In this lesson, the students will begin to use their sketchbooks as a place to develop ideas with pencil, marker, and watercolor. After they develop their idea for the design of a stamp, they will create a rubber stamp with that design. This will allow students to explore the creation of an idea and its refinement using reflection. Using that stamp, they will mark their sketchbook and be given the chance to mark their classmates’ sketchbooks. This communal action will begin bridging us into more community based art.
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Essential Understandings
Artists use symbols and stylistic choices to express their identity. Artists practice and combine different materials in their sketchbook to take creative risks for their final project. |
Learning Target
Students will design a personal stamp based off their interests from their sketchbook cover and explain the choices that lead to them choosing that design. " I can create a design for my personal stamp and explain why I chose that design." |
Art Focus
Students will know:
Literacy Focus Students can write a list of objects, hobbies, and activities that interest them in their sketchbook as part of the brainstorming process. DAY 1 |
Skills
Students will be able to...
Key Concepts
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Emily and Nicole's Class
During Emily and Nicole's first visit to Britany's classroom, they passed out sketchbooks to students and had them decorate their covers with their names and things that they were interested in (such as a soccer ball and a unicorn). Their next task was to make three thumbnail sketches based on some of their drawings in their sketchbooks.
Because the students expressed their enthusiasm to make art during their circle-up activity, they spent most of the class period slowly and meticulously working on their drawings. While some students spent most of the period focusing on drawing details and planning the composition of one of their sketches, other students were able to make three sketches that explored portraying the same object with different backgrounds, patterns, and angles. Some students liked making large drawings that filled the entire sketchbook page before working small so they could figure out their design's expressive features. Others felt a little frustrated that they had to make so many drawings when they had one idea they really liked. Emily and Nicole gave helpful feedback to each student. They also took students aside in small groups to explain what the purpose of a thumbnail sketch was and what they looked like.
Major learning themes for the students were figuring out how to scale down a large drawing and break down complicated details of an object into basic shapes.
During Emily and Nicole's first visit to Britany's classroom, they passed out sketchbooks to students and had them decorate their covers with their names and things that they were interested in (such as a soccer ball and a unicorn). Their next task was to make three thumbnail sketches based on some of their drawings in their sketchbooks.
Because the students expressed their enthusiasm to make art during their circle-up activity, they spent most of the class period slowly and meticulously working on their drawings. While some students spent most of the period focusing on drawing details and planning the composition of one of their sketches, other students were able to make three sketches that explored portraying the same object with different backgrounds, patterns, and angles. Some students liked making large drawings that filled the entire sketchbook page before working small so they could figure out their design's expressive features. Others felt a little frustrated that they had to make so many drawings when they had one idea they really liked. Emily and Nicole gave helpful feedback to each student. They also took students aside in small groups to explain what the purpose of a thumbnail sketch was and what they looked like.
Major learning themes for the students were figuring out how to scale down a large drawing and break down complicated details of an object into basic shapes.
"Drawing a bike [for the stamp] was really hard because there were some angles and shapes that were hard to make. But breaking it down into basic shapes made it easy. I see a triangle in the frame, a circle in the wheels, and a straight line for the handle bars."
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"Coming up with a small version of my dragon was hard, but I like dragons and I really wanted to make it work. Also, I gave it three legs because the front leg would cover the back leg."
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At the end of the class period, there were a handful of students that made three thumbnail sketches and knew exactly which image they would carve into their stamp. Other students were still working on figuring out their backgrounds and simplifying the details so the carving process would go smoother. What all the students had in common was that they were able to clearly articulate what their ideas were during the last circle-up meeting. These ideas ranged from making diamonds and vikings to combat storks and yetis on skateboards. By discussing their ideas in the circle, students also realized how important thumbnail sketches were for planning their final stamp design.
Ben's Experiences in Tamara's Class
The first class period was one of excitement and eagerness. From the moment the students saw the demonstration supplies they were interested and during the instruction they were attentive, if wiggly. When they were released to begin working on their designs, they quickly returned to their desks, threw open their sketchbooks, and set to work. Their initial designs went quickly - most came up with a full page rendition of what they wanted to make into a stamp in minutes.
The first class period was one of excitement and eagerness. From the moment the students saw the demonstration supplies they were interested and during the instruction they were attentive, if wiggly. When they were released to begin working on their designs, they quickly returned to their desks, threw open their sketchbooks, and set to work. Their initial designs went quickly - most came up with a full page rendition of what they wanted to make into a stamp in minutes.
The subsequent task, to reduce and refine their design to fit onto the surface of their rubber stamp, went somewhat slower. A student stated "Its kinda hard to make it fit because you have to leave stuff our or make it smaller." However, as they proceeded, redrawing their design became interesting to them. Once the reduced version of one was finished, one remarked that " The second time I knew what I wanted to draw so I drew that and I left off what I didn't like from the first one." During the end of class discussion, Most students felt that their reduced and refined design was better overall.