I AM YOUR BIGGEST FAN – Shape, Colour, Detail

Students use markers on Bristol board to create a 5-part fan card.

Required Time

120 Minutes

Grade Level

Grade 1 to Grade 6

Subject

Language Arts
Visual Arts

Vocabulary

brad colour contrast expressively line repetition

Materials

Scissors Small Paper Fasteners Bristol Board 5 pieces per student 8 cm x 16 cm (3" x 6") Markers Pencil

Shop Crayola Products

Steps

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step One

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.

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step Two

Step Two

Cut out the shape.

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step Three

Step Three

Trace around the outer edge of the shape on each of your other Bristol board pieces. Cut them all out.

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step Four

Step Four

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.

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step Five

Step Five

Stack the cards in order and join them together with a paper fastener.

I AM YOUR BIGGEST FAN – Shape, Colour, Detail - Step Six

Step Six

Fan the card open to read each message.

Learning Goals

Students will be able to:

  1. Design a Father's Day fan card to suit the person who will receive it;
  2. Use contrast to create emphasis;
  3. Use line expressively; and
  4. Demonstrate technical accomplishment and creativity.

Extensions

  1. Have students extend this technique to create a fan book about research they have done, e.g., in Social Studies, or Science.

Prepare

  1. Pre-cut the Bristol board enough for 5 pieces per student. (Suggested size 8 cm x 16 cm (3"x 6").
  2. Gather some story books about Father's Day, such as, Oh, Daddy! by Bob Shea, I Love My Daddy, by Sebastien Braun, Just Me and My Dadby Mercer Mayer, Me and My Dad! by Alison Ritchie
     
     

Introduction

  1. Read a story about fathers and their relationship with their children. (Have students without fathers think about a person who fills that role for them – someone extra special)
  2. Have students brainstorm a list of special things that they do with their fathers.
  3. Ask them to choose their 4 favourite things and draw symbols that represent those things, a ski helmet, for example.
  4. Introduce the challenge

Activities

The Challenge

  1. Design a Father's Day fan card to suit the person who will receive it.
  2. Use contrast to create emphasis.
  3. Use line expressively.
  4. Demonstrate technical accomplishment and creativity.

The Process

  1. Walk students through the steps outlined in this lesson plan.
  2. Remind students to think about the person who will receive the card. 
    What colours do they like?
    - What details would represent them?
  3. 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.
  4. Encourage students to use contrast and line in their design.
  5. Observe students as they work.
  6. 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.
  7. Provide individual assistance and encouragement.

Sharing

  1. Once all the cards are complete ask students to share their card with a partner. 
  2. 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?
  3. Ask some students to share with the whole class.

Assessment

  1. Observe students as they work  – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
  3. Use a checklist to track progress. (Downloads – FAN_tracking.pdf)
  4. Have students use the self-assessment form to evaluate their work. (Downloads  – FAN_self-assessment.pdf)