ILLUSTRATING A STORY – Coloured Pencil Techniques, Repetition

Students will be able to:

• use 5 different coloured pencil techniques;
• create a coloured pencil illustration for a story they have written;
• use repetition of shape and colour to move the viewer's eye through the picture;
• demonstrate technical accomplishment and creativity.

Have students:

• create a bound book of their story using the Creating a Simple Bound Book lesson plan available on this website;
• illustrate key parts of the story using coloured pencil techniques;
• share their books with their peers.

1. Prior to this lesson have students learn a variety of coloured pencil techniques using the Exploring Coloured Pencils lesson plan available on this website.
2. Gather and make available a variety of picture books, for example, Why Mosquitoes Buzz in People's Ears, by Verna Aardema; The Arrival, by Shaun Tan; Love From Grandma, by Jane Tanner; Flight of the Honey Bee, by Raymond Huber and Brian Lovelock; Fox, by Ron Brooks; and The Very Cranky Bear, by Nick Bland.
3. Download and display the Repetition and Colour posters available on this website.
4. Have students work in pairs to analyse a story they are reading focusing on the elements of storytelling, for example,
   - storyline - beginning, middle and end
   - main character, and supporting characters
   - conflict and resolution
5. Have students work in pairs to analyse illustrations in a variety of picture books focusing on the elements of visual presentation, for example,
   - use of the elements of design
   - how the eye moves through the picture plane 
   - framing images
   - background/setting details
   - depiction of characters/drawing style
   - integration of images and text
   - layout - overall design of the page
6. Provide sufficient time for students to write a short story.

1. Read the text from one page of a picture book.
2. View the illustration that accompanies the text and list all the things the illustrator has shown.
3. Discuss how the illustration uses the art elements and media techniques to extend the meaning of the text.
4. Ask students to think about how they can extend the meaning of their story with pictures.
5. Introduce the challenge.

1. Place students into small groups.
2. Ask them to take turns reading the text that accompanies their illustration, and discussing how the illustration extends the meaning of the text.
3. During the discussion include references to:
   - composition - use of repetition to move the eye through the picture plane
   - details - things that add to their understanding of the text
   - textures – that have been created using different coloured pencil techniques
   - colour – how it has been used to balance the composition and show depth
   - feelings the works evoke
   - challenges they may have had and how they solved them
4. Ask them to tell how they felt about doing this project.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their drawings – speaks with a clear voice, looks at audience while speaking, points to areas in the drawing, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - Illustration_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads - IllustratingStory_self-assessment.pdf, or IllustrationPrimary_self-assessment.pdf)