/5/6 Myth Development
N/A
⚲Cold, Remedios Varo, 1948
Remedios Varo was a Spanish artist who later moved to Mexico. She was very inspired by the Surrealists, a group of artists who painted things much in the way that they dreamed them. The surrealists often had a lot of fantastical, or imaginary, elements to them. Remedies Varos frequently made her artwork allegorical, meaning, there is generally a story or a narrative to be found in her paintings.
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 artists who seem to be pushing themselves to try new things.
Student artists should be creating a background that is an appropriate environment for their creature. Focus on the story as you walk around the classroom. Get students to tell you the reason that they are choosing the landscape elements that they are. Ask questions: what does their creature do? Where does it live? And so on.
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:
Some kids will begin adding details. A little bit of detail is ok, but steer kids away from too much as it will just get lost in the painting process. You can tell kids that the very last lesson is the best time to add detail to this particular project, that way they don’t have to draw it twice.
Have students begin developing a myth to go along with their creature. They can work independently using the Myth Development handout.
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