Students will be able to:
- create textured papers with acrylic paint;
- create 6 story cards using collage technique;
- make up and tell a story using the story cards as props;
- demonstrate technical accomplishment and creativity.
MINI STORY SQUARES – Contrast, Texture, Storytelling
Steps
Step One
- Choose 3 magazine pages with colours you like.
- Paint over the pages with acrylic paint.
- Let some of the paper show through the paint.
- Scratch into the paint to create different patterns and textures.
- Set the papers aside to dry.
Step Two
- Choose 3 pieces of coloured construction paper.
- Paint over the pages with acrylic paint.
- Let some of the paper show through the paint.
- Scratch into the paint to create different patterns and textures.
- Set the papers aside to dry.
- You should have 6 new papers to work with.
Step Three
- Use the painted papers and magazine pictures to make 3 character cards.
- Try putting animal heads on human bodies.
- Add details that help tell us who the character is and how he/she might act.
- Make sure all the papers are glued down smooth and flat.
Step Four
- Use the painted papers and magazine pictures to make 3 setting cards.
- Add details that help tell us where the setting is and what it might be like there.
- Make sure all the papers are glued down smooth and flat.
Step Five
- Place your cards beside each other.
- Decide on names for your characters.
- Use your cards to create a story that has a:
- hook at beginning
- main character who must achieve a goal
- problem to be solved
- satisfying solution - Practice telling your story so you can share it with a partner.
Learning Goals
Extensions
Have students:
- work with one or two others to combine their story cards and create a new story;
- practice telling their stories to each other;
- organize and participate in a storytelling event;
- write out their stories in a decorative way and display them along with the story cards;
- video each other telling their stories.
Prepare
- Teach/review characteristics of good stories, for example,
- hook at beginning
- main character who must achieve a goal
- a problem to be solved
- a satisfying solution - Gather and make available a variety of story books, for example, A Year Full of Stories: 52 classic stories from all around the world, by Angela McAllister, and Christopher Corr; The Land of Stories: Worlds Collide, by Chris Colfer; The Story Orchestra: Four Seasons in One Day: Press the note to hear Vivaldi's music, by Jessica Courtney-Tickle; Where The Wild Things Are, by Maurice Sendak; and The Paper Bag Princess, by Robert Munsch, and Michael Martchenko.
- Download and display the Colour, Texture, and Contrast posters available on this website.
- review or teach the elements of colour and texture – colour schemes, highlights, shadows
- review or teach the principle of contrast – extreme differences - Gather a variety of magazines - National Geographic are especially good for this activity.
- Cut a variety of colours construction paper into half sheets - 15.2 cm x 22.9 cm (6" x 9").
Introduction
- Read a short story to students without showing any pictures and ask them to imagine what the characters look like as you read.
- Share impressions of the characters.
- Discuss how details help bring the story to life.
- Introduce the challenge.
Activities
The Challenge
- Create 6 textured papers with acrylic paint.
- Create 6 story cards using collage technique.
- Make up and tell a story using the story cards as props.
- Demonstrate technical accomplishment and creativity.
The Process
- Ensure that everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have created:
- 6 different painted papers
- a variety of textures
- 3 different character cards
- 3 different setting cards
- details that show what the character might be like
- details that show what the setting might feel like
- 6 cards that are in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students into small groups.
- Ask them to:
- share their stories and cards and discuss the things that are especially effective and why
- talk about what they found satisfying about doing this project
- talk about how they might use what they learned in a different way - Share ideas with the whole class.
- Ask students to tell how they felt about doing this project.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss the collages – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
- Use a checklist to track progress. (Downloads – MiniStoryCards_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads – MiniStoryCards_self-assessment.pdf)
