I.

Lesson Number, Grade Levels, Title, and Duration:

Lesson 2, 9-12th grade, "Artistic Narratives"
2 class periods of 60 minutes each

II. Lesson Rationale:

This lesson is important, because it specifically deals with the visual aspect of storytelling. The
contents of this lesson will help students identify images as a tool for sharing stories. This lesson
is important to the whole unit, because it will provide the image from which the students will
create their final project (prints).

III. Key Concepts:

Stories can be shared visually.

IV. Essential Question:

How can stories be shared visually?

V. Lesson Objectives:
The student will be able to illustrate a scene in the short story they composed in Lesson 1
by creating a drawing in pencil that includes at least one character and the setting. The
students will be prepared to create this drawing by analyzing the artist Kazuno Koharas
book illustrations. The learning objectives will be assessed through the composition of their
drawings (see grading rubric below).

VI. Specific Art Content:

Artist Kazuno Kohara's print illustrations in her book Here Comes Jack Frost
sketching/drawing in pencil
positive and negative space

VII. Resources & Materials for Teacher:

Short video: "An illustrator explains the art of making pictures speaks to children"
https://www.youtube.com/watch?v=BwnvmyCIFtg
Kazuno Kohara's book Here Comes Jack Frost
PowerPoint of Kazuno Kohara's book illustrations

VIII. Resources & Materials for Students:

Pencils
Sketchbooks
rulers
black colored pencils

IX. Instruction and Its Sequencing:

Day of the Lesson: 1

1. Introduction/Motivation:
Students will get their sketchbooks before walking to their seats
Show short video: "An illustrator explains the art of making pictures speaks
 to children" and ask students to pay attention to the artist's story illustrations
https://www.youtube.com/watch?v=BwnvmyCIFtg
Have a quick class discussion about the short video:
Are the pictures just as important as the words in a book? Why or why not?

2. Guided Practice:
Re-introduce Kazuno Kohara. Show Powerpoint presentation of her
illustrations from her book Here Comes Jack Frost
Class discussion: What are the characters and setting that you see? From
what you see, what do you think is happening in this scene? (Try to cover
the words if that illustration page has any). Then, tell them what the book
says is happening in the scene. Do this for a few of her illustrations.
Discuss with students Kazuno Kohara's illustration style:
o simple, cartoon-like figures
o mostly outlines of objects and simple details of faces and clothing

3. Independent Practice:
Students will look back at the short stories they created in their sketchbooks
and pick their favorite scene or a scene they would like to illustrate
With what they learned about how Kohara illustrates story scenes, the
students will begin the sketches for the part of their story they picked to
depict. The scenes have to include at least one character and the setting.
On a clean page in their sketchbooks, the students will write out the scene
they chose on top and draw a rectangle with the dimensions of the rubber
block plates (5.5 x 4 inches) in which they will draw their sketches.
Students will begin sketching in pencil, using Kohara's illustrations as
inspiration. The PowerPoint presentation of her work will be playing on the
projector.
Explain to students that these drawings will be later used as references for
their prints.

4. Closure:
The students will clean up and turn in their sketchbooks.

5. Formative Evaluation:
The teacher will check that all students have picked their story scene and
have written it down in their sketchbooks.

6. Classroom Management Procedures:

Teacher will walk around the room as the students work on their sketches.
Teacher will help as needed.

Day of the Lesson: 2

1. Introduction/Motivation:
Students will get their sketchbooks before walking to their seats.
Teacher will show one of Kazuno Kohara's print illustrations and ask: What
 do you think is positive and negative space? How do you think it is shown in
this artwork? Allow a few responses.

2. Guided Practice:
Discuss with students Kazuno Kohara's use of positive and negative space in
her print illustrations in Here Comes Jack Frost:
o Define positive and negative space:
Positive space: the main focus, the objects
Negative space: the areas around the objects, the background
o Positive space = white
o Negative space = blue
Have students write these notes about positive and negative space in their
sketchbooks and quickly sketch a small section of Kohara's illustrations,
leaving the positive white and shading in the negative space with their
pencils
Teacher will encourage students to be mindful of the positive and negative
spaces in their drawings. They will have the option to choose which areas
will be black (i.e. receive the ink) whether it be the positive spaces or
negative spaces, or a mixture of both. They should, though, establish a
balance between the ink areas and non-ink areas.

3. Independent Practice:
Students will continue to work on their drawings
When finished, they will shade the areas they want inked with a black
colored pencil

4. Closure:
Students will clean up and turn in their sketchbooks

5. Formative Evaluation:
The teacher will go around and talk to students about what areas they want
to shade and how they plan to keep a balance.

6. Classroom Management Procedures:

Teacher will walk around the room while students are filling out their
handouts and writing their stories. Teacher will help as needed.

X. Summative Assessment and Evaluation:

I want to know if the students picked the setting and at least one character
for the drawing of their story scene.
I want to know if the students shaded in the areas they want to be inked.
I want to know if the students' drawings have a black and white balance.
I will know this by assessing their drawings with a rubric (see rubric below).
This strategy of assessing a performance-based assignment (creating a
drawing) with an analytic scoring rubric is stated and supported in Donna
Kay Beattie's book Assessment in Art Education (1997, p. 106).
Criteria No credit Needs Strong
(0) Development (2)
(1)
Character and There is no There is either a There is at least
setting character and no character or a 1 character and
setting in setting in the the setting in the
drawing drawing, but not drawing
both
Shaded areas There are no Shading is There are clear
where ink will go shaded areas in incomplete shaded areas in
drawing the drawing that
represent where
the ink will go
Black and white There are no Drawing is There is a good
balance shaded areas in mostly covered balance between
the drawing, in black or black (shaded)
thus, all areas mostly covered areas and white
are white in white areas

Total______/6x100 = Final Grade______

XI. Interdisciplinary Connections:

In this lesson, there is a connection to Language Arts and Creative Writing, as the
students are using the story they composed in the previous lesson to create an image.

XII. References & Resources:

Kazuno Kohara's book Here Comes Jack Frost
website about her: https://us.macmillan.com/author/kazunokohara/
Donna Kay Beattie's book Assessment in Art Education
Short video: "An illustrator explains the art of making pictures speaks to children"
https://www.youtube.com/watch?v=BwnvmyCIFtg

XIII. Art TEKS:

117.302. Art, Level I (One Credit), Adopted 2013.
(c) Knowledge and skills.

(1) Foundations: observation and perception.

(A) consider concepts and ideas from direct observation, original sources, experiences, and
imagination for original artwork;
(B) identify and understand the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;

(2) Creative expression

(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;

XIV. National Art Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be
developed.
HS Proficient: Use multiple approaches to begin creative endeavors.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Artists and designers shape artistic investigations, following or
breaking with traditions in pursuit of creative artmaking goals.
HS Proficient: Shape an artistic investigation of an aspect of present-day life using a
contemporary practice of art or design.