TYPEFACE – Alliteration, Colour, Shape

Students will be able to:

1. Identify characteristics of Laura Vaccaro Seeger's style;
2. Paint a portrait in a style influenced by Laura Vaccaro Seeger; 
3. Use a variety of textured brushstrokes and contrasting colours;
4. Use alliteration and text to create the features of a face; 
5. Demonstrate technical accomplishment and creativity; and
6. Support their ideas with evidence found in the artworks.

Have students work in small groups:

1. Use a program such as iMovie, Movie Maker or PowerPoint to create a digital story using their paintings.
   - scan or photograph each 2-page spread
   - add voice over and sound effects to demonstrate the emotion described in the illustration
   - expand the story in additional 2-page spreads
2. Share the completed works with their peers.

1. Prior to this lesson teach the concept of alliteration – using words that start with the same sound.
2. Get a copy of the book, Walter Was Worried, by Laura Vaccaro Seeger.
3. Collect plastic lids (about 15 cm diameter) to use as palettes – enough for one per student.

1. Conduct a read-aloud with the book, Walter Was Worried, by Laura Vaccaro Seeger.
2. View the images on each page. Start with the first 2-page spread, Walter was worried when
3. Ask students to look at the images closely for a minute.
4. Share first impressions of the painting, and make a list of the things students describe, for example,
   - textured, loose brushstrokes
   - strong, contrasting colours
   - everything is simplified
   - letters use different fonts
   - letters of word are used for the features of the face
   - letters in the face are the same colour and shape, but different sizes
   - shape of letters helps to show the emotion
   - uses alliteration - Walter, was, worried
   - colours match the emotions
5. Introduce the challenge.

1. Place students into small groups. 
2. Ask them to share their work and discuss the things that are especially effective and why.
   Talk about:
   - use of alliteration, and suggest other words that might work with the person's name
   - how their painting shows the influence of Laura Vaccaro Seeger
   - use of text to create features and show the emotion
3. Share ideas with the whole class. 
4. Ask students 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 the paintings – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads – Typeface_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads – Typeface_self-assessment.pdf)