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.

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 DETAILS THAT TELL A STORY ABOUT THEIR HOUSE.

The focus of this lesson is to encourage students to add details that tell a story about their house or building, as well as getting the student excited and invested in the project by asking them to use their imagination to make their building unique.

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 artist is having a hard time thinking of details, the teacher can ask questions about their dream home, probing for stories, then asking how they can ‘show’ those stories. There is no right or wrong way to approach this.
• It is important that students are looking at their drawing from lesson two and altering and editing it. Some students may want to start over, but encourage them to work with what they have, adding or erasing parts of it until it works for them. This is to teach students to adapt and think creatively about the problem in front of them. You can encourage them to think of the drawing that they made almost like a skeleton; our skeleton shows the general is and shape of us, but our skin and muscles and hair and clothing really create what we actually look like when someone looks at us. The drawing form last week is the skeleton of their building, and this lesson they should be adding the top layer that shows what it looks like.

early finishers

If a student artist finishes ahead of time, ask them to imagine themselves living in the house. Do they have a family? What is their career? What do they do for fun? Ask them to write to imagine something that could happen to them in the house and write a story about it. If the student is uncomfortable with writing, then ask them to draw a comic.