• Author / Uploaded
• krystoff

• Categories
• Dibujo
• Plan de lección
• Tormenta de ideas
• Comunicación
• Color

Citation preview

A WEEK OF CREATURES CREATURE CREATION & WORLD BUILDING

A Week of Creatures Art Camp Copyright © 2015 Imagination International, Inc. All Rights Reserved All text and artwork in this book are copyright © 2015 Imagination International, Inc. unless otherwise noted. The electronic version, e-book, or PDF file of this book may be reproduced, in part or in whole, by teachers and other educators for use in their classrooms and for non-commercial, educational purposes only. In addition, teachers and other educators may distribute the electronic version, e-book, or PDF file to other teachers and educators for non-commercial, educational purposes without having to obtain written permission from the publisher, Imagination International, Inc. No other use of the electronic version, e-book, or PDF file of this book is granted without the written permission of the publisher, Imagination International, Inc. Written by Colleen Schaan Art and Creature Design by Terryl Whitlatch Published by Imagination International, Inc. 2877 Chad Dr. Unit B Eugene, OR 97408 www.imaginationinternationalinc.com [email protected]

About A Week of Creatures Purpose of this program: Imagination International, Inc. knows the value of education and wants to be a part of the continued learning of the nation’s youth. This program takes our high school and college level creature design curriculum and adapts it for an upper elementary and middle school level workshop. The curriculum includes approximately 15 hours of student learning, condensed into a one-week art camp format.

Using creature and world design in your art camp or workshop program: In a time when many school districts are eliminating classes and extracurricular activities such as art and music due to limited budgets, Imagination International, Inc. wants to offer a no-cost program that can be used to help instill creativity and imaginative thinking in young artists outside the traditional classroom. This program includes learning skills in Art, English, Language Arts, Science, and Social Studies and can be adapted for use in additional subject areas.

Benefits to students: Research and personal experience shows that students benefit from receiving and practicing learning concepts in a variety of forms. This program gives a foundation in research, creative writing, world building, and creature design. It encourages cross curricular learning while incorporating elements of art.

How to use this manual: This manual includes step-by-step lesson plans, age appropriate objectives matching the National Education Standards for Major Subject Areas*, and many of the required resources necessary to implement this curriculum. Please feel free to make copies of the worksheets in the student resource section for use in your art camp or workshop program.

To help prepare for teaching this program, please make sure to complete the following: 1. If you will be taking photographs of your students or their artwork to share with Imagination International, Inc., please have the included photo release forms signed by parents and students. 2. Create a free online account on iii’s website to access Creatures of Amalthea teacher resources: https://imaginationinternationalinc.com/creatures-of-amalthea 3. Acquire Copic marker class sets for student use. 4. Acquire high quality, Copic compatible paper for student use. 5. Schedule access to computers and/or library for student research. 6. Have printer(s) and copy machine available for student use. 7. Make copies of student worksheets and handouts. *More information and links to the National Education Standards for Major Subject Areas can be found at http://www.educationworld.com/standards/

i

TABLE OF

CONTENTS Welcome to the Week of Creatures art camp and workshop program. This manual contains the following resources:

I. Daily Lesson Plans a.

Day 1 - Project Introduction and Art Process Review

c.

Day 3 - Animal Research and Basic Creature Creation

b. d. e.

Day 2 - Habitat Creation and Coloring

Day 4 - Creature Completion and Coloring

Day 5 - Creature Wrap-Up and Final Project

II. Teacher Resources a.

Photo Release Form

c.

Sample Landscape Line Images

b. d.

About Terryl Whitlatch

Sample Creature Line Drawings

III. Student Resources a.

Creature Design Process Outline

c.

Photo Line Art Instruction Sheet

b. d. e. f.

g. h. i.

j.

k.

Habitat Research Data Worksheet About Copics

Copic Texture Tips and Techniques

Show Don’t Tell Descriptive Writing Worksheet Animal Research Data Worksheet

Foundational Animal Drawing Worksheet Copic Blending Basics

Methods of Characterization Worksheet

Creature Creation Showcase Assignment

ii

SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

DAY ONE: 3 HOURS

PROJECT INTRODUCTION AND ART PROCESS REVIEW DESCRIPTION This lesson introduces students to the creature creation unit. Students will study the design process of multiple artists as well as research a given landscape that will become the habitat for their own creature.

OBJECTIVES •

Students develop abilities necessary to do scientific inquiry.

•

Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

RESOURCES •

Creatures of Amalthea Opening Video (50 sec.) and Course Outline Videos: Foundation, Drawing, and Coloring (40-45 sec. each) Link: iiinc.co/creatures-of-amalthea

•

Core Pack I - Foundations: Creature Design Method Link: iiinc.co/creatures-of-amalthea/dashboard/foundation/method-1

•

“Behind the Scenes of The Lion King – The Animator Speaks” (9 min. 40 sec.) Link: youtube.com/watch?v=rkb0r2-vYK0

•

The Lion King video clips

•

Teacher access to computer/projector

•

Student access to computer/Internet/library/other research materials

•

About Terryl Whitlatch (teacher resources)

•

Creature Design Process Outline (student resources)

•

Habitat Research Data Worksheet (student resources)

PROCEDURES/ACTIVITIES 1. Begin by showing the Creatures of Amalthea Opening Video to pique student interest. 2. Introduce the week-long creature design project. a. Students will be assigned a habitat and will be designing and coloring a creature that would thrive in that habitat. b. Students will explore the design methods used by professional creature designers, artists, and animators and use simplified versions of these processes to create their own unique creature.

1

SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

3. Ask students who their favorite creatures are from Star Wars: The Phantom Menace or what creatures they remember from Men In Black or The Chronicles of Narnia. (Pick classic or current movies your students are familiar with.) 4. Explain that creatures such as these were created by professional creature designers like Terryl Whitlatch. Share Terryl’s brief biography. 5. Hand out and review the Creature Design Process Outline. 6. Discuss Terryl’s process for creature design. a. What steps will the students be focusing on? b. What steps are the students most excited about? c. What steps are the students most nervous about? d. Assure students that they do not need professional drawing skills to create a wonderfully unique creature – just an open mind and a sense of imagination. 7. Show the three Course Outline Videos - Foundation/Drawing/Coloring (see resource list). These videos will give students a brief look into the creative design process. 8. Have students access and review Core Pack 1 – Creature Design Method (see resource list). 9. Watch “Behind the Scenes of The Lion King – The Animator Speaks” (see resource list). 10. Discuss the similarities and/or differences between Terryl’s and the animator’s design processes. 11. Introduce the assigned habitat: The African Savannah. 12. Have students close their eyes and imagine what it would be like in the African Savannah. Have students concentrate on what they see, hear, taste, feel, and smell. Answers can be shared verbally and recorded on the board. 13. Watch a variety of clips from The Lion King or other appropriate film to help students get a visual feel of the setting. Use short clips that showcase the setting more than the characters or plot. 14. Allow students to use a variety of resources (library, Internet, travel guides…) to research the African Savannah. Have students collect relevant data on the Habitat Research Data Worksheet. 15. Have students visit a public domain photo website and browse photos of the African Savannah landscape. 16. Have students pick two or three photos they feel most fully represent their understanding of the habitat. Chosen images should be saved to a computer along with the photographer’s name and public domain website URL.

ASSESSMENT Students will be assessed on active class participation and completeness of the Habitat Research Data worksheet.

2

SUBJECT: ENGLISH/ART/SCIENCE/SOCIAL STUDIES | GRADE LEVEL: 5-8

VARIATIONS •

Assign a different habitat, examples include: o Arctic Tundra o Jungle

o Swamp

o Mountain Range o Forest

•

To help break up the lecture/background information of this lesson, add one or more of the following hands-on activities as time allows. o Have students do Activity Step #3 in groups and have them quickly sketch out their favorite creature from the movie/film. o Have students do Activity Step #10 in groups.

o If your students are an imaginative and vocal group, include the following activity to practice the process the animators use in the “Behind the Scenes of The Lion King” video. (Can be done in small groups or as a whole class.) – Have a student volunteer stand in front of the group and begin moving like an animal. (Can be assigned by the instructor or chosen by the volunteer.) – Have remaining students try to guess what animal the volunteer is portraying based on clues in the movements. – Variations might include adding sound effects and/or having students quickly sketch a thumbnail of possible animals.

3

SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

DAY TWO: 3 HOURS

HABITAT CREATION AND COLORING DESCRIPTION This lesson allows students to create and color their own habitat image based on previous research. Students will write a 1-2 paragraph description of their specific habitat.

OBJECTIVES •

Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.

•

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

•

Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students’ works and in significant works by others.

•

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

•

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

•

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

RESOURCES •

Photo Line Art Instruction Sheet (student resources)

•

Sample Landscape Line Images (teacher resources)

•

About Copics handout (student resources)

•

Copic Texture Tips and Techniques handout (student resources)

•

Copic marker class sets

•

Show Don’t Tell Descriptive Writing Worksheet (student resources)

•

Student access to computer and printer

•

Copic compatible paper

4

SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

PROCEDURES/ACTIVITIES 1. Begin by quickly checking off each student’s Research Data Worksheet and chosen landscape images. 2. Using the photo line art process (instructions for this process can be found in the Photo Line Art Instruction Sheet), each student should turn one of their landscape images into line art and print it on Copic compatible paper. If students don’t have access to appropriate photos, the teacher may supply pre-printed images using the samples from the teacher resources section of this manual. 3. Hand out the About Copics and the Copic Textures Tips and Techniques handouts. 4. Discuss the basic properties of Copic markers and demonstrate the Copic application tips and techniques for creating textures that can be applied to student landscape images. 5. Allow students time to color their line art images using Copic marker texture techniques. 6. Hand out the Show Don’t Tell Descriptive Writing worksheet. 7. Have a brief discussion on the “show don’t tell” style of descriptive writing. Model two or three examples of writing that show instead of tell. 8. Assign students a 1-2 paragraph description of their habitat using the “show don’t tell” method. Request they use proper sentence structure, punctuation, spelling, and grammar.

ASSESSMENT Students will be assessed on the completeness and neatness of their Copic colored habitats as well as the completeness and correctness of their written descriptions.

VARIATIONS •

Have students imagine, design, sketch, and color their own habitat background based on their understanding and research of the African Savannah.

5

SUBJECT: ENGLISH/ART/SCIENCE | GRADE LEVEL: 5-8

DAY THREE: 3 HOURS

ANIMAL RESEARCH AND BASIC CREATURE CREATION DESCRIPTION This lesson allows students to research both living and prehistoric animals from their habitat region. Using the gathered data, students will begin designing their own unique creature.

OBJECTIVES •

Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.

•

Students select and use the qualities of structures and functions of art to improve communication of their ideas.

•

Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.

•

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

•

Students conduct research on issues and interests by generating ideas and questions and by posing problems.

•

Students gather, evaluate, and synthesize data from a variety of sources to communicate discoveries in ways that suit their purpose and audience.

•

Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

•

Students develop abilities necessary to do scientific inquiry.

RESOURCES •

Creature Design Process Outline (student resources)

•

Core Pack 1 Foundation: Styrah Link: iiinc.co/creatures-of-amalthea/dashboard/foundation/styrah-1/

•

Animal Research Data Worksheet (student resources)

•

Teacher access to computer/projector

•

Student access to computer/Internet/library/other research materials

•

Foundational Animal Drawing Worksheet (student resources)

•

Drawing materials

6

SUBJECT: ENGLISH/ART/SCIENCE | GRADE LEVEL: 5-8

PROCEDURES/ACTIVITIES 1. Give a quick review of Terryl’s creature design process. (Refer back to the Creature Design Process Outline from day 1.) 2. Have students access and review the Styrah lesson from Core Pack 1 (see resource list). 3. Discuss Terryl’s process of researching animals and using that research to create ideas for a unique creature. 4. Allow students to use a variety of resources (library, Internet, travel guides) to research living and/or extinct animals from the African Savannah. Have students collect relevant data and compile on the Animal Research Data Worksheet(s). 5. Have students pick characteristics from two or more of the researched animals and use those characteristics to begin imagining and designing their own unique creature. 6. Hand out the Foundational Animal Drawing Worksheet. 7. Demonstrate and discuss how to draw rig skeletons, add basic shape volumes, and create contour drawings. 8. Have students begin drawing their creature. Remind them to focus on rig skeletons, basic shape volumes, and contour drawings.

ASSESSMENT Students will be assessed on completeness of the Animal Research Data Sheet as well as the neatness and completeness of their rig skeleton and volume drawings.

VARIATIONS •

If time or resources are limited, hand out pre-printed images and research about various animals of the region. Have students use this teacher-gathered data to design their own creature.

•

For advanced student groups, include a brief lesson on light source, value and shading. Set up a still life collection of various animal skulls (either as a group or individual stations). Give students time to do a small pencil still life sketch of the skull(s) focusing on value, shading, and contour.

7

SUBJECT: ART | GRADE LEVEL: 5-8

DAY FOUR: 3 HOURS

CREATURE COMPLETION AND COLORING DESCRIPTION This lesson allows students to continue refining their creature drawing and design additional tools or accessories the creature might utilize. Students will add color to their images with Copic markers.

OBJECTIVES •

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 intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

•

Students describe and compare a variety of individual responses to their own artworks.

RESOURCES •

Previously drawn creature image

•

Copic Blending Basics handout (student resources)

•

Copic class marker sets

•

Sample Creature Line Drawings (teacher resources)

•

Access to photocopy machine

PROCEDURES/ACTIVITIES 1. Allow students time to finish their creature drawings if necessary. 2. Have students get into small groups and share their illustrations. 3. Give student groups time to brainstorm and discuss the following: o individual creature names

o possible tools or accessories each creature might utilize

4. Have students chose one tool or accessory from the brainstormed lists and add it to their creature drawing. 5. Hand out the Copic Blending Basics handout. 6. Give a brief lesson on basic blending techniques with Copic markers. The teacher can demonstrate the various techniques by coloring his or her own sample creature image. 7. Have students photocopy their creature illustrations. 8. Have students color their photocopied creature illustrations with Copic markers.

ASSESSMENT Students will be assessed on participation during group activities, completeness of their creature drawings, and application of coloring techniques. 8

SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

DAY FIVE: 3 HOURS

CREATURE WRAP-UP AND FINAL PROJECT DESCRIPTION This lesson allows students to reflect on their creature design and write a brief narrative description. A final project presentation is included to showcase each student’s work.

OBJECTIVES •

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

•

Students select and use the qualities of structures and functions of art to improve communication of their ideas.

•

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

•

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

RESOURCES •

All drawing, writing, and research done during the week.

•

Show Don’t Tell Descriptive Writing Worksheet (student resources)

•

Methods of Characterization Worksheet (student resources)

•

Creature Creation Showcase Assignment (student resources)

•

Poster board

•

Art materials necessary to create display boards (adhesives, construction paper or card stock, markers, paints, pens, scissors…)

PROCEDURES/ACTIVITIES 1. Give a quick review of the previously used Show Don’t Tell Descriptive Writing Worksheet. 2. Hand out the Methods of Characterization Worksheet and discuss the various ways characters are described. The teacher can model samples using his or her own creature descriptions as examples. 3. Have students write a two-paragraph description of their creature incorporating at least two different methods of characterization. 4. Hand out the Creature Creation Showcase Assignment. 5. Have students put together a final visual project showcasing the work they completed during the week. Projects should include: colored habitat image and description, and colored creature image and description. 6. Have students display their creature creation boards. 7. Depending on time, either allow students to move about the room viewing each project or have each student give a short 2-3 minute presentation about their creature. 9

SUBJECT: ENGLISH/ART | GRADE LEVEL: 5-8

ASSESSMENT Students will be assessed on the grammar, usage, and mechanics of their written descriptions. Students will also be assessed on the completeness, neatness, and originality of their final projects.

VARIATIONS •

If space is available, have students hang or display their final projects for the public or for parent viewing.

•

Students could create a 3-D version of their creature using paper, clay, wood, or other materials.

•

Have students get into groups and write a collaborative short story where each of their creatures is a character.

•

Have students create costumes or masks to represent their creature and act out or read their narrative in front of the class.

10

Resources Teacher Resources • Photo Release Form • About Terryl Whitlatch • Sample Landscape Line Images • Sample Creature Line Drawings

Student Resources • Creature Design Process Outline • Habitat Research Data Worksheet • Photo Line Art Instruction Sheet • About Copics • Copic Texture Tips and Techniques • Show Don’t Tell Descriptive Writing Worksheet • Animal Research Data Worksheet • Foundational Animal Drawing Worksheet • Copic Blending Basics • Methods of Characterization Worksheet • Creature Creation Showcase Assignment

11

Photo Release Form I hereby grant the following rights and permissions to Imagination International, Inc., and those acting with the company’s authority and permission. They have permission to take, use, and publish pictures of my child and his/her class work. I specifically consent to the digital compositing or distortion of the portraits or pictures, including without restriction any changes or alterations as to color, size, shape, perspective, context, foreground or background. I also consent to the use of any published matter in conjunction with such photographs. I hereby waive any right that I may have to inspect or approve the finished product or products and any textural copy or other matter that may be used in connection with them. I understand that the images may be posted on Imagination International, Inc.’s website and/or social media sites as well as included in nationally distributed teaching manuals and may be used to promote Copic markers and/or the educational programs offered by Imagination International, Inc. I hereby release, discharge, and agree to hold harmless Imagination International, Inc. and those acting with the company’s authority and permission. I have read the above authorization, release, and agreement, prior to its execution, and I am fully familiar with the contents of this document. I further understand that by signing this release, I waive any and all present or future compensation rights to the use of the above stated material(s).

I do not give permission for my child to be photographed.

School or Program Name ________________________________________ Instructor/Photographer _________________________________________ Student’s Name _______________________________________________ Parent/Guardian Name (please print) ______________________________ Parent/Guardian Signature ______________________________________ Date ______________________

ABOUT

TERRYL WHITLATCH Terryl Whitlatch is a scientifically and academically trained creature designer and concept artist. Combining in-depth knowledge of zoology and animal anatomy with her incredible illustration skills, Terryl is celebrated as one of the top creature designers in the world. Terryl has worked with many studios, including Lucasfilm, Industrial Light & Magic, and Walt Disney Feature Animation, on such films as Star Wars Episode 1: The Phantom Menace, Brother Bear, Jumanji 1 & 2, Men in Black, and The Polar Express. She is currently based in Eugene, OR.

13

Sample Landscape Line Images These are samples of the photo line art process. When choosing images to use in your own classroom and with students, look for images in the public domain and make sure to read any copyright and/or licensing information for proper use. *Permission to use this image granted by Lilla Frerichs. www.publicdomainpictures.net

Red African Sunset by Lilla Frerichs

14

Sample Landscape Line Images

Photo Credit: RoDobby (Rolf Dobberstein) pixabay.com This photo is part of the public domain and usable under the Creative Commons Deed CC0.

15

Sample Landscape Line Images

Photo Credit: makunin – pixabay.com This photo is part of the public domain and usable under the Creative Commons Deed CC0.

16

Creatures of Amalthea Copyright © 2015

Bathysfoo

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

17

Creatures of Amalthea Copyright © 2015

Bloodbird

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

18

Creatures of Amalthea Copyright © 2015

Elemex

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

19

Creatures of Amalthea Copyright © 2015

Enosh

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

20

Creatures of Amalthea Copyright © 2015

Esquilina

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

21

Creatures of Amalthea Copyright © 2015

Lupofalc

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

22

Creatures of Amalthea Copyright © 2015

Oggbogg

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

23

Creatures of Amalthea Copyright © 2015

Styrah

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

24

Creatures of Amalthea Copyright © 2015

Teezorr

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

25

Creatures of Amalthea Copyright © 2015

Tracker

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

26

Creatures of Amalthea Copyright © 2015

Welankus

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

27

Creatures of Amalthea Copyright © 2015

Zoreesh

iiinc.co/creatures-of-amalthea

Line Art Sample Creature Line Drawings

28

NAME:

Creature Design Process Outline This is a brief outline of the process professional creature designer Terryl Whitlatch uses when creating her unique and imaginative creatures. 1. Research the Whys of Creature Design a. Get to know the creature b. The goal is believability c. Read the script, book text, and any notes by the author d. Look to nature for inspiration (research living and/or extinct animals) 2. Write a description of the creature based on gathered data 3. Think about scale – create a visual framework to help establish creature size 4. Create thumbnail sketches – experiment with proportion, movement, and gestures 5. Begin drawing a. b. c. d.

Rig skeleton Volumes and forms Action muscles Surface anatomy

6. Refine surface anatomy and add final details 7. Add color

NAME:

Habitat Research Data Worksheet Directions: Please use the following form to compile your researched data. Remember to cite your sources! 1. What does the landscape physically look like?

2. What types of animals live in the area?

3. What type of vegetation is found in the area?

4. What are the typical weather conditions?

5. What are some of the hazards of the region?

6. Other interesting facts:

Collect two or three photos of the region that best represent the landscape. Make sure you have proper permission to use these images.

NAME:

Photo Line Art Instruction Sheet It’s easy to create fun line art to color. Just follow these simple steps: 1. Choose a digital photograph. Not every photograph will translate into great line art. Look for images that aren’t too busy, have a definite focal point, and include lots of contrast. 2. Using the Internet, you can convert the photo to outlines for free. Our favorite site is www.befunky.com 3. Click the tab “Photo Editor” and upload the photo from your computer. 4. On the left side of the screen, click on the flower icon (Artsy) and scroll down to the “Sketcher” option. 5. Click “Sketcher 2” and it will convert your image to outlines. 6. Click on the “Settings” and move the sliders on the “Clutter Cleaner” and “Sketch Detail” until you get the desired look. 7. Click the check mark to apply the settings to your image. 8. Click on the “Save” button at the top of the page to save the line image to your computer. 9. Resize your image before printing if necessary. The recommended size is 5x7 inches. 10. Print your line image on a quality drawing paper.

EXAMPLE OF PHOTO LINE ART

Photo Credit: Marianne Walker

NAME:

About Copics BEFORE BEGINNING • Clear your work area of anything that may spill or create stray marks on your work. • Refill any colors you will be using frequently on large areas. • Wash your hands. Oils or lotions on your fingers can leave residue on the paper. • Layer fresh scratch paper under your work.

UNDERSTANDING THE COPIC COLOR SYSTEM • Letter - Color family/hue: B - Blue

Y - Yellow

G - Green

BV - Blue Violet

YR - Yellow Red

BG - Blue Green

V - Violet

R- Red

E - Earth

RV - Red Violet

YG - Yellow Green

G - Gray (multiple tones)

• First Number - Color saturation. Lower numbers are vibrant; higher numbers have more gray (desaturated). • Second Number - Shade/value. Lower numbers are light; higher numbers are dark.

EXCEPTIONS TO THE RULES • Markers with multiple zeros (B000/B0000) represent colors with extremely light shades. • Some Earth tones don’t follow saturation rules. • Grays only have the letter and value identifications. C - Cool Gray

W - Warm Gray

T - Toner Gray

N - Neutral Gray

HOW TO PICK BLENDING COLORS • Match the color letters, keeping the color family the same. • Match the color saturation number. This will keep the tone the same. • Pick color value numbers within 2-3 digits from each other. Use 0,1,2,3’s for highlights; 4,5,6’s for mid tones; and 7,8,9’s for shadows. (For example B12, B14, B18.)

APPLYING COLOR 1. Base Coating - Start at the edge of the area. Color in small circles using the side of the brush nib. Work quickly to avoid streaks. 2. Adding Darker Shades - Apply ink in a flicking motion. Begin the stroke in the area that will be darkest. Lift the nib at the end of the stroke to create a gradient look.

NAME:

Copic Texture Tips and Techniques Nature is often bumpy, lumpy, and mottled and it’s easy to create that natural look with Copic markers. There are a number of ways to add color and texture to your image. Here are a few of the most common techniques.

ADDING TEXTURE WITH DOTS 1. Add color to the image as desired. Let the ink dry completely before moving on to the next step. 2. Add large dots of a slightly darker shade or a different color. Let dry completely. 3. Add smaller dots of a darker shade or another color. As the colors and shades get darker, the dots should become smaller and closer together to create depth and texture.

1.

2.

3.

ADDING TEXTURE WITH THE COLORLESS BLENDER MARKER 1. Add color to the image as desired. Use darker shades where texture is desired. 2. Using a Colorless Blender marker, place the tip of the nib onto the colored area and hold for 5-10 seconds. 3. Lift to reveal texture. 4. For crisp texture, apply Colorless Blender to dry areas. 5. For softer texture, apply Colorless Blender to wet areas.

1.

2.

3.

NAME:

Copic Texture Tips and Techniques COLORING FOLIAGE 1. Begin smoothly coloring all of the foliage areas with the lightest shade. Let dry completely. 2. Add loose scribbles of a medium shade. Leave areas of light color showing through. Let dry completely. 3. Continue adding scribbles with darker shades. As the colors get darker, the scribbles should tighten up. 4. Add tiny dots of a darker shade or a color from another family to create final shading and dimension.

1.

2.

3.

4.

COLORING WOOD 1. Begin coloring with the lightest shade. Base coat the entire area quickly; smooth coloring is not vital. Let dry completely. 2. Add flicks of a second, darker color. Start at the edges of the wooden area and flick towards a highlight area. Make flicks vary in length. 3. Continue adding darker shades. Vary flick length and width to overlap and create texture. Let each layer dry completely to avoid blending. 4. Add final flicks with the darkest shade. Focus on the leading edge of the stroke and any shadowed areas.

1.

2.

3.

4.

Experiment with Copic markers to find additional ways to create the look of natural texture.

NAME:

Show Don’t Tell Descriptive Writing Worksheet Good writing paints a picture in the mind of the reader. Good writers show the reader what is happening. Below are some tips for using the “Show Don’t Tell” writing method. Choose specific, active, and descriptive words. • Specific nouns and pronouns (Doctor Bloomburg, Teddy Bearstein, Kelly Littles) • Active verbs (skipped, twirl, tumbled) • Descriptive adjectives (slimy, gritty, tall) Add sensory details. • What do you See? • What do you Hear? • What do you Feel? (think hands/touch) • What do you Smell? • What do you Taste? Use figurative language. • Simile - compares two unlike objects using the words like or as (The leaves were as colorful as a paint palette.) • Metaphor - compares two unlike objects where one object becomes another (The snow was a blanket over the countryside.) • Personification - giving human qualities to inanimate objects (The grandfather clock stood sentry, staunchly guarding the attic door.) • Hyperbole - an extreme exaggeration (We walked so far my feet fell off.) Assignment: Write a 1-2 paragraph description of your setting using specific, active, and descriptive word choices and at least one example of figurative language.

NAME:

Animal Research Data Worksheet Directions: Please use the following form to compile your researched data. Use a separate sheet for each animal. Remember to cite your sources! 1. Animal:

2. Scientific Name and Classification:

3. Similar Animals:

4. Physical Characteristics:

5. How Does This Animal Move?

6. Lifespan:

7. Geographical Range and Location:

8. Shelter Type:

9. Food and Eating Habits:

10. Family or Community Group:

11. Natural Enemies:

12. Other Interesting Facts:

NAME:

Foundational Animal Drawing Worksheet Drawing a creature may sound intimidating, but it doesn’t have to be. Breaking down the process may be helpful. When drawing your creature, follow these steps: 1. Begin by creating a line drawing or “stick figure” drawing of your creature. This is called a rig skeleton and is used by many professional designers. The line drawing helps identify the posture of the creature as well as general placement of key body parts. Make sure to include the head, spine, ribcage, pelvis, and limbs.

2. Begin planning and drawing the basic shapes of the muscles and tissues. Don’t worry about getting them perfect. Just use basic shapes to identify WHERE major muscles groups would be.

NAME:

Foundational Animal Drawing Worksheet 3. Clarify the simple contour line that represents the outer shape of the animal. Notice how the joints and muscles are represented by modified circles and/or oval shapes. Very basic facial details can be added at this stage.

4. At this point, you can begin refining the basic shapes and contours. Begin adding details such as facial features, limb detail, and muscle contouring. Notice the rig skeleton is erased at this point.

5. Continue refining the creature drawing by adding more detail, showing muscle and volume shading, adding tools or accessories, and adding pattern or detail to the outer covering. * Images are samples of the Ellandoran Styrah designed and drawn by Terryl Whitlatch.

NAME:

Copic Blending Basics Basic Blending : The key to Copic marker blending is understanding that any light shade will move a darker shade around. Therefore, when blending two colors together, always use the lighter of the two shades. Here is the simplest method for blending colors together smoothly. 1. Pick three colors that form a Natural Blending Group. Example B00, B02, and B04. 2. Color the area with the lightest shade. This helps saturate the paper, which allows for easier blending. 3. Add the medium shade to areas of the image to be darkened. Leave some of the lightest shade visible; those areas will become the highlights. 4. Add the darkest shade to the area of the image to be shadowed. Leave some of the medium and light shades visible. 5. Begin the blending process. Using the medium shade marker, make sweeping motions along the seam between the dark and medium shades. 6. Using the light marker, make sweeping motions along the seam between the medium and the light shades. 7. Repeat steps 5 and 6 if necessary to get a smooth blend.

NAME:

Methods of Characterization Worksheet There are a number of ways information about a character is revealed. A reader can tell a lot about a character by what they look like, what they say, what they think, how they feel, what they do, and how they interact with others. Good character development uses all of these methods to introduce information about a character.

thoughts

speech

interaction

feelings

actions

Assignment: Complete the chart below by writing 2-3 details about your creature under each heading.

Methods of Characterization Worksheet Think about the following: • Physical description • Age • Behavior (shy, confident, outgoing, bossy) • Body language (toss of the head, twitching the tail) • Speech patterns (formal, informal, use of slang) • Talents or skills

Assignment: Write a 2-paragraph description of your creature. Incorporate at least 2 of the 4 methods of characterization.

NAME:

Creature Creation Showcase Assignment Congratulations. You have completed the design process for creating your very own creature. It’s time to celebrate by sharing your work in the Creature Creation Showcase. The final project for this unit is a visual collection of all your hard work. You will be making a poster board that introduces and showcases your unique creature. Your final poster board must include the following items: 1. An original name for your creature. 2. Colored habitat image. 3. Descriptive paragraph(s) of habitat. 4. Colored creature. 5. Descriptive paragraphs of creature. 6. *Any data collected during the research process (Not required, but can be included.) Your poster must be: • Neat and organized • Complete • Labeled with your name and today’s date Please be ready to speak for 2-3 minutes about your creature and it’s unique characteristics while showcasing your final poster.

Imagination, International, Inc. 2877 Chad Dr. Unit B, Eugene, OR 97408 www.imaginationinternationalinc.com [email protected]