Imaginary Creatures

I. Topic

• Big Idea: Fantasy

• Key Concept: Fantasy involves using your imagination to create things that do not exist in the real world. Sculpting imaginary creatures in 3-D form allows students to visibly show what they see in their imagination.

II. Objectives / Expected Learner Outcomes

• Students will know that imaginary creatures have traits that cannot exist in real life.

• Students will learn how to transform ideas from their imagination in two-dimensional and three-dimensional forms.

• Students will be able to sketch imaginary creatures from their imagination.

• Students will be able to sculpt three-dimensional creatures from their imaginations.

III. Standards of Education

A. Related National Standards for Visual Arts Education

NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS

Achievement Standard: Students explore and understand prospective content for works of art. Students select and use subject matter, symbols, and ideas to communicate meaning.

B. Related Virginia Visual Arts Standards of Learning

K.10 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

IV. Student Group Targeted

• Kindergarten – 1st grade

• Prerequisite skills/knowledge: Basic drawing skills. Students will have a basic understanding of line from lesson one.

V. Time Required

One session, 50 minutes

VI. Materials and Resources

Drawing paper Pencils

Pipe cleaner Cut up straws

Paper plates Crayola Model Magic

VII. Itinerary and Strategies

Key Terms/ Vocabulary:

Imaginary: Something that is made up in your head.

Traits: Something that you have or can do that makes you special (eyes, ears, tails, horns, wings).

Imaginary Creature: Something created that has made up traits.

Introduction (3 minutes)

Go over rules. Today we will be learning about imaginary creatures. Then, I am going to show you how to create your very own imaginary creature that you can add to your castles later.

Motivation and Explanation (10 minutes)

First, I would like to talk a little bit about using your imagination. Raise your hand if you can tell me what imaginary means? Imaginary is something that is made up in your head (or something that is pretend- ask what do you mean by pretend? if this answer is given to make sure they understand that it is something that is not real). That’s right! Great job. What are some things you can do when you use your imagination? (you can pretend to fly, play dress up, can pretend to have magic powers, be invisible, etc.)

If imaginary means something that is made up, raise your hand if you can tell me what an imaginary creature is? (A creature that is made up. That's right, an imaginary creature is something created that has made up traits)

Transition to First Example (Where the Wild Things Are)

Many books and cartoons have imaginary creatures in them. Raise your hand if you can tell me the name of creature from a book or cartoon you like. What does that creature do that makes them special? The things that people and creatures have that make them special are called traits. Read “Where the Wild Things Are”…start where Max reaches the island of wild things.

Checking For Understanding

The creatures in the book are imaginary creatures because they are made up by Max’s imagination. All of the creatures Max made up have imaginary traits. What is an imaginary trait? What imaginary trait do you see in this picture? Walk around and have each child point to an imaginary trait (claws, beaks, teeth, fur, scales, Max's crown or wand).

Transition

From a PowerPoint with several examples of more imaginary creatures we will move to guided demonstration of techniques.

Guided Demonstration:

Marks with a pencil to add lines or texture as well as:

Flattening- place Model Magic on an easily cleanable surface and press down with the palm of your hand. Press in several places to make the thickness even.

Rolling with Hands- By rolling the Model Magic back and forth with your fingertips or palms, you can create snakes, snails, or coils. Stack the coils one on top of the other to build larger shapes.

Student Independent Activity(20 minutes)

Students will first draw what they want their imaginary creature to look like. - 5 minutes.

Then they will sculpt their imaginary creature. - 15 minutes

Closure (5 minutes)

Give 5 minute warning to finish up where they are in the project.

Cleanup. Assign certain students to collect materials. Once everyone is back in their seats, sitting quietly, we will take turns sharing our imaginary creatures!

VIII. Evaluation Strategies (10 minutes)

Students will know that imaginary creatures have traits that cannot exist in real life.

Evaluation 1

During a PowerPoint presentation, students will look at pictures of real creatures and imaginary creatures and I will ask them to identify what traits make each creature imaginary (the unicorn has a horn, horses do not have horns, Spiderman can cast webs and climb up buildings, humans cannot do this in the real world, etc.).

Students will learn how to transform ideas from their imagination in two-dimensional and three-dimensional forms.

Evaluation 2

After the PowerPoint discussion on hat makes a creature imaginary versus real, students will take their ideas for an imaginary creature and sketch it. They will use their sketches as a basis for the imaginary creatures they want to sculpt. At the end of class, students will take turns sharing and describing their creatures. They will explain what their creature is, what special things they made-up for the creature to do, and what in particular makes their creatures imaginary (not real).

Students will be able to sketch imaginary creatures from their imagination.

Evaluation 3

As a preliminary exercise, students will draw their imaginary creature and brainstorm the imaginary traits they want it to have. During class, I will consult each student and encourage them to think deeply about what imaginary things they want their creature to do and what parts/tools/traits they would need to show that their creature can actually do that.

Students will be able to sculpt three-dimensional creatures from their imaginations.

Evaluation 4

After drawing out what they want their imaginary creatures to look like, students will sculpt their creature in a 3-D form. Through discussion, students will be asked to think about if they have ever seen any of these creatures in real life (no) and what certain traits or abilities make their creature not real (not able to exist in real life).

IX. Suggested Supplemental Activities

Students could create imaginary creatures using found objects and recycled materials. This would emphasize that real, already existing elements can be used to create something that is imaginary.

I. Topic

• Big Idea: Fantasy

• Key Concept: Fantasy involves using your imagination to create things that do not exist in the real world. Sculpting imaginary creatures in 3-D form allows students to visibly show what they see in their imagination.

II. Objectives / Expected Learner Outcomes

• Students will know that imaginary creatures have traits that cannot exist in real life.

• Students will learn how to transform ideas from their imagination in two-dimensional and three-dimensional forms.

• Students will be able to sketch imaginary creatures from their imagination.

• Students will be able to sculpt three-dimensional creatures from their imaginations.

III. Standards of Education

A. Related National Standards for Visual Arts Education

NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS

Achievement Standard: Students explore and understand prospective content for works of art. Students select and use subject matter, symbols, and ideas to communicate meaning.

B. Related Virginia Visual Arts Standards of Learning

K.10 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

IV. Student Group Targeted

• Kindergarten – 1st grade

• Prerequisite skills/knowledge: Basic drawing skills. Students will have a basic understanding of line from lesson one.

V. Time Required

One session, 50 minutes

VI. Materials and Resources

Drawing paper Pencils

Pipe cleaner Cut up straws

Paper plates Crayola Model Magic

VII. Itinerary and Strategies

Key Terms/ Vocabulary:

Imaginary: Something that is made up in your head.

Traits: Something that you have or can do that makes you special (eyes, ears, tails, horns, wings).

Imaginary Creature: Something created that has made up traits.

Introduction (3 minutes)

Go over rules. Today we will be learning about imaginary creatures. Then, I am going to show you how to create your very own imaginary creature that you can add to your castles later.

Motivation and Explanation (10 minutes)

First, I would like to talk a little bit about using your imagination. Raise your hand if you can tell me what imaginary means? Imaginary is something that is made up in your head (or something that is pretend- ask what do you mean by pretend? if this answer is given to make sure they understand that it is something that is not real). That’s right! Great job. What are some things you can do when you use your imagination? (you can pretend to fly, play dress up, can pretend to have magic powers, be invisible, etc.)

If imaginary means something that is made up, raise your hand if you can tell me what an imaginary creature is? (A creature that is made up. That's right, an imaginary creature is something created that has made up traits)

Transition to First Example (Where the Wild Things Are)

Many books and cartoons have imaginary creatures in them. Raise your hand if you can tell me the name of creature from a book or cartoon you like. What does that creature do that makes them special? The things that people and creatures have that make them special are called traits. Read “Where the Wild Things Are”…start where Max reaches the island of wild things.

Checking For Understanding

The creatures in the book are imaginary creatures because they are made up by Max’s imagination. All of the creatures Max made up have imaginary traits. What is an imaginary trait? What imaginary trait do you see in this picture? Walk around and have each child point to an imaginary trait (claws, beaks, teeth, fur, scales, Max's crown or wand).

Transition

From a PowerPoint with several examples of more imaginary creatures we will move to guided demonstration of techniques.

Guided Demonstration:

Marks with a pencil to add lines or texture as well as:

Flattening- place Model Magic on an easily cleanable surface and press down with the palm of your hand. Press in several places to make the thickness even.

Rolling with Hands- By rolling the Model Magic back and forth with your fingertips or palms, you can create snakes, snails, or coils. Stack the coils one on top of the other to build larger shapes.

Student Independent Activity(20 minutes)

Students will first draw what they want their imaginary creature to look like. - 5 minutes.

Then they will sculpt their imaginary creature. - 15 minutes

Closure (5 minutes)

Give 5 minute warning to finish up where they are in the project.

Cleanup. Assign certain students to collect materials. Once everyone is back in their seats, sitting quietly, we will take turns sharing our imaginary creatures!

VIII. Evaluation Strategies (10 minutes)

Students will know that imaginary creatures have traits that cannot exist in real life.

Evaluation 1

During a PowerPoint presentation, students will look at pictures of real creatures and imaginary creatures and I will ask them to identify what traits make each creature imaginary (the unicorn has a horn, horses do not have horns, Spiderman can cast webs and climb up buildings, humans cannot do this in the real world, etc.).

Students will learn how to transform ideas from their imagination in two-dimensional and three-dimensional forms.

Evaluation 2

After the PowerPoint discussion on hat makes a creature imaginary versus real, students will take their ideas for an imaginary creature and sketch it. They will use their sketches as a basis for the imaginary creatures they want to sculpt. At the end of class, students will take turns sharing and describing their creatures. They will explain what their creature is, what special things they made-up for the creature to do, and what in particular makes their creatures imaginary (not real).

Students will be able to sketch imaginary creatures from their imagination.

Evaluation 3

As a preliminary exercise, students will draw their imaginary creature and brainstorm the imaginary traits they want it to have. During class, I will consult each student and encourage them to think deeply about what imaginary things they want their creature to do and what parts/tools/traits they would need to show that their creature can actually do that.

Students will be able to sculpt three-dimensional creatures from their imaginations.

Evaluation 4

After drawing out what they want their imaginary creatures to look like, students will sculpt their creature in a 3-D form. Through discussion, students will be asked to think about if they have ever seen any of these creatures in real life (no) and what certain traits or abilities make their creature not real (not able to exist in real life).

IX. Suggested Supplemental Activities

Students could create imaginary creatures using found objects and recycled materials. This would emphasize that real, already existing elements can be used to create something that is imaginary.