Overview and Background: Unit: Illustrations INC

 Name:  Michaeline Kohler

 

Cheney Elementary : Grades 4-5: April

 

Title:

Illustrations INC

Topics:

Art, Illustrators

Time Frame:

4- 40 minute art classes

Start Date:

April

 

Other Designers:

 

Summary:
5th grade students illustrate a story using the style of illustrators studied this year.

 

Print Materials Needed: 

Resources:  Library

 

Resource Attachments:

Internet Resource Links:

http://www.lib.muohio.edu/pictbks/

http://falcon.jmu.edu/~ramseyil/biochildhome.htm

http://www.ortakales.com/illustrators/

http://www.rmichelson.com/childrens_books_illustrations.html

http://dir.yahoo.com/Arts/Humanities/Literature/Genres/Children_s/Illustrators/

 

 

Notes:

 

 

Stage 1: Identify Desired Results

 

State:

KS

Title:

Visual Arts Standards

Standard(s):

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.

6. Making connections between visual arts and other disciplines.

 

Understandings:

Images communicate ideas.

 

Unit

Mediums and techniques influence creative decisions.

 

Essential Questions:

How does artwork show feelings and ideas?

How do you decide what materials are best for your artwork?

How does artwork help convey the meaning of words?

 

Knowledge and Skills:

K

Identify the visual style of the illustrators studied this year.

 

S

Illustrate a page in their book in the style and medium of an illustrator they studied this year.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Students are asked to illustrate a book in the style of an illustrator and then explain how the illustration enhances the printed word and helps convey meaning.

Student Directions:

You have been asked to create a book that will show how illustrators express their ideas.  Review the illustrators that you know (Eric Carle, Tomie dePaola, Jan Brett, Chris Van Allsburg & Graehme Base) and select an illustrator’s style which will best match the book you are to illustrate.  Create an illustration for one page, matching the illustration to the text of the page.  Then in a brief letter to the publishing company, explain why you selected that illustrator’s style and how your illustration enhances the accompanying text.

Rubric:

http://www.cheney268.com/ES_art/illustrators/illustratorsrubric.htm

 

Other assessment evidence to be collected:

Thumbnail sketches of plans for their book, perhaps a test ground of other drawings and a chance to test different media.

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

Display of books and props for each illustrator. Read a story by the illustrator to the class.

Students will create a project after studying each illustrator to become familiar with their work. Students will then use this knowledge to create their book of illustrations.

Each student will be given a page of text from a story that you or your media specialist provide. Students will read the text and decide which illustrator’s style and medium are most appropriate for this page. Practice should be done on a separate sheet of paper and then transferred to the text page.

 

A variety of media will be used. Each student is responsible for one page.  Each student will create a brief letter to the publishing company, explaining why they selected that illustrator’s style and how their illustration enhances the accompanying text.

Pages should be arranged as a storyboard so the story can be read. Students should be encouraged to critique other artist’s work; by discussion or by written critique sheets.

The story book will be color copied and bound for a permanent book on display in the media center.