POP-UP BOOKS--BIM |
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Dan Stidham |
EDTE 229B--FINE ARTS |
Dr. Cris Guenter, Ed.D. |
Grade Level : | 5 |
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Time Frame : | 3 hours over 3-6 days |
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Topic : | Visual arts lesson featuring pop-up books created by |
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individual students. The books will contain student designed |
scenes from their individual versions of fairy tales. |
Component Objectives | : |
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Creative Expression: | Each student will draw and color a |
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unique scene from his or her version of a fairy tale. The |
scenes will be created using lines, shapes, colors, and |
perspective. The scenes will be used to create student-made |
pop-up books. |
Historical and Cultural Context: | Through class |
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discussion and reading students will explore the history and |
alternative versions of fairy tales as a basis for creating |
their own versions of fairy tales. |
Rationale : | The visual arts offer aesthetic, perceptual, |
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creative, and intellectual dimensions. Designing pop-up books |
(deciding what each scene will depict, drawing the scene and |
writing the story) fosters creativity and critical thinking, |
thereby encouraging intuitive, emotional, and possibly verbal |
responses. Appreciation and application of perspective, |
line, shape, and color will last throughout the students' |
life. |
Strategy : | A combination of guided discovery and direct |
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instruction will be used. |
Vocabulary : | perspective--the technique of representing |
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three-dimensional objects and depth relationships on a two- |
dimensional surface. |
Procedures |
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Introduction : | The teacher will read a variety of fairy |
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tales to the class, including alternative versions (e.g. The |
Three Little Pigs told from the wolf's point of view.) After |
the class discusses alternative versions of other fairy |
tales, the class will discuss the expectations for creating |
the pop-up books. With help from a student, the teacher will |
model how to get started on the individual pages of the pop- |
up books. The term perspective will be addressed. All |
1 of 3 |
students will create their own pop-up books. |
Pupil Activity Sequence | : |
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1. Students will be supplied with forms for the pages for |
the pop-up books. The forms are 8.5"x11" sheets of white |
paper with predrawn lines on the bottom third of the page to |
write a paragraph from their fairy tales. The top third of |
the page is blank to provide room for the students to create |
the scene from the story. The pages are to be folded in half, |
so the lines are inside the fold. The middle third of the |
page has four vertical lines (2" long). They are arranged in |
pairs and placed approximately 1/3 and 2/3 across the width |
of the page. These lines are to be cut along and the |
resulting strips are folded out from the page and form the |
base for the pop-up characters. Students will be supplied |
with as many forms as they need to complete their books. |
2. Students will write a paragraph from their fairy tales on |
each page. |
3. Using crayons, colored pencils, or colored markers, |
students will create a scene for each page of the pop-up |
book. The background needs to be colored completely, leaving |
little or no white paper showing--unless necessary for the |
scene. |
4. Using blank sheets of white paper, pencils, and crayons, |
etc., students will design, cut out and color the pop-up |
characters for each scene--usually 2 per scene. The pop-up |
characters can be attatched to the bases using glue or glue |
sticks. |
5. Once all pages are complete, the students will be shown |
how to glue the pages together back to back (bottom back of |
first page glued to the top back of second, second bottom |
back to third top half back, etc) in proper sequence. |
6. After all pages are properly assembled, students will |
pick out a piece of colored construction paper (approximately |
9"x12") as a cover for their books. The cover is glued to the |
outside of the pages. |
7. Using crayons, colored pencils, or colored markers, |
students will design a front cover for their books including |
the title. The students need to write their names on the |
front or back cover. |
Clean-up : | Each student is responsible for putting any |
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scraps of paper into the trash can and putting away any |
materials he or she used to make their pop-up books. |
Closure : | Once the books have been completed, have students |
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share their feelings of accomplishment and reflect on the |
2 of 3 |
processes used to make the books. If any students volunteer, |
have them share their books with the class. Have students |
discuss possible alternative subjects for pop-up books. |
Evaluation : | After the books are complete, the teacher will |
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visually check to see that the pop-up books were designed and |
assembled correctly--the books open properly and each page |
has a colored background, written text, and at least one pop- |
up character per page. The students will discuss alternative |
versions of fairy tales and whether their perceptions of |
fairy tales and pop-up books have changed as a result of |
writing their own. |
Materials : |
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8.5"x11" forms for pop-up book pages |
sheets of blank white paper for pop-up characters |
sheets of colored construction paper (approximately |
9"x12") for book cover |
crayons, colored pencils, colored markers |
pencils--to sketch pop-up characters and scenes |
scissors |
glue/glue sticks |
Extensions : | This lesson can be adapted second grade-adult. |
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It can be used in cross-curriculum lessons, such as natural |
science or social studies. Examples include pop-up books |
about an event in history or the migration of whales. |
Adapted from Christy Bradford, 5th grade teacher, |
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Wilson School, Gridley, CA. |
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