Sketchbook and Bookmaking gr.

5/6
Day Outcomes Teaching and Learning Activities Resources Planning for Diversity Assessment/Evaluation

4, 7.3, 7.4, 9.2, 10.1.3 2

Classroom expectations Wreck this Journal Grading criteria Icebreakers: 2 truths and a lie Scribble art Tea Party (elements of art) Mini lesson -Pencil Sketch (5min): Line Cross hatchet Tone/value Smudging/shading Split into two groups (40 min): switch @half point 1. Cardboard Cutters (give instructions to small group) 2. Fill bordered sketchbook Page Clean-up (10 min) ** Discuss with students to bring fabric from home that they no longer use Mini lesson Creating patterns and textures Creating a book cover (5 min): Show samples and Proper spacing of cardboards Glue safety Split into two groups (40 min): 1. Gluing Covers 2. Complete one self picked page from sketchbook Clean-up (10 min)

Smartboard Document Tea Party cards Paper

Give simpler cards to those who typically have more difficulty reading than others.

Observation Participation

Wreck This Journal Cardboard Scissors/exact knife Pencil/Erasers Smartboard Presentation

Have the terms displayed on the board Allow students to work Observation in partners while cutting Participation cardboard. Sktchbk pg. Divide groups - Page is filled appropriately to ensure - Uses both cross no conflicts hatch and smudging - Has done something unique

6, 7.3, 7.4, 9.2, 10.1.3 3

Hot glue/Hot glue gun Fabric (brought from home) Sketchbooks Cardboard cut in previous class

Allow students to work together while gluing. Divide groups appropriately to ensure no conflicts

Observation Participation Sktchbk pg. - Page is filled - Uses both cross hatch and smudging - Has done something unique

7, 9.2, 10.1.3 4

Mini lesson Sewing Signatures and Binding (5 min) Sewing signatures (20 min) Mini lesson Book Binding (5 min) Book Binding *Sponge- self picked page Clean-up (10 min) Finishing up Critique

Needles Thread Envelope Signature paper strips Yarn

Allow students to use items brought from home.

Observation Participation Sktchbk pg. - Page is filled - Has done something unique

3.1, 3.2, 3.3, 3.4, 3.5

Index cards Sketchbooks Pencils

Dependent on the class: Critique shall either be done in partners or as a whole class Keep instructions and cues on smart board for visual learners.

Rationale The purpose of this unit is for students to develop knowledge and skill on the elements and principals of art in an engaging, creative and self-identifying manner. Sketchbooks have always been a staple in art courses as a means to brainstorm and imagine. However, there are some problematic areas. The most common issues that arise with sketchbooks are little motivation/engagement and the white page syndrome. I plan to solve these problems with an idea inspired by Keri Smiths book Wreck this Journal. The entire nature of the book is to find creativity in destruction, a hands on activity that students at any grade level can get on board with. As the goal of the book is to destroy each image in a creative and unique manner, students dont shy away from the stigma that each page has to be perfect. Sketchbooks are a journey, a tool for experimenting different ideas. They are not a final product or destination. Relieving students of the intimidating white page with this low-pressure activity, students can be more expressive with their drawings. The sketchbook set up with cues on each page for students to experiment different ideas and techniques. Many of the cues force students to think interpersonally and exercise the imagination and memory. As each cue is open to interpretation, students are challenged to use their time wisely, follow the instructions creatively and use good craftsmanship. One other component of this activity is the arrangement of cues gives students choices. Each week students can draw depending on their mood while still be focused on the skills they need to accomplish during the semester. Through the process of book making, students take ownership of their sketchbook. The idea is for students to identify their thoughts, creativity and personal identity. In the creation of the sketchbook, students have several opportunities to modify their sketchbook to suit their taste by using personal fabric from home and attaching different items that hold significance to them. The cues always demand metacognitive thoughts of what it means to be creative. Students are asked to use the sketchbook as an extension of their personality as well as continue to improve artistic skill and technique, to view the book as a tool in expanding yourself and not solely a grade.

Differentiation and Essential Questions Grade 5 students will primarily have to focus on the elements and principals of art and the role each plays in the students drawings. How will I approach the instructions? How can I use media in an interesting way? Is my craftsmanship strong? Are my designs compelling? Grade 6 students will also have to be aware of the elements and principals of art but also be mindful of how they can integrate their own personality into each image. The students will be able to define how certain illustrations represent them. This is important for grade 6 because in the social unit we will be covering citizenship, community, and society, which directly influences identity. How will I approach the instructions? How can I use media in an interesting way? Is my craftsmanship strong? Are my designs compelling? Why am illustrating these images? How does this represent me? Resources Books: Wreck this Journal Websites: http://www.waynejiang.com/sketchbooks http://www.sketchbookproject.com/ http://www.incredibleart.org/artroom/Nicole/creativity.htm http://listography.com/fancyterrible/activities/wreck_this_journal_pages_to_finish http://wreckthisjournal-ideas.tumblr.com/