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Students use Words and Pictures as Visual Images to tell Stories in this lesson

Subjects:

Art, Language Arts  

Grades:

2, 3, 4, 5  

Title – Words & Pictures as Visual Images
By – Kathleen A. Glielmi
Primary Subject – Art
Secondary Subjects – Language Arts
Grade Level – 2-5 (adaptable for higher grades)

Vocabulary: Illustration, Composition, Emphasis, hatch, cross hatch, stipple, shading, values

Resources: Art prints – Dali, Magritte, Chirico, Chagall, Escher , The Mysteries of Harris Burdick by Chris Van Alsburg, value WS, Pencil shading techniques WS

Materials: Scrap paper, lined paper, 9×12 white paper, Thin Black Marker, pencil, eraser, tissues/Q-Tips

Learner Objectives:

Concepts:
— What is an illustration? An illustration is the artists visual understanding of what the author has written. The illustration should tell that part of the story with visual images. Illustrations unlike cartoons, do not use thought/speech balloons coming from the figures . The picture and visual clues tell the story. The text of the story fills in the descriptive language. What is the job of an illustrator?
— What is a mystery?
— Visual images of artists can spark/inspire your imagination
— A picture is like a snapshot – one moment in time – what came before, what led up to this moment captured in the image? What happens next? How is the situation resolved?
— What do we mean by descriptive language? What kinds of words help create descriptions and add color to your writing?
— (for older students grade 4+) What is shading?(it is how light affects objects, creating highlights to shadows. It helps create appearance of 3-D) What are values of a color? (lightness to darkness)
— Older students grade 3+) What is hatching? (///) Cross- hatching? (###) Stippling? (:::) Techniques to create shading and values within a drawing.
— We can change the value of a color by changing the spaces between the hatching or stippling. The closer together, the darker the value. The wider apart, the lighter the value.
— Elaboration – how can adding important details help tell the story in a picture.
— We can add emphasis to key elements of the picture to draw the viewers eye to them. We can create emphasis by : size, shape, repetition, detail/texture, color
* How can color affect the feeling of a picture? Look at how other artists use black & white and colors to create a mood or mysterious feeling.

Skills:
— Be able to create several solutions to what happened first and what happens next in response to looking at a picture
— Be able to write a story describing your idea for your picture response. Be able to use descriptive language and color words in your sentences.
— Be able to develop ideas for a visual description of what you have written.
— Draw an appropriate illustration. Show use of fore, middle and background. Elaborate by adding important details, textures etc.
— Using shading techniques, in pencil and thin Black Marker, add values and emphasis to the objects in your picture. Try to use shading to add to the feeling of mystery in your picture.
* Use colors that help add feeling to the illustration

Motivation:
— Read The Mysteries of Harris Burdick by Chris Van Allsburg
— Display and discuss some of the illustrations – What does this picture make you think about? What happened prior to this moment in time? What might happen next? How did the artist create the sense of mystery, how did they draw your attention to specific parts of the illustration,
— Show examples of how other artist have used the sense of the mysterious in their work. Magritte, Dali, Escher
— Discuss writing first vs. drawing first – for visual / spatial students drawing first would stimulate the creative writing process. Other students benefit from writing first to establish story line.
— Read an example of descriptive language based on one of the pictures – discuss possible choices for the illustration. What is the most important part of the story excerpt that you feel should be illustrated.
— Have students choose a picture/print for their inspiration. Begin either writing outline or illustration.
— Outline, rough draft and edit story. Does story clearly explain what is going on – does it contain descriptive language to help the reader see and feel part of the action? Does it contain a mysterious feeling?
— Develop a rough sketch for the illustration. Does it visually explain the action and direction of the story? How are you adding the feeling of mystery to the drawing?
— Demo simple perspective/making shapes into forms by overlapping.
Review use of ground line/horizon line to define space in the picture plane.
— Demo shading and creating values by use of hatch, cross-hatch and stipple techniques.
— Have students complete finished writing and illustration

Closure and Evaluation:
— Discuss student work – have students share their story and illustrations with each other.
— Did student understand and create/continue sense if mystery? What language and art techniques did they use to help create/sustain this feeling?
— How did the student use hatching, cross-hatching and stippling in their illustration to create shading and a value scale (light to dark).

Literary Connections: Writing styles – mystery, use of book, illustrations and art prints to inspire story writing and illustration

Other Curriculum Connections & Multiple Intelligences:
Language arts, Social Studies
MI – Visual / Spatial, Verbal / Linguistic, Intrapersonal, Interpersonal

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