The Tell-Tale Diptych Day 2
Project/Unit Description/Expedition
Following up with how the students made story illustrations last week, this week we will be looking further into how two illustrations can tell their own stories and relate back to a single story through the use of a Diptych. The goal is to have them be able to explain how two illustrations can tell a story that's the same or from different views.
A diptych is commonly used as a way to express this as it places two images side by side that tend to share similar meanings, purposes, or relate back to an idea. In doing so, we hope to challenge the way students look at presenting ideas through interpretation.
A diptych is commonly used as a way to express this as it places two images side by side that tend to share similar meanings, purposes, or relate back to an idea. In doing so, we hope to challenge the way students look at presenting ideas through interpretation.
Essential Understanding
Students will learn about how artist create art from the stories around them.
Students will learn to explore different ways to interpret stories and how they're told.
Students will learn to explore different ways to interpret stories and how they're told.
Inquiry/Learning Target
Introduction to the Story:
Learning Target: "I can explain what a 'Diptych' is and how it can tell a story."
- "I have been having trouble lately with making sure my images are clear for this short story I've been working on. I've thought and I've thought and I've thought with no success."
- "What I need are some fresh minds to bring their ideas to the table and that's what I've come to you all for! I am desperately in need of illustrations and I believe you are the ones able to do so."
- "All I need for you to do is listen to what I have and create an illustration of what comes to mind. I'm looking for anything that comes to mind to see anything and everything you have to offer."
Learning Target: "I can explain what a 'Diptych' is and how it can tell a story."
Key Concept(s)
Concepts
- What does it mean to be a story illustrator?
- Why is it important to illustrate stories and sketch how they make you think/feel?
- Line
- Color
- Shape
Skill(s)
- Synthesizing details from literature and turning words into imagery.
- Exploring materials to create different meanings and texture within the work.
- Discovering similarities and how stories and interconnect with one another.
Art Focus
We will be creating two illustrations synthesized from two stories that are connected and details. They will be shown together as a diptych where students will be able to see any and all connections that made between the two.
Literary Focus
Literacy will be integrated into the lesson through story-telling. Joel will be writing a story and that is how we are going to integrate literacy into the lesson. There will, also, be times for use during the break gallery walk and end of class discussion.
- Markers
- Colored pencils
- Pastels
- Composition
- Color
- Line
- Shape
- Representation
- Illustration
- Expression
This week, we continued the story idea from last week. Before we introduced the lesson, we had the blog up on the screen once again. Again, students were excited, pointed out their pieces, and were reminded of the work they did last week. Once students took a look at the blog, we sat down with them and introduced the idea of a diptych. This concept was difficult for our students to grasp but they seemed excited by the idea. Once we introduced diptychs and talked about what they were, Joel read the students two different stories.
After reading and listening to the stories, our students were asked to help us develop a brainstorming list of ideas. Students were asked to list people/animals, objects, and settings that the stories made them think of. Our list had many ideas and served as a great tool for students if they got stuck with their illustrations. Some students used the list and others didn't. This showed Joel and I that giving students idea-generating tools is important for many students in this class. After the brainstorming session, students were asked two create two illustrations, one on white paper and one on black paper. We wanted to give students the chance to experiment with black paper and this was the perfect assignment for them to do so. |
This week, we gave our students a wide range of materials to choose from again. This time they were given markers, colored pencils, oil pastels, and chalk. Students chose different materials and again, some students chose to mix media while others stuck to one material the entire work time.
This student was one of the ones who used only one material, with little variation. When asked why he only used oil pastels, this student said "I like how the pastels feel and the colors". This showed Joel and I that tactile senses affect the students' decision about what material to use. Although this may not be true for every student, this student was affected by tactile information. |
One of the most interesting parts of this lesson was watching the students interact with both white and black paper. Students approached the black paper very differently. Some experimented with different media to see varying effects while others used the same material they always use, regardless of how it looks on the paper. The students who tried multiple types of media showed Joel and I that our students are curious and experimentative. This is encouraging for us because we didn't tell students to experiment with black paper, most of them did all by themselves out of simple curiosity. It's encouraging to know our students are excited and curious about new things.
The two examples above show the difference between two types of students. The student on the right used only markers on both of his pieces. Despite barely being able to see the image, the student wasn't discouraged and seemed determined to use only markers. However, the student on the left was one of the ones who relentlessly experimented with multiple materials. First, she tried markers. When she saw how difficult it is to discern markers on black paper, she switched to oil pastels. Once she started using pastels, she seemed extremely satisfied with the color and vibrancy. She then filled in her entire page, using different bright colors. When asked what she thought about the pastels on the black paper she said, "I like it. It's brighter than it is on the white paper." This was encouraging for Joel and I because students are beginning to make observations and learn things about the materials we have available to them every week.
The two examples above show the difference between two types of students. The student on the right used only markers on both of his pieces. Despite barely being able to see the image, the student wasn't discouraged and seemed determined to use only markers. However, the student on the left was one of the ones who relentlessly experimented with multiple materials. First, she tried markers. When she saw how difficult it is to discern markers on black paper, she switched to oil pastels. Once she started using pastels, she seemed extremely satisfied with the color and vibrancy. She then filled in her entire page, using different bright colors. When asked what she thought about the pastels on the black paper she said, "I like it. It's brighter than it is on the white paper." This was encouraging for Joel and I because students are beginning to make observations and learn things about the materials we have available to them every week.
Some students cared far more about the story then the experimentation of materials. These two students are two in that group. The student on the left was creating an illustration about a man climbing a mountain. When asked why, he said "the story reminds me of doing something really hard and climbing a mountain is hard". This answer showed Joel and I that our students are more than capable of making connections between what they hear and what they know. The student on the right created an illustration about a family around a Christmas tree. It was interesting to Joel and I how different students interpreted the stories we told them. Although they heard the same stories, these students took completely different approaches to their ideas and imagery.
Throughout the weeks, we have come to find how important color is to our students. Even if the color choices seem random to us, it's obvious that the students are carefully choosing each color. This is obvious because our students almost always have an answer when asked why they use certain colors. This shows us that most students are cognitive of what colors they use and are even able to articulate why.
For example, this student used fairly unconventional colors for the sun. Usually, our students tend to stick to yellow for their suns. Because this one was so different, I asked her why she chose those colors for the sun. "Pink is warm. The sun is really hot so I used pink to show that". This was really interesting because it's clear that her preconceptions of color affected how she handled her piece. Because she already associates pink with warmth, it was easy for her to color the sun pink. |
The student on the top right was one of our most curious students this week. She decided to use the black pastel on her black paper because she enjoyed the affect of it. After finished her black piece, she went over to her white paper and said "now I wonder if white works on white...it does!" She said this with such excitement and vigor, it made Joel and I extremely happy. Not only was she experimenting with colors, she was obviously excited to do so!
The student on the left was intrigued by blending on black paper. On white paper, he chose to use only markers. However, on black paper, he used oil pastels. When asked why, he made it clear that it was specifically because of the blending ability they have on the black paper. This was encouraging for Joel and I because it showed us how the students approach blending colors and how different materials result in different experimentation practices. The student on the bottom left created an interesting illustration. This student drew a tomato, a mailman, and blocks of color. When asked why he created this composition, he made it clear that he loves tomatoes. So although the tomato itself had nothing to do with the story, this student found a way to incorporate it because he loves them. This gave Joel and I our idea for next week. |
Now that we have tried our story unit with the students, we have a solid base for where to go with the upcoming lessons. For our upcoming lessons, we decided to go a completely different route based on what we have observed about these kids the past few weeks. The lessons these past two weeks have been fun and engaging for the kids. Now, we want to take a different approach that appeals to their interests.
These lessons gave Joel and I the information we were looking for in order to move forward. Because of this, these lessons were successful and we're excited to continue to grow our students' knowledge base. |