Submitted
by Donna Rodeghiero, Beecher High School, Beecher, IL
Unit: Drawing - Identity - Illustration
Lesson: "Where's
Waldo" About Me Drawing - Self "Portrait"
Grade Level: high school (adaptable to lower grades)
Click images for larger views
Description:
Students create
a narrative piece showing their likes and dislikes. "Where's
Waldo" (Where's Wally) serves as inspiration. Look
at narrative art - Hieronymus
Bosch and others. Students learn there can be different kinds
of self portraits.
Objectives:
- Identify the cultural
clues found within art forms
- Produce/explore works of
art based on their environment - personal experiences.
Create a work of art about self.
- Recognize how technical
elements affect works of art - use elements and
principles of design effectively
Materials:
(Optional)
Where's Waldo (Wally) posters and books
white drawing paper, newsprint
pencils, erasers
fine point markers
colored pencils, markers, or watercolors
Resources:
Hieronymus
Bosch (Scholastic Art past issue on Narration: Hieronymus
Bosch)
Where's
Waldo
(Where's Wally) (Google image search will bring up
examples) - illustrator Martin Handford
Star
Wallowing Bull - Cultural Identity - "Black Elk's Little
Sandman" - learning poster from Plains
Art Museum. Poster is free - just pay shipping charges. More
work by Star Wallowing Bull (Native American) can be found on
line. Try a Google search.
Instruction/Motivation:
- Show examples of narrative art.
Look for cultural clues in narrative art by Heironymus Bosch.
Present some images of Where's Waldo. Compare/contrast
with work of Bosch.
- Tell students they will fill the
composition with memories from early childhood to present.
(Donna told them it could be about anything and everything
they liked or disliked from their earliest memories on....like
having glasses or braces, their pets, their games or special
holidays or vacations that had a lasting effect on their lives
or memories and to go from there.)
- Look at some different kinds of
self portraits (such as Van Gogh's chair and others).
Procedures:
- Brainstorm events, happenings,
memories from early childhood on. Make sketches on newsprint
to represent the happenings, events - likes and dislikes
- Fill composition on drawing
paper with images to represent memories. Plan to unify the
composition - repeating patterns. shapes and colors.
- Color with choice of colored
pencils, markers or watercolor.
- Write a reflection about
finished work.
- Class critique.
Added by Jackie Brewer:
I have done something very similar to this. The students have
difficulty when it comes to thinking of things about themselves. My
approach has been this:
- Brainstorm. List 20 things about themselves (can
relate to family, events, likes and dislikes)
- Choose sixteen, I don't tell them much more than this at a time for
fear of getting trite ideas.
- Fold 12" x 18" newsprint paper into sections to create sixteen areas.
- Then they are told that they must illustrate all sixteen
items. They may bring items in to work from but can not use magazines.
- Cut out the individual drawings, such as around an apple....around
the rose....etc.
- I give them an 9" x 12" piece of construction paper.
- They take the cutouts and make a collage of the drawings.
Note: individual drawings could be photocopied larger or smaller if needed.
- Draw a grid on top of the collage
- Enlarge on to 18" x 24" paper. Fill in negative space
with patterns/shapes to unify.
- Complete in color
Jackie suggests this for semester exam project which makes a good
Christmas gift to mom and dad if they incorporate family and family
traditions.
Assessment/Rubric (adapted from
Rubric by Marianne Galyk)
|
Assessment Rubric
|
|
Student Name:
|
Class Period:
|
|
Assignment:
About
Me Memories (Where's Waldo)
|
Date Completed:
|
|
Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
|
Excellent
|
Good
|
Average
|
Needs
Improvement
|
Rate
Yourself
|
Teacher’s
Rating
|
|
Criteria 1 –
sketches and planning
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 2 –
composition filled with images representing memories
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 3 –
composition has unity through use of color, shapes,
patterns.
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Total:
50
x
2 = 100
(possible
points)
|
Grade:
|
|
|
|
|
Your Total
|
Teacher Total
|
Student reflection:
Teacher's Comments:
National Standards: Standards
covered would depend on how much critique/student discussion
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
|
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
|
