LESSON SUMMARY: The lesson focuses on Tim Burton, and his imagination and creation of creatures. Students will then explore their own monster ideas, illustrate them on canvas board, and then bring them to life with the use of color theory when applying paint. Through this lesson the students will be able to express their creative minds through illustration and painting. 

Grade Level: 5th grade
Big Idea: Imagination

Essential Questions
1.The students will successfully create parts of a monster in collaborative groups demonstrating teamwork, respect, and cooperation by working together in a timely fashion. 
2. The student will apply knowledge of Tim Burton’s artwork and successfully illustrate their own monster through the use of their imagination.
3. The students will demonstrate an understanding of the use of line to create texture, shape, and/or definition by drawing their monster out on canvas board. 
4. The students will write an imaginative story describing the parts of a monster in 3 to 5 lines. 




II. STANDARDS/OBJECTIVES
A. STANDARDS:

Visual and Performing Arts Standards
1.4.5.A.3 - Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).  
-While the students are imagining their own monsters, they are going to be exploring and elaborating on their own application of imagination in their work.

1.1.5.D.1 - Identify elements of art and principles of design that are evident in everyday life.  
-Through the final stages of the creative process, the students will be extensively relying on color to create their monster and bring it to life.

1.3.5.D.1-Work individually and collaboratively to create two- and three-dimensional works
Of art that make cohesive visual statements and that employ the elements of art and principles of design.
-Through a two-stage process of collaborative work and individual two-dimensional work, color, line and shape will be used to create the monster artwork. 

21st Century Life and Career Skills
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
 -During this lesson, the students will work collaboratively in a group activity and will be asked to participate is specific rolls during the creative process.

Literacy
ELA-Literacy.W.4.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- In addition to the creation of monsters, the students will be asked to write a short narrative about their monster to give their creation character. 

B. OBJECTIVES
1. The students will successfully create parts of a monster in collaborative groups demonstrating teamwork, respect, and cooperation by working together in a timely fashion. 
2. The student will apply knowledge of Tim Burton’s artwork and successfully illustrate their own monster through the use of their imagination.
3. The students will demonstrate an understanding of the use of line to create texture, shape, and/or definition by drawing their monster out on canvas board. 
4. The students will write an imaginative story describing the parts of a monster in 3 to 5 lines.



Learning Experience
Day 1 - As the students enter the room, we will ask the students to take their seats. A short clip from Tim Burton’s The Nightmare Before Christmas will be played to catch the student’s attention. Once the clip has finished, a few questions will be asked about what they saw. Imagination will be introduced as the theme for the lesson to the class. From there the students will begin to participate in a group activity of making larger monsters in groups. Each group of students will be assigned a body part (or two) of some sort, ex. one scary and one non-scary arm. They will collaborate together to construct the monster pieces. The teachers will then ask the students to gather around the demo table calling on one table at a time to come up. Once the students are around the table, the teachers will begin to engage in dialogue with the students and assemble their body part or parts into a monster. Imagination will be introduced to the class as the big idea and the main focus for their art making activity, to make their own monster paintings.
Day 2 - As the students quietly enter into the classroom they will notice that the monster they had created will be hanging on the wall. A lecture on Tim Burton will be given this day about his art work and his some of his biography. A book of his illustrations will be shown to the class as inspiration for their monster paintings. They will be asked to create a Tim Burton inspired monster out of tempera paint on canvas board. Not only should the students use Tim Burton's artwork for inspiration, they can also pull from real life animals, robot parts, insects, etc. But first, the students must create their sketches of their monsters on scratch paper. Then they are transferred to canvas board to prep for painting.  The teacher will approve of the sketches before they are transferred onto the canvas board. At the end of class, the students can volunteer or will be asked to present their work to the rest of the class, they would explain what inspirations they used, colors they plan on using, and so on.
Day 3 -  When the students enter the classroom, they can greet their new classroom monsters that are on the wall. For this next step, a  review the color wheel will be given and discuss the students will then have next part of their assignment, demonstrated for them. The teachers will then do a painting demonstration. Before the painting demonstration starts, they will ask the students information about Tim Burton and imagination. During the painting demo, techniques will be explained to he student. For example, as they are painting they pull the brush with the handle so they create smoother strokes. This will prevent from globing of paint and from the brushes being destroyed! Color combinations will explained as well as how to get different consistencies of paint when using tempra. If the students wish to create a wash, they can use a sponge instead of a brush. From there the students can begin painting and working on their colors. At the end of class, they can talk to each other about their art works and their dislikes and likes about each others pieces.
Day 4 - After the students greet their monsters, they will be seated and get right to work continuing their monster paintings. The teacher will walk around the classroom and assist the students as needed with painting and colors. If necessary, a quick recap demo could be done to help a few students that need extra help. If necessary, they could bring their work to the demo table, and they could work on it with the teacher until they feel comfortable to work independently. After a certain point, a quick demo on how to paint the background will be given to the students. They will go over some color theory concepts with them (ex if the monster has mostly warm colors, put a cool color in the background to create contrast).  A demo of a wash could also be given so their bold monsters stand out. If there is extra time, the students can write a short paragraph to develop their monsters. This can include information like; where the monster lives, what it likes to eat, how it sleeps, if it has friends etc. At the end of class, a critique will be done between the students about the work, comments and participation will be noted.


Lesson Analysis
 

Creature Feature

Criteria/ Objective

The student successfully created parts of a monster in collaborative groups demonstrating teamwork, respect, and cooperation.

The student applies knowledge of Tim Burton’s artwork and successfully illustrated their own monster through use of imagination.


The student demonstrated an understanding of the use of line to create texture, shape, and/or definition.


The students applied 3 to 4 colors when creating their monsters.

The student created a work of art that demonstrates the ability to apply illustration and painting techniques neatly. 


The student created a way for their monster to see and to talk. 

The student wrote an imaginative story describing the parts of a monster in 3 to 5 lines. 

Exemplary(100 - 90) 

The student diligently created parts of a monster while working exceptionally in collaborative groups applying teamwork, respect, and cooperation to the art making process. 

The student applies knowledge of Tim Burton’s artwork by successfully illustrating their monster with all required body parts.

The student comprehensively employed the elements of line to create texture, shape, and/or definition.

The students applied 3 to 4 colors when creating their monsters.

The student created a work of art that demonstrates the ability to apply illustration techniques with great skill and painting techniques very neatly. 

The student created a way for their monster to see and to talk. 

The student wrote a very imaginative story describing the parts of a monster in 3 to 5 lines. 

 

Satisfactory (89-78)

The student actively created parts of a monster while working well in collaborative groups applying teamwork, respect, and cooperation to the art making process. 

The student applies knowledge of Tim Burton’s artwork by adequately illustrating their monster with most of the required body parts. 

The student proficiently employed the elements of line to create texture, shape, and/or definition.

The students applied 1 to 2 colors when creating their monsters.

The student created a work of art that demonstrates the ability to apply illustration techniques with some skill and painting techniques somewhat neatly. 




The student created only a way for their monster to see or to talk. 

The student wrote a semi imaginative story describing the parts of a monster using either less than 3 lines and/or more than 5 lines. 

Needs Development (77-65)

The student did not actively take place in creating parts of a monster while working poorly in collaborative groups applying teamwork, respect, and cooperation to the art making process. 

The student does not apply knowledge of Tim Burton’s artwork by unsuccessfully illustrating a monster with little to none of the required body parts. 

The student rarely employed the elements of line to create texture, shape, and/or definition.

The students did not apply any color when creating their monsters.

The student created a work of art that did not demonstrate the ability to apply illustration techniques with any skill and painting techniques that weren’t applied.

The student did not create a way for their monster to see or to talk. 

The student did not write an imaginative story describing the parts of a monster in less than 3 lines or more than 5 lines.