Basis For This Lesson:
of Lesson to the Unit, Major Concepts to be Learned:
This is Part 2 of
the Narrative Dioramas lesson, which continues our unit, The Language of Visual
Art, with a focus on storytelling or visual narrative. Working in their small
groups, the students will finish their dioramas together by developing the
stories that were chosen during the last session. Students will exchange ideas
and collaborate to make decisions together in the art making process. Students
will use art materials to create a setting (environment), characters and plot.
Students will further develop their skills in drawing, and application of
basic elements (line, shape, texture, color) and design principles (repetition,
pattern, overlapping), and how these are manipulated to create images. Further
development of spatial ideas (three-dimensional and spatial relationships
of foreground, middle ground, and background) will be explored. Exploring
different techniques for creating three-dimensional objects for the dioramas
will enhance the students’ understanding and experience with mixed media
this lesson students will be able to explore different art materials and processes
and how to use them to make their own visual story come alive. Such exploration
enhances problem-solving skills and creative thinking. Students will also
begin to understand how different objects are related to each other in confined
Through this collaborative art experience, the children will learn important
social skills such as getting along others, being a team player, and acquiring
an appreciation that everyone has a story to tell as, all serving to enrich
to Lesson/Unit (reflecting NYS standards, & targeted learning areas. See
Abbreviation Key at end):
- Increase awareness
of narrative in art. AC, AP, Std. 1 & 3
- Develop awareness of how the
elements and principles are used by artists to express ideas. AH,
AC, Std. 3
- Increase understanding of spatial
relationships. AC, AP, Std. 1 & 3
- Develop memory recall skills.
- Improve socialization skills,
group collaboration, and cooperation. S
- Improve interpersonal skills,
especially peer interaction, personal responsibility and self-control. S/LV
- Develop skill with diverse art
tools and media. AP Std. 1 M/P
for Observational Assessment (reflecting goals):
will be able to:
- Recall and define the term “narrative.” Goal 1 &
- Recall and define “2D”
and “3D.” Goal 4, 2
- Define “diorama.”
- Attend to the discussion without
disruption. Goal 5,7
- Use art materials and tools
to successfully create objects to tell their story. Goal 2, 3, 7
- Demonstrate understanding of spatial relationships through arrangement
of objects according to foreground, middle ground, background. Goal
- Work cooperatively with other group members. Goal 5,6
- Assist with clean-up as directed. Goal 5
- Recall the term “narrative” and “diorama.” Goal
- Distinguish between two dimensional and three dimensional objects in the
dioramas. Goal 3
- Describe ways to manipulate art materials. Goal 2, 7
- Describe the story illustrated in their diorama. Goal 1
Tools Needed For
in age appropriate, student-friendly language):
the area or space behind an object
- Collage: a
design of objects glued down to paper
- Diorama: a
scene inside a box that tells a story, and is made from art materials
- Elements of art:
line, shape, color, texture
- Environment / setting:
where is the story happening?
- Narrative painting:
an painting that tells/shows a story
- Plot: what
is the main idea of the story?
not flat like a painting, having volume/weight/thickness, able to see an
object from many sides
Diorama; materials to use for illustrating various techniques for creating
three dimensional objects, such as folding cardstock to make pop-up figures,
twisting and bunching tissue paper, use of wire and cotton batting to create
- Art Resources:
narrative artworks, other objects (2D and 3D) to be used in demonstration
- Diorama boxes for each group,
painted white on outside
- Watercolor or tempera paints,
brushes, cups, water containers
- Construction or other colored
paper (large pieces that for inside of box)
- Scissors, pencils, rulers
- Water containers
- Paper towels or sponges
- 2 large buckets (clean &
- Glue guns
- Glue sticks
- Scrap paper and pencils to sketch
ideas and notes
- assorted materials for creating the objects for the diorama: fun foam,
wire, cotton batting, cardstock (index cards are good), craft sticks, tissue
paper, string, aluminum foil, and any other needed materials determined
by students and S/T’s to illustrate their story.
1. Lead teachers open session with
2. Ask students to recall our previous
sessions and what the term narrative means. Narrative means to tell a story.
Lead teachers will repeat that every picture tells a story and artists have
been telling stories in their artwork for years and years.
3. Lead teachers will review that
a diorama is an art story in a box.
4. Teacher recalls spatial relationships.
Who can tell us what the difference between 3D and 2D is? Lead teachers will
demonstrate 3D and 2D for students by showing and comparing a 3D object with
a 2D object.
5. Lead teachers will ask students
if they remembered to bring any materials to class today for making things
for their diorama. Lead teachers will show some of the art materials they
brought to class today.
6. Lead teachers demonstrate various
methods to use to make things for the dioramas. These include tissue paper
collage by adding to a pre-made sky that’s taped on the board so that
everyone can see the process. During this demonstration lead teachers will
ask “When you look at sky what colors do you see?” Emphasize that
the sky is more than one color and other things in our world deserve to be
examined with the eye of an artist. Teachers also show that tissue paper can
also be twisted or crumpled to make clothes, flames, or other forms.
7. Lead teachers ask if students
want to make objects with other materials? Teachers ask if anyone needs to
have people in their diorama? Teachers demonstrate how to make figures stand
up by using cardstock and craft sticks.
8. Teachers also present other
art materials such as pipe cleaners, wire, fun foam, aluminum foil, and cotton
batting. Teachers then demonstrate how to make a clothes hanger out of wire
pipe cleaner and show how to make a tree stand up out of fun foam.
9. Teacher suggest that we use
these ideas to make the story come alive in our dioramas. Teachers encourage
the students to use their imaginations in coming up with ideas for using the
various objects and art materials to make what they need.
10. In small groups, S/T and students
will continue working on their dioramas. Students will use the art materials
to tell their story. S/T should refer to the original art exemplar that inspired
the children’s stories as necessary for review.
11. S/T should assist students
and suggest different ways and materials to use to help tell their group story.
The students should be exposed to various techniques before making any final
decisions. Their choices should represent well thought-out art making decisions.
12. When the students begin to
arrange their created objects in the dioramas, spatial relationships should
be reviewed and carefully considered. Discuss with the students how they can
utilize all five sides of the box and be careful to not just focus on one.
(the concept of 3D space).
S/T should also reinforce artmaking/artist behaviors with reminders to think
about what we’re doing, stop and look at the developing arrangement,
make decisions about improving the composition or arrangement of objects,
13. The students will continue
to work to finish their diorama. When the diorama is finished, the students
will bring them to the front of the classroom for a short critique. Students
will help clean up as needed.
14. All gather together to view
finished dioramas, and each group is given an opportunity to “tell the
story” of their dioramas.
15. The lead teachers will help
facilitate the children’s discussion of unique ways in which art materials,
and elements and principles have been used by each of the groups.
16. Sing Good-bye Song.
In addition to observation of the
Performance Objectives described above, questions to ask may include:
- Did the students use a variety of art materials and techniques to create
- Does the work successfully tell a story? How well do the dioramas relate
to the original art exemplar?
- Did each student contribute ideas to the art making process?
NYS Standards for the Arts:
|AH = Art History
||Std. 1 = creating, participating in art
|AC = Art Criticism
||Std. 2 = knowing art materials and processes
|AE = Aesthetics
||Std. 3 = responding to works of art/artists
|AP = Art Production
||Std. 4 = knowing cultural dimensions of art
|Needs Assessment Areas for Developing Skills and Abilities:
|A/C = academic/cognitive
||M/P = motor/perceptual
|| E = emotional
|C = communicative status
||W/S = work/study habits
|| S = social
|Pre-V = prevocational skills
|| L = living skills
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