McDonald | Arts Lesson Plan | EDTE 229B-02 Arts Methods |
CARTOON CREATION |
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VISUAL ARTS LESSON PLAN |
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Jeannette McDonald | EDTE 229B-02 Arts Methods |
April 8, 1997 | Instructor: | Dr. Cris Guenter |
Grade Level: Fifth Grade |
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Planned Lesson Duration: 60 Minutes |
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Lesson Subject: Visual Arts |
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Lesson Topic: Drawing Motion and Change 1 -- demonstrated through creating movable cartoons. |
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Fine Arts Component: | Creative Expression |
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CREATIVE EXPRESSION OBJECTIVES: |
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* | Each student will create four to six illustrations that produce sequential movement |
and change when rapidly flipped through with a thumb. |
* | Each student will demonstrate that motion and change can be shown in a series of |
illustrations by sharing his/her original cartoon with a partner. |
RATIONALE: | Creative expression is an important fine arts' component that allows |
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for the creation of individual artwork through problem solving. In addition, creative |
expression promotes lifelong appreciation for the visual arts as knowledge and |
artistic skills are gained. Creating a sequence moving cartoon illustrations allows |
students to experience the three goals of creative expression. Students create their |
own unique moving cartoon based on personal experience or response. In doing so |
they acquire knowledge of the visual arts' technical process of animation, |
consequently promoting a lifelong appreciation of motion and change within the visual |
arts. |
STRATEGY: | A combination of direct instruction and guided discovery will be used |
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throughout the lesson. However, for closure students will engage in the group |
process of partner sharing. |
VOCABULARY: |
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* | Illustration: | An illustration is a picture that explains something. 2 |
PROCEDURES: |
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Introduction: | 10 Minutes |
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To "hook" the students into the concept of motion and change within a sequence |
of illustrations, show a four minute video-cartoon clip, such as Tom and Jerry . |
After showing the cartoon pose the following questions to the students in a guided |
discovery fashion: |
* | Is it possible for drawings to change and have motion? |
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* | Students should relate their responses to the previously shown cartoon. |
McDonald | Arts Lesson Plan | EDTE 229B-02 Arts Methods |
* | Does anyone know how cartoons are made? |
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* | Allow students to respond and hypothesize before asking the next question. |
Students will need to use their prior and related knowledge to make the |
guided discovery connection of how they will make their own cartoon, for |
the next question. |
* | How could you make your own cartoon that shows change and |
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motion? |
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* | Allow students to suggest how they will illustrate change and motion within a |
cartoon drawing. |
* | Through direct instruction define the term illustration. |
* | Inform the students that they will create a sequence of four to six illustrations |
of how something moves or changes in a step-by-step fashion. Give examples |
such as an egg hatching or a flower blooming. |
* | Explain that the concept of movement is achieved by layering the cards 1/4", |
stapling together, and then flipping through with your thumb. See below |
illustration: |
* | Demonstrate to the students, using six pre-illustrated 5" X 8" index cards, how |
the cards will be stapled together and rapidly flipped through to produce a |
moving and changing picture. |
Activity Sequence: | 45 minutes |
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* | Distribute the materials. |
* | Allow the students to begin the project. Emphasize to the students that they |
should draw illustrations that do not require words. |
* | Monitor the students as well as offer encouragement when needed. |
Closure: | 3 minutes |
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* | In groups of two students will share their cartoon illustrations with one |
another. They should explain their illustrations to one another, state how they |
were able to achieve movement, and demonstrate that when flipped through |
the cartoon moves in a sequential changing fashion. |
EVALUATION: |
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The evaluation will occur during closure (see closure). Each group of two students will |
share their cartoon with one another. This will be done by rapidly flipping with their |
thumb through four to six index cards to create a step-by-step moving and changing |
cartoon for their partner. The teacher will visually observe the students sharing their |
cartoons illustrations with partners as well as the step-by-step progression |
(movement) of the cartoon. |
MATERIALS/PREPARATION: |
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* | Video clip of a cartoon |
* | Prepare six illustrations to assemble during the introduction of the lesson so |
that the students have a visual model of the cartoon project. |
* | 5" X 8" index cards -- six per student |
* | Color crayons or colored pencils |
* | Staples |
CLEAN-UP: | 2-3 minutes |
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Ask for five student volunteers. Three of the volunteers will collect all the color |
crayons/pencils and return them to the art cabinet. The remaining two volunteers will |
locate the classroom staplers and return them to the teacher's desk. The teacher will |
collect the cartoon drawings as the remainder of the students clean-up their work |
areas. |
EXTENSIONS: | For an interdisciplinary approach to the lesson, students could write a |
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short story that would accompany the cartoon production. In addition students |
could do research on animation artists for further insight and technical ideas of how |
cartoon pictures are made to move and change. |
1 Lesson modified from: Chapman Laura H. (1985) Discovering Art 5: Teacher's |
Edition. Worcester, Massachusetts: Davis Publications, Inc. Lesson 2, page 8-9. |
2 Chapman, 8. |