McDonald

Arts Lesson Plan

EDTE 229B-02 Arts Methods

CARTOON CREATION

VISUAL ARTS LESSON PLAN

Jeannette McDonald

EDTE 229B-02 Arts Methods

April 8, 1997

Instructor:

Dr. Cris Guenter

Grade Level: Fifth Grade

Planned Lesson Duration: 60 Minutes

Lesson Subject: Visual Arts

Lesson Topic: Drawing Motion and Change 1 -- demonstrated through creating movable cartoons.

Fine Arts Component:	Creative Expression

CREATIVE EXPRESSION OBJECTIVES:

*	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

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

throughout the lesson. However, for closure students will engage in the group

process of partner sharing.

VOCABULARY:

*

Illustration:

An illustration is a picture that explains something. 2

PROCEDURES:

Introduction:	10 Minutes

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?

*	Students should relate their responses to the previously shown cartoon.

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McDonald

Arts Lesson Plan

EDTE 229B-02 Arts Methods

*	Does anyone know how cartoons are made?

*	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

motion?

*	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

*	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

*	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:

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:

*	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

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

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.