- CRAZY CREATURES INTRO -
Lesson Description
This class students were introduced to the “Combobulator,” a fictional machine that combines parts of living things and machines to create a crazy creature. Students viewed artists and images of combination creatures with characteristics from real animals, plants, humans, and machines. Students then moved through 5 different centers to explore and start the process of ideation. The five stations were: 1. Cut out and glue inspiration textures on provided paper, 2. Look at pictures of animals (books, printed images) and contemporary artists’ animal art, 3. Sensory station (touch textures and listen to animal sounds), 4. Take pictures of animals and glue them together on paper to make a new creature (color coded—find your name), 5. Draw an environment for an animal. This class was the beginning part of a larger unit and focused on generating ideas to start planning their creature.
Enduring Understandings
Learning Targets
Key Concepts
Ideation, texture, living things, pattern, synthesis, environment, animals, function, parts to whole
Skills
Cut and glue, brainstorm, imagine, observe, combine
Art Focus
Exploring actual 3-d and implied 2-d textures
Literacy Focus
In-process critiques: talking about art as it is being made, animal books to look through to gain ideas
This class students were introduced to the “Combobulator,” a fictional machine that combines parts of living things and machines to create a crazy creature. Students viewed artists and images of combination creatures with characteristics from real animals, plants, humans, and machines. Students then moved through 5 different centers to explore and start the process of ideation. The five stations were: 1. Cut out and glue inspiration textures on provided paper, 2. Look at pictures of animals (books, printed images) and contemporary artists’ animal art, 3. Sensory station (touch textures and listen to animal sounds), 4. Take pictures of animals and glue them together on paper to make a new creature (color coded—find your name), 5. Draw an environment for an animal. This class was the beginning part of a larger unit and focused on generating ideas to start planning their creature.
Enduring Understandings
- People investigate new ideas by synthesizing pieces of reality
- Environments fit the needs of living things
- The characteristics of living things are designed for function
Learning Targets
- Students will be able to brainstorm and envision their creature, after investigating textures and animals at various multisensory stations.
Key Concepts
Ideation, texture, living things, pattern, synthesis, environment, animals, function, parts to whole
Skills
Cut and glue, brainstorm, imagine, observe, combine
Art Focus
Exploring actual 3-d and implied 2-d textures
Literacy Focus
In-process critiques: talking about art as it is being made, animal books to look through to gain ideas
- THE ART MAKING -
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Students are engaged at the tactile station where they explain that they are "feeling the textures." They start to develop their descriptive vocabulary when describing the various materials as feeling "soft and hard."
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Students begin to vocalize what pictures of textures might feel like. They are starting to understand the difference between implied and actual texture, and how texture can convey meaning. This student uses his prior knowledge of geckos to predict what lizard texture might feel like.
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A student describes the different textures she chose to make an abstract figure of a Pegasus. She explains the red fabric reminded her of a horse's soft texture and that she used feathers at either side of the form for the wings.
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This student describes why he chose certain textures to cut out. He is beginning to envision the different parts he will combine for his creature based off each texture. He imagines the scaley body and explains the placement of the feathers and other aspects of his creature.
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