Monsters have been part of the movie-making industry for many years. You have recently been commissioned to create prototypes for a sequel to the movie Monsters, Inc.
In your group, brainstorm and discuss specific monster features and list them in your sketchbook. Sketch a monster in your sketchbook representing the front and rear view of your monster. Color the monster with Colored Pencils.
Following the demonstration, make 2 thighs, 2 calves, 2 forearms, 2 upper arms, a torso, and head with newspaper. Using small amounts, tape until most loose ends of the newspaper are held down.
TAKE YOUR TIME!
Create some other interesting features such as ears, wings, tails, scales, horns etc.
Give the limbs strength by adding an armature and taping in place.
National Standards: (Standards covered depend on how much discussion is done with introduction to lesson and student critique following lesson)
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines
(make connections to film industry)
Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices.
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
Students compare multiple purposes for creating works of art.
Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.
Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
(Language arts connection)
Students select and use the qualities of structures and functions of art to improve communication of their ideas
Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Alternate Lesson Idea: Chimeras
Submitted by: Julie Tonkovich
Julie does a "Chimera" papier mache animals lesson of incongruous parts. Each student in group thinks about "animal as metaphor" and chooses one animal that might represent him/herself. The group animal has to incorporate each student's animal--so might have head of a frog and a body of a turtle and legs of a pig. The students look at animal sculpture from around the world to see whether realistic or stylized, then she show students Oaxacan wood carvings to look at surface decoration and Harry Potter for names of fantastic creatures.