CLASSROOM LESSON:
ILLUSTRATION: VISUAL STORY TELLING
BOOK TITLE: Giggle, Giggle Quack, Click, Clack, Moo, Cows That Type, Dooby Dooby Moo, Duck for President
AUTHOR: Doreen Cronin
ILLUSTRATOR: Betsy Lewin
LESSON PLAN AUTHOR : Ana Maria Delk
GRADE
LEVEL: 9-12
LESSON DURATION: (10 days) 55 minute period each day
*This set of 10 lessons is based on collaboration between a classroom of high school 2-D art students and a classroom of 2nd grade students.
OBJECTIVES
- Students will become familiar with the process of book illustrating through the work of Doreen Cronin (author) and Betsy Lewin (illustrator).
- Students will evaluate the author's or illustrator's use of various techniques to influence the reader's perspectives.
- Students will work under the premise that they have been hired by a firm to
create the illustrations for children's picture book.
- Students will partner with an elementary student to create illustrations that interpret a text that is written by the elementary student.
- Students will convey elements of the story such as character, setting, and plot through illustration.
- Students will brainstorm and organize ideas for their illustrations.
- Students will create original drawings for the stories by the elementary students.
- Students will critique their own illustrations and those of classmates.
MATERIALS
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Drawing materials
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Watercolors
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Brushes
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Fine point sharpie
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Variety of paper
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Markers,
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2B pencil
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Kneaded erasers
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Ink
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Variety of picture books with no text that are selected by the teacher
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Stories written by 2nd grade elementary students
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Illustration rubric DOWNLOAD PDF
VOCABULARY
MOTIVATION
- Begin by reading aloud a short excerpt from Click, Clack, Moo, Cows that Type. Do not share any illustrations, not even the cover! Have the students listen carefully, then have them create an illustration that goes along with the text. Discuss with the students the choice of illustrations. How do the illustrations make a difference? Discuss that just LISTENING causes the listener to create a picture in their own mind. Will all of the pictures be the same? Why or why not? Compare the students' illustrations with the illustrations by Betsy Lewin.
- Day 1:
- The teacher will read one of the elementary student's stories to the students, showing no visuals.
- The students will be asked to listen very carefully.
- The students create an illustration from the story read to them.
- Students will then share and compare their illustrations with the rest of the class.
- Explain to students that pictures often give the reader clues when he/she is stuck with his/her reading.
- Day 2:
- Show students samples of illustrations from Giggle, Giggle Quack.
- Encourage students to LOOK carefully at the illustrations.
- Discuss with the students, the elements of the story that are obvious.
- Can they identify the characters and what they are doing?
- What is the setting?
- Where and when did the story take place?
- Can you guess what the characters are thinking?
- Have the students create illustrations with a variety of media.
- Day 3:
- Distribute the elementary student's stories to the art students.
- Ask the students to look through the story and write down the characters, setting, and determine the storyline.
- Ask each student to draw 2 or 3 pictures that tell the elementary student's story on sketch paper. The pictures should reveal characters, setting and some action.
- Students will exchange their drawings with a classmate and have the partner guess what is happening.
- Illustrators can go back and refine details to explain more detail, if necessary.
- Day 4:
- Students will draw upon prior experience with various media to determine which media works best with their story line as they being to create original illustrations for the elementary child's story.
- Day 5-9:
- Students create, develop and refine their illustrations. Throughout this process, students will engage in daily critique sessions of their work with peers and their teacher.
- Day 10:
- Students will present the illustrated story to the class and explain the process that led them to their final illustrations.
EVALUATION
CLOSURE
- Host a Class Critique in which the students share their experience as an illustrator.
- What was it like trying to interpret someone else's writing?
- How did you deal with the deadlines?
- How did you react to what you heard from others looking at your work while it was still in progress?
- Did you incorporate their suggestions?
- What do you think you would dislike about this career?
- What do you find appealing about this career?
NATIONAL VISUAL ARTS STANDARDS
Content Standard #1: Understanding and applying media, techniques, and processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Content Standard #6: Making Connections between the visual arts and other disciplines.
Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
SOURCES
Cronin/Lewin, Click, Clack, Moo Cows That Type, Simon Schuster
Cronin/Lewin, Dooby Dooby Moo, Atheneum
Cronin/Lewin, Giggle, Giggle, Quack, Simon Schuster
Cronin/Lewin, Duck for President, Simon Schuster
Lauer/Pentak , A Design Basics, Sixth Edition
The Kennedy Center ARTSEDGE Website
