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Light The Animal Inside

 

High School Level

Objectives: Students will...

  • Create a paper lantern based on the techniques learned about Chinese paper lanterns

  • Use watercolor techniques to create texture, color, and unity throughout the composition

  • Use craftsmanship in creating painted images and in assembly of lantern

  • Utilize four components of creativity in developing animal choice and composition

  • Control watercolor application using three L's - light to dark, layers of paint, and loose interpretation

 

 

Creating lanterns:

 

The first component of this lesson was to introduce students to watercolor as a media. Students had previously used and utilized the color wheel and basic theory in an acrylic work, so emphasis was placed on media use.

 

Students had two days to work on a basic watercolor sketch and exploration. Using images from magazines, students found pictures which would allow them to practice the three L's of watercolor:

  1. Light to dark - students work with lighter values and more watered down paint before moving to darker areas of image

  2. Layers - more layers of paint allowed more contrast to the image as well as rich application

  3. Loose interpretation - since watercolor is a highly flexible and fluid medium, many students wish to have more control with the perfection of the image. I teach this as an approach to watercolor to reduce stress in the learning process. Loose interpretation of the image allows the paint to help the student create the result.

We took a step back from using watercolor to set up the next portion of the lesson - using the 4 characteristics of creative behavior created by E. Paul Torrance. I introduced the four components - fluency, flexibility, originality and elaboration - and had students practice and explore these characteristics. We did some sketching and brainstorming about these topics; for example, with fluency I had students list everything they could think of in their bedroom within a one-minute time frame. For elaboration I told the students that a zombie apocalypse was happening, and they had three minutes to write out the most elaborate plan of action they could think of. Getting the students to think in this way expanded their processes of thought and set the stage for the next portion of the unit, the lantern itself.

 

We looked through this Prezi and had a discussion regarding animals in pop culture, in fiction, as metaphors or symbols for individuals and teams. We talked about what animals represented and different aspects they possessed.

 

Students received this packet and took the rest of the day to brainstorm the first page of the packet. Though the students had practiced these methods of thinking the previous day, it still took some students out of their usual though processing - it was a lot of fun, and be prepared to be some guidance! As soon as students completed the four characteristics of creativity for their animal they could begin sketching their animal and environments.

 

Many students began exploring additions to make to their lanterns - I had students adding adornments and beads to their lanterns, some telling stories through scenes on each side of their lanterns, and some looking up Chinese calligraphy to write messages on their lanterns. We hung them up in the display case and they could even be lit up from the inside to show them off!

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