Vous êtes sur la page 1sur 11


Dr. Janice Rahn


Christina Shorrock

ELA/ART: Picture Books Stage 1 Desired Results




color to
create 3D

Students will encounter different illustration styles in picture books

and use the same techniques to apply it to their own unique picture
Students will develop skills of visual literacy
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 Color can have an impact on mood

and expression

Use color
U2- Illustrations add just as much to a
to create
mood and story as the words do (visual literacy)
expression U3- Texture helps add visual interest and

To what extent to illustrations

tell a story?
How does color affect the
outcome of a rendering?
How does texture affect the
outcome of a rendering?

depth in images


Create a
Students will be skilled at
Students will know
picture1. Identifying and re-creating different
How to apply the basic skills theyve learned
to the final project.
2. Explaining the differences between
warm colors and cool colors
their work and others work.
3. The practices of using highlights to


create a 3D effect, using color to

create expression, collaging,
stamping, and stenciling
Critiquing themselves and others
work in a constructive and
respectful manner
Reading a visual text

STAGE 2 Evidence

Assessment Evidence

Performance is judged in
terms of Critique

and the completion

of their final

Participation- class
discussions, project
work, experimenting with
texture and color and
materials, taking risks in
their final work
Completion- proper use
of techniques, clean
Creativity- showing a
sense of individualism in
their final project

Students will need to show their learning by: Showcasing

their mastery/chosen pieces and explaining the
techniques that they used in illustrating. Students will
also submit a final picture book (likely using the
technique that they are most fond of) for a summative

Students will create their own picture-book, using

techniques showcased by three different childrens book
illustrators. Students will practice all techniques and use
their classmates critiques to choose one technique to
master and include in their own unique book that they
write and illustrate. Students will also have the
opportunity to share and present their childrens books in
a class sharing day.

NOTE: For the purposes of this assignment, Ive briefly mentioned

some concepts we will be studying in ELA, but have only included
the Art curricular outcomes and art lessons
This unit is an integrated unit focusing on both visual art and language
arts for an upper elementary classroom (grades 5-6). The students will learn
the fundamental principles of not only writing, but illustrating their own
picture-book. This unit will incorporate drawing, experiments in print-making,
and collaging. Students will examine various picture-books to reflect on the
illustrating techniques as well as encounter various childrens book
illustrators to incorporate some basic art theory into their learning. Students
will also have the chance to practice techniques that are used in illustrations
focusing on texture, color, and expression in particular. This unit is intended
to promote literacy of the written elements of stories, but also to promote
visual literacy and how illustrations can actually communicate as much as
words and speech do. Students will participate in reading and working with
picture books and students will also participate in a variety of centers where
they will examine illustrations as well as create their own using the same
techniques. Students will also have the opportunities to select their mastery
pieces and have them critiqued in a gallery walk of the classroom. This unit
should take about 1-1.5 weeks in an elementary classroom.

This unit is unique in that it will be primarily focused on the illustrations

of picture books. In grades five and six, students are more than capable of
reading most picture-books. Their language and vocabulary is fairly simple
and students will likely be literate in terms of comprehension. However, this
unit intends to focus on the illustrations to promote visual literacy and inspire
some critical and creative thinking of the students in the visual arts and
language arts disciplines. Students will also be less likely to feel intimidated,
because they are working with texts that are perhaps familiar to them
already and are slightly below their reading level. We will be looking at three
artists in particular: Eric Carle, Michael Martchenko, and Marcia Brown whom
all have very different techniques in illustrating.
I also believe that this unit could be adapted for older grades by asking
deeper critical inquiry questions. Additionally, students could also work
through a novel and create their own picture-books while learning the same
design techniques (slightly adapting the texts and final studio activity of
creating one picture-book for a common novel that everyone reads).
Teaching strategies are also adaptable to meet the needs of the class.
Students will be provided with visual exemplars and the picture-books will be
avaialbe for perusal.
The critique stage of this unit allows students to choose their favorite
work, or work that theyre most proud of, which is empowering. Students
also have lots of opportunities to practice three key techniques in illustration
in order to gain confidence and promote a love of visual arts. In my
experience, students love gathering around a book and talking about what
they see, how they feel, and asking questions for further inquiry. Picturebooks are a great way to engage students. Overall, I think that this is a wellrounded unit that really focuses on art and attempts to make one of the core
subjects more accessible, while infusing critical and creative thinking into
each lesson.
Unit Outcomes:
- Component 2 (Assessment)
B. Designed objects can be evaluated on the basis of function and
C. Criteria are necessary for the evaluation of designed objects.
- Component 3 (Appreciation)
A. Artistic style affects the emotional impact of an artwork.
B. An artwork can be analyzed for the meaning of its visible components
and their interrelationships.
C. Artworks contain symbolic representations of a subject or theme.
D. Artworks can be appreciated at many different levels, literal and

E. An art critic helps us to understand works of art

- Component 6 (Qualities and Details)
A. Colour harmonies affect the mood and feeling of the viewer
C. Distinguishing characteristics of things can be portrayed vividly or
- Component 8 (Unity)
A. Implied line produces tensions and connections to achieve unity.
C. Transitions of colour, texture or tone relate the parts of a composition
to a unified whole.
F. Pervasive colour, texture or tone can unify a composition, as from an
overall wash of paint, a glaze, a textural additive, a surface treatment, or the like
- PURPOSE 2: Students will illustrate or tell a story
- PURPOSE 4: Students will express a feeling or a message.
- PURPOSE 5: Students will create an original composition, object or space based
on supplied motivation.

Text Resources:
A Very Hungry Caterpillar by Eric Carle
Andrews Loose Tooth by Robert Munsch
Stephanies Ponytail Stephanies Ponytail by Robert Munsch
Smelly Socks Smelly Socks by Robert Munsch
Once a Mouse by Marcia Brown
Lesson Summaries:
1: This lesson will involve reading and analyzing one Robert Munsch book.
Other texts will be used for examples of illustration. Students will be
introduced to the differences between warm and cool colors. Students will
discuss how color can represent and explain mood and expression.
2: Students will practice drawing cartoon faces (profile and/or straight-on).
They will manipulate facial features to create expressions and add colors and
highlights using tint to create a 3D look to their faces.
3: Students will get a tutorial on how to properly critique each other. They
will have a gallery walk and comment period. Students will then reflect on
the critiques received and write a reflection.
4: Students will read Eric Carles text. They will discuss premise of the
novel, details on characters and plot. They will also discuss similarities and
differences between the illustrations they see here and the cartooning seen
in Martchenkos illustrations. Students will be introduced to the technique of

collaging and different ways we can create texture in illustrations. Students

will start their own illustrations.
5: Students will get a work period for finishing their illustrations with the
technique of collaging. They will also have a short gallery walk to display and
critique their finished work.
6: Read Marcia Browns text. Students will get a tutorial on how to stencil.
They will encounter a variety of ways to stencil. Students will also be
introduced to the stamping technique, but I am not positive there would be
time to experience stamping, especially since Marcia Browns text seems to
reflect stenciling technique more.
7: Students will spend this class creating their own stencils and
experimenting. First, using geometric shapes and then creating a scene with
one character and some background detailing. Students will paint over these
stencils to create an image. At the end of the period, students will receive
information for their culminating assignment.
8: Students will go over the writing process and discuss all of the things
learned in this unit so far. Students will have the period to start writing their
stories and planning a minimum of 3 illustrations. Students can choose which
ever technique they like best to create their illustrations.
9: Work period
10: Work period (students will need to complete this for homework if not
finished by now)
11: This is the final lesson of the unit. This will be a sharing day. Students will
share their stories with classmates (could take the form of a formal reading
in front of the class)
- Students will share what techniques they used for their illustrations
- Students will have the opportunity to put their books on display (maybe in
the library or in the classroom somewhere).
Lesson Plans:
Lesson 1 (Intro to Picture Book Unit: Robert Munsch) 3-4 classes
- Students will recognize that artistic style affects the outcome and
emotion of an artwork
- Students will recognize the impact of color on the mood and tone

of a piece
- Students will use tinting and highlighting to create 3D images
- Students will use color to express emotion
- Students will employ techniques that create expression
- Warm colors, cool colors, highlights, tint, expression, visual literacy
-Andrews Loose Tooth by Robert Munsch
-Stephanies Ponytail by Robert Munsch
- Smelly Socks by Robert Munsch
- Hand out on warm/cool colors
- Hand out on drawing profiles
- Acrylic and/or watercolor paints with brushes
- Paper
- Smartboard
- Show students cover of Robert Munsch Book (Andrews Loose Tooth)
- Encounter Robert Munsch and Michael Martchenko compare illustrations
from different texts by Michael Martchenko
- What do you notice? How does the artist make the characters look
3D? Does the illustrators use of color suit the
words/messages/mood of the book? What makes you think that it
does? Students will likely comment on the colors, facial expressions, and the
slightly messy look of the illustrations.
- Mini lesson on warm colors and cool colors. Also an opportunity to discuss
how the colors communicate a message of mood and add detail to the story.
-What mood do you think that warm colors are associated with?
What about cool colors?
- Students will practice using warm colors and cool colors as well as trying to
create expression
- Draw profiles (or straight-on) outlines of faces (draw as student draw on the
- What do you look like when youre angry, sad, happy, surprised?
Students can make faces and comment on what features of their face
change (brief open discussion)
- Students will draw up to 5 profile or straight-on images of faces and
manipulate the facial features to create expressions and moods
- When completed, students will choose either warm or cool colors for their

faces as well as using white highlights to add more detail and realism to their
cartoon face profiles
- Tell them to use Michael Martchenkos pictures as inspiration
- Acrylic or watercolor paints would work
Students may need an extra period to finish their paintings
- Give a tutorial on how to critique properly (not about criticizing or
complimenting, but commenting on what you SEE, what it reminds you of, or
how it makes you feel)
- Gallery walk and critique for one period after paintings complete and
posted around room (students can use sticky notes and post beside
paintings, then individuals can collect their own sticky notes and read and
reflect on their experience)
-Students will write a one page reflection on what they learned for the last
few lessons in art as well as about their experiences making the art and what
theyve learned to improve

Lesson 2: Picturebooks (Eric Carle and Collaging) 3-4 classes

- Students will recognize that texture produces an effect on the
overall rendering
- Students will use techniques of collaging to create texture
Collage, texture,
- A Very Hungry Caterpillar by Eric Carle
- Other collaging artists (look up)
- Tissue paper (of various colors)
- Pens/pencils
- Paper
- Students will read the Eric Carle text
- Discussion on messages of the text
- Did you notice any differences between these illustrations and
Michael Martchenkos illustrations? How do you think they were

- What is special about the colors here?

- Show students hard copy exemplar of collaging technique
- Ask students to gently feel the exemplar picture, then to feel the book page
- What do you notice? How come these two feel differently?
- Tell students it is now their turn to create these
-Students will draw their own images of either an animal, insect, or
imaginary character that would possibly be in a picture-book. Inform them to
draw very lightly, because this drawing will merely act as an outline for them
to have a guide of where to collage
-If desired , students can label (lightly) what colors they want to use and
-When finished students will start to collage atop their drawings
Students may need an additional work period to finish the collaging part of
their art
- Students will display their works around the room and perform a gallery
walk again
- Students will be asked to critique two classmates and write a personal
- What was different about your experience of collaging and your
experience of creating expressions for characters?

Lesson 3: Stenciling (Once a Mouse by Marcia Brown) 2-3 classes

- Students will employ techniques of stenciling to create unique
- Students will identify important elements and shapes within an
image to create effective stencils
- Students will compare and contrast illustration techniques
Stenciling, print-making,
- Once a Mouse by Marcia Brown
- Styrofoam sheets (or plates, if easier)
- Acrylic Paint

- Brayers
- Paper
- Read Marcia Browns text Once a Mouse
- Discuss differences between illustrations in this text and the ones
previously studied
- How do you think that these illustrations were created?
- What are the similarities and differences between all of the
picture-books weve studied (venn diagram on smart-board) Discuss
characters, art techniques, lessons, plot, etc)
- Encounter: Stenciling (examine various artists, use google images to show
students different ways it can be done)
- Provide students with a brief tutorial on how to properly stencil
- Students will draw shapes and cut them out to practice stenciling
- Draw a geometric pattern of some sort, students can get creative with the
types of shapes and choosing what to cut out and what to leave in order to
create a cool stencil to project onto another page
- When completed a stencil page, students can choose a color (or two colors)
of paint to go over their stencil with onto another sheet of paper
- Students can further their practice by creating a stencil of an animal or a
small scene (like would appear in Once a Mouse )
- Students should draw image first, adapt it to make it into an easy stencil,
and then choose what to cut out, focus on basic shapes, instead of cutting
very small details. For instance, if they were to draw a tiger, cut out the
stripes and paws and part of the face. You still get the image of a tiger, but it
is simplified.
- Critique a partner, have them tell you exactly what they did in executing
their image
- Have a grand discussion about this once everyone has shared with their
- Students will receive their final assignment hand-out

Lesson 4: Final Picture-Book

- Review with students: techniques we have learned about in art as well as

the writing process

- What do illustrations communicate? What does it mean to be
visually literate?
- Brainstorm as a class, making a mind-map of potential story ideas. Start
students off with a few ideas or examples of my own, and asking students
about characters, plot, conflict, etc to get their memories and minds going
- Students will begin their writing process, first with brainstorming ideas for
themselves, then by drafting and free-writing, then editing (self and peer),
and making their final copy.
- Students must focus on writing their story before they can begin illustrating
- Students may brainstorm ideas and techniques for their illustration
- Students can create their illustrations using the technique of their choice
(students may use multiple techniques for their illustrations, but it would be
more complicated and may not create a cohesive book)
Students will receive 2 periods to work on these before it becomes
- Students will participate in a sharing day where they read their stories to
the class
- This will take the form of a presentation (reading of their book, discussion
and reflection of how they created it)
- Students will also self-evaluate their work