Students will be able to:
- design a Father's Day fan card to suit the person who will receive it;
- use contrast to create emphasis;
- use line expressively;
- demonstrate technical accomplishment and creativity.
I AM YOUR BIGGEST FAN – Shape, Colour, Detail
Steps
Step One
- Trace the outline of your Bristol board on a piece of paper.
- Practice drawing the shape you want to use for your card until you are satisfied with it.
- Remember to leave enough space at the bottom of the shape for your written message.
- Use this plan drawing to draw the shape on one of your pieces of Bristol board.
Step Two
- Cut out the shape.
- Trace around the outer edge of the shape on each of your other Bristol board pieces.
- Cut out 5 in total.
Step Three
- Draw details and write a different message on each piece of Bristol board.
- Use a hole punch to make a hole in the bottom, right corner of each card.
- Make sure they all line up with each other.
- Stack the cards in order and join them together with a brad paper fastener.
Step Four
- Fan the card open to read each message.
Learning Goals
Extensions
Have students:
- extend this technique to create a fan book about research they have done, e.g., in Social Studies, or Science;
- work in small groups to display and share their books with their peers.
Prepare
- Pre-cut the Bristol board enough for 5 pieces per student. (Suggested size 8 cm x 16 cm (3"x 6").
- Gather and make available picture books about fathers, such as, Give Me Back My Dad! by Robert Munsch; Oh, Daddy! by Bob Shea; I Love My Daddy, by Sebastien Braun; The Daddy Book, by Todd Parr; Just Me and My Dad, by Mercer Mayer, Me and My Dad! by Alison Ritchie.
Introduction
- Conduct a read-aloud with a story such as Give Me Back My Dad! by Robert Munsch focussing on the relationship the father has with his daughter,
- (Have students without fathers think about a person who fills that role for them – someone extra special) - Have students brainstorm a list of special things that they do with their fathers.
- Ask them to choose their 4 favourite things and draw symbols that represent those things, a ski helmet, for example.
- Introduce the challenge
Activities
The Challenge
- Design a Father's Day fan card to suit the person who will receive it.
- Use contrast to create emphasis.
- Use line expressively.
- Demonstrate technical accomplishment and creativity.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- created a fan card with 5 layers
- used contrast to create emphasis
- used lines expressively
- added symbols that represent favourite things the card
- kept the paper in good condition - Guide students through the steps outlined in this lesson plan.
- Remind students to think about the person who will receive the card.
- What colours do they like?
- What details would represent them? - Ask students to brainstorm a list of things they love about their father or special friend.
- Encourage them to choose 4 different things to use on their card.
- Ask them to think of symbols or details they can draw to show those different things. - Encourage students to use contrast and line in their design.
- Observe students as they work.
- From time to time ask students to stop and view their work as a whole so they can see how colours and designs are fitting together.
- Provide individual assistance and encouragement.
Sharing
- Once all the cards are complete ask students to share their card with a partner.
- Ask them to look for:
- Contrast – How has contrast created areas of emphasis?
- Line – How have lines been used expressively?
- Personality – How does the card suit the person who will receive it? - Ask some students to share with the whole class.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their cards – speaks with a clear voice, looks at audience while speaking, points to areas in the drawings, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads – Fan_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads – Fan_self-assessment.pdf)
