Patricia
Romeo / James Madison Intermediate School, Edison
TITLE: Sketchbook Cover Illustration
CONTENT AREA / MEDIUM: Drawing, lettering / crayons
and colored pencils
CLASS: Grade 5
TIME: 3 45-minute periods
ART CONCEPTS: Using pictures to tell a story, designing original
letters
INSTRUCTIONAL GOALS: TLW...
view samples created by previous 5th graders.
see a demonstration of creating "block" and
"bubble" style lettering.
use his/her name (or part of it - initials, nickname, etc.) as the
focal point
draw assorted illustrations that will clue the viewer in on the
artist's likes and personality
understand that illustration can be a career using ART.
DBAE:
· HISTORICAL -
Use of creative lettering can be seen in manuscript illumination and posters.
· STUDIO - TLW
design a cover for his/her sketchbook using creative lettering and pictures to
create a "visual personal statement".
· AESTHETIC -
How does the design of the letters affect the composition? Do they stand out?
Do they contribute to the overall illustration?
· CRITICISM -
Does the composition FILL the cover page? Is there balance? Does it make a
visual personal statement?
NJ STANDARDS: 1.1, 1.2,1.3
VOCABULARY:
· ILLUSTRATION
(telling a story through pictures)
· COMPOSITION
(how objects/shapes are arranged)
· BALANCE
(visual placement of objects/shapes/colors in a composition
-symmetrical/asymetrical)
· DESIGN (use
of art elements/principles to create a composition)
TEACHER PREPARATION / MOTIVATION:
·
Have pre-assembled sketchbooks (can
be made from 12 sheets of 12"x18" 50 lb. White drawing paper, folded
in half and stapled along the fold) available.
·
Have samples of finished covers done by previous 5th graders
MATERIALS:
· Prepared sketchbooks
· Pencils
·
Colored Pencils
· Erasable
crayons
PROCEDURE:
DAY 1: Display
samples of sketchbook covers done by previous 5th graders and discuss the
different ways that the students approached the project. Some made their
letters into the objects that tell something about the student. Some used block
or bubble letters (or their own creative lettering) and included pictures around
them to tell the "story." The students will create a preliminary
drawing (or rough draft or "sloppy copy") that includes
"creative" lettering as well as "illustrations" to tell the
"story" about themselves.
DAYS 2 -
3:
The preliminary drawing may then be transferred to the
sketchbook cover by placing it under the cover page and tracing it or by
re-drawing it directly to the cover. When the drawing is completed, TLW add
color using erasable crayons and/or colored pencils.
CLOSURE:
We used pictures instead of words to tell a story. Was
it fun to invent new letters? Was it difficult or easy to think of and draw
pictures instead of words?
EVALUATION:
Did the students follow directions and successfully
"illustrate" a story about their likes and personalities?
How were the art elements used? Did the composition
FILL the page?
Did each student make a full effort to create his/her
cover design?
How creative/original was each cover?