McDonald Arts Lesson Plan EDTE 229B-02 Arts Methods
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
* 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
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.
* Illustration: An illustration is a picture that explains something. 2
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.

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
* 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
* 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.
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.
* 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
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.