Week one: Hybrid Animals
October 2nd 2021
Method of instruction: Zoom
Age Group: K-5
Teachers: Kora Burke & Rachel Meyer
Student Artwork
Reflection
Essential Questions:
What is the impact of myths, legends, and stories, on art?
How do animals reflect character traits?
Why is fantasy so important? (In life and in art)
How do stories invoke imagery?
Learning Objectives:
At the start of class, TLW sketch out one animal that best describes themself, this animal can later be reinvented and used in the final work. (Anchor Standard 1&2)
By the end of class, TLW exercise innovation of various animal anatomy by basing the work off of 3 different animals and including 2 physical traits from each animal. (Anchor Standard 3&5)
TLW define hybrid animals as referred to in folklore or myth and understand the cultural context related to them. (Anchor Standard 11)
Describe how animals are personified with character traits and identify them within their hybrid animals. (Anchor Standard 6)
Share work with peers demonstrating confidence in work and ability to discuss its content. Evaluate the work of peers by asking questions and offering encouragement or advice. (Anchor Standard 7 & 9)
Lesson Summary
The first lesson of Saturday Morning Art Workshop, animal hybrids, was very successful in terms of getting to know our students, student participation, and final products. We began the hour with a sketch, posing a question to the students about what animal they would like to be, getting them thinking about animals, and getting their artistic skills warmed up. We had the students go around and share their completed sketches and reasoning behind why they would want to be that animal, they were also asked to include their name, grade, and something about themselves. All of the students kept their cameras on and unmuted themselves to talk when prompted. Afterward, both Rachel and I did the same and shared a little bit about us and our interests with the students.
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Following the warm-up drawing and introductions, we gave an informal assessment asking what they knew about animal hybrids, which lead directly into our discussion. I gave a short guided lecture about the definition of animal hybrids and where they have been seen historically in folklore/myths, as well as exemplary artists who create drawings of animal hybrids. The students were generally familiar with the concept of animal hybrids and the exemplary artist, Aliza Denomme, made explaining the prompt simple.
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The students then listened to us explain that they would need to combine at least 3 animals to create their own animal hybrid and were allowed to use either colored pencils or markers. We provided our own examples putting emphasis on what distinguishing features animals have that would help the viewer identify which animals were combined. We also pushed the concept of color, and texture to help describe their hybrid animals.
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For the rest of the period, the students had work time and gave their animals a name, details, color, and texture. During work time we had the opportunity to bond with the students and get to know them by asking conversational questions and providing information about us.
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Once the hour was nearly over the students shared their works with us and their peers by showing them to the camera and talking about what they made as pictured in the gallery of photos in the page above.
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Final Outcomes and Modifications
As you can see from the screenshots we took on zoom, the students responded incredibly well to the lesson and all created excellently finished products. Our expectations for participation were exceeded as every student had their cameras on, was very attentive to us when we spoke, and shared their progress on their piece throughout the workshop. We were so impressed by how big their ideas were and how quickly they worked. Every student included at least 3, but most more than 3, animals or insects into their hybrid, color, texture, and description of their new animal. As the lesson was wrapping up the students had begun to assign strengths and weaknesses to their animals which was so exciting to see them get so invested in the prompt.
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I would do very little to modify this lesson for the next time teaching it, but would definitely take into account the different age levels and how best to stimulate and challenge each grade. Since we had a group of 10 students k-4, the lesson being more open-ended was very helpful. However, with all ages, the students worked more quickly than anticipated and so we had to fill time with asking them to add to their work. Next time I perform this lesson I will have additional tasks to complete for those who finish quickly. I would also like to push the folklore/myth subject as the students showed particular interest in that area.