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.

• can define ‘setting’

• understand that they will be looking through books to remind themselves of the different things that make up fairy tales, such as setting, character types, and magical elements (e.g., talking trees)

• understand that they will work in groups to fill out the worksheet, then play the game
Before releasing, quickly recap the rules of the game:
1. Each individual has a blank paper and markers.
2. Each member of the group rolls once to determine a section
for example, student one rolls a six, they would look in the first column (magical elements), go down to the ‘six’ row, and write down or circle the element listed in that box. Student two would roll for the second column (setting), and student three would roll for the third column (weather).
3. Each student creates a drawing according to the rolls
For example, if the rolls are ‘talking trees’, ‘forest’, and ‘blizzard’, each student would make their own interpretation of a forest of talking trees in the middle of a blizzard.

group

Student work in groups of 2-3 and are instructed to fill out the worksheet together, then play the game

FOCUS ON IMAGINATIVE BRAINSTORMING

The students stay in their groups. The teacher should give instructions. then students are able to play the game in their groups.

* Each individual has a blank paper and markers.
* Each member of the group rolls once to determine a section
for example, student one rolls a six, they would look in the first column (magical elements), go down to the ‘six’ row, and write down or circle the element listed in that box. Student two would roll for the second column (setting), and student three would roll for the third column (weather).
* Each student creates a drawing according to the rolls
For example, if the rolls are ‘talking trees’, ‘forest’, and ‘blizzard’, each student would make their own interpretation of a forest of talking trees in the middle of a blizzard.
* Repeat.

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

Think about what groups of students will work well together prior to putting them in groups; there is a lot of imaginative brainstorming/play during this lesson, and it might be helpful to pair more outgoing students with more reserved students.

early finishers

N/A, students will continue to play the game until the end of class