Date: 1 Jan 2014

Teacher: K. Traynor

Subject: Visual Art

Grade: 1

Unit: 1: Art is a Language

Lesson Title: My Story Comic Strips Medium/Big Idea: Drawing Standards to Address in Unit:
MEANING and CREATIVE THINKING VA1MC.1 Engages in the creative process to generate and visualize ideas. a. Uses a sketchbook for visual/verbal planning and self- reflection. c. Generates multiple visual images. Formulates personal responses. b. Expresses individual ideas, thoughts and feelings through drawing. Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Describes subjects in art works such as animals, people, places, and things.

VA1MC.2 VA1MC.3

CONTEXTUAL UNDERSTANDING VA1CU.1 Identifies artists as creative thinkers who make art and share ideas. a. Recognizes self as an artist. b. Identifies ways that artists are involved in communities (e.g., architects, landscape architects, painters, photographers, interior designers, educators, museum docents, product designers).

VA1CU.2 Views and discusses selected artworks, cultures, and artists (to include a minimum of six artists/cultures per year, one of which should include Georgia artist or art form). a. Names subject and theme. c. Identifies artist and culture. PRODUCTION VA1PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, visualization, environment, and observation of real objects. c. Combines materials in new and inventive ways to make a finished work of art. d. Identifies and creates artwork emphasizing one or more elements of art (e.g. color, line, shape, form texture) e. Identifies and creates artwork emphasizing one or more principles of art (balance-symmetry/asymmetry; emphasis thru size, placement, detail; pattern repetition of elements).

VA1PR.2 Understands and applies media, techniques, and processes of two- dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates art works that attempt to fill the space in an art composition. b. Creates drawings and paintings with a variety of media. c. Identifies and creates lines: outline, edges of shape, identify line types in order to draw an object and describe how they convey feeling. d. Identifies and creates shape: geometric (e.g. triangle, pentagon, hexagon), organic, in order to draw an object. ASSESSMENT and REFLECTION VA1AR.1 Discusses his or her artwork and the artwork of others. a. Shows an interest in art. e. Identifies and compares specific elements and principles of art and how these contribute to communicating specific feelings. f. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture. h. Recognizes how media and techniques affect line qualities.

VA1AR.2 Uses a variety of approaches to understand and critique works of art. a. Describes and examines two artworks identifying similarities and differences. CONNECTIONS VA1C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores universal concepts (pattern, balance, etc.) and creates artworks inspired by ideas from literature, science, music, and/or math. VA1C.2 Develops life skills through the study and production of art. b. Takes care in craftsmanship.

ASSESSMENTS:
DIAGNOSTIC: Teacher Observation of Discussions and Production Process (VA1MC.3, VA1CU.2, VA1AR.1 2) FORMATIVE: Preliminary Sketches/Storyboards (VA1MC.1-3) SUMMATIVE: Quiz (VA1CU.1-2, VA1AR.1-2) Rubric (VA1PR.1-2, VA1C.1-2)

MAJOR UNIT CONCEPTS AND VOCABULARY:

background cartoonist comic strip depth foreground frame line middleground preliminary sketch proportion repetition/pattern storyboard

INTERDISCIPLINARY CONNECTIONS:
R/ELA Reading of Peanuts comic strips, discussion of writing process. MATH Discussion and use of line, repetition and pattern. SCIENCE Discussion of color theory and color association. SOCIAL STUDIES Discussion of careers in the Arts. Introduction to Charles M. Schulz and Peanuts comics. TECHNOLOGY Use of interactive PP and websites as well as document camera for demos.

STUDENT SUPPLIES: ALL crayons pencils sketchbooks ToonDoo website

TEACHER SUPPLIES: DIGITAL/MULTIMEDIA: COMICS AND CARTOONS! PowerPoint Clips of Peanuts cartoons (http://www.youtube.com/show/peanuts) INTERNET: ToonDoo website (http://www.faithringgold.com/) PRINT: Reproductions of Peanuts comic strips

ADAPTED 4.5 x 12 pieces heavy white drawing paper crayons pencils Sharpies sketchbooks

OTHER: Teacher Sample

Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)

What kinds of jobs can an artist do? What is a comic strip? Who is Charles M. Shultz? How can we create a story with pictures? What is the cartooning process? What are the tools we need to create our own comic?

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)

Getting students ready to learn

Student planned comic and created a preliminary sketch and story in sketchbook. Student successfully created a three frame comic strip using ToonDoo. Student completed quiz with a passing grade. Student completed checklist.

OPENING

Step 3: Get the students interested (Build Commitment and Engagement)

Week 1 Ask students to work as table teams and come up with as many different artist jobs as possible. They can write them on their mini whiteboards or keep a mental list. Once each group has come up with their answers, list them on the board. If any jobs have been omitted, add them, focusing on cartoonists and comic strip/book writers. Ask students what they know about comics. Introduce the history of print comics, Charles M. Schultz and the Peanuts using PowerPoint and/or video clips. Look for elements and principles present in images of comics. Instruct students to identify them. Discuss using color, line and repetition/pattern as symbolism and how they can express feelings. Using document camera, demonstrate for students how to draw a storyboard of a vivid memory to plan their comics the following week making sure to explain how the color, line and pattern choices all help contribute to storys feeling.

Week 2 Review previous weeks learning. Using LCD projector, show students how to choose backgrounds, characters and manipulate them using ToonDoo. Also demonstrate how to name and save work. Demonstrate to students how to translate storyboard into comic strip. Show accelerated students how to incorporate text in small group.

Weeks 3 - 4 Review previous weeks learning. Print comics to be mounted in hallway.

Step 4: Give students new information (Teacher Presentation Strategies)

Technology Modeling/Demonstration Lecture Reading Hands-On Project

Step 5: Have students use the new information (Guided Practice )

Week 1 Students work in teams and list as many art jobs as they can think of. Students work in teams and list as many art jobs as they can think of. Students write answers on mini whiteboards or keep a mental list. Once list has been compiled, students explain what a cartoonist or comic book/strip writer is and how they might be important to our community (evaluate). Students view Comics and Cartoons! PowerPoint and identify elements and principles present in comics and decide what symbolism is and how color, line and repetition/pattern can help tell a story or express feelings (analyze). Students use sketchbooks to create a storyboard about a vivid memory as the inspiration for three-frame comic strips the following week, making sure to create feeling in their designs using color, line and pattern/repetition (create).

Releasing students to do the work

WORK PERIOD

Week 2 Students review previous weeks learning and watch ToonDoo demonstration (remember). After viewing demonstration, students explore ToonDoo (apply). Students translate their preliminary sketches into a comic story of their own using ToonDoo (create).

Weeks 3 - 4 Review previous weeks learning (remember). Students continue creating comic strips (create) save, and print them to be displayed in hallway (apply).

Helping students make sense of their learning

Step 6: Make sure they can do it (Summary)

Teacher will monitor student work by walking around the room. Students may be grouped together based on skill-level and/or above-level students may serve as peerhelpers. Teacher will not correct use of colors, lines and pattern in order to accurately assess students understanding of colors, lines and pattern as symbolism.

CLOSING

FOLLOW-UP

Extending and reinforcing their learning

Step 7: Have students practice at home (Independent Practice)

Students may find a comic strip, newspaper, graphic novel or funny page and bring in to share.

REFLECTION

Reflect and revise

Step 8: What did you think? What would you change?

Finish Early or Need Challenge

If a student finishes early or needs an extra challenge Early finishers and above-level students may incorporate text into comic strip frames and/or serve as peer-helpers.