Level 2: ART 211

Fantastic Creatures: Science and Narrative

Central Focus
Grade Level
Class Size
Time
Class Demographics

Using multiple methods of composing an image, and research, students will use fantasy to create
and draw a fantastic creature.
10th - 12th Grade
12 Students
56 mins
Diverse

National Visual Arts Standards Addressed

Creating
VA:Cr1.2.IIa Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of
art and design
VA:Cr3.1.IIa Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in
response to personal artistic vision.
VA:Cr2.3.IIa Redesign an object, system, place, or design in response to contemporary issues.
Responding
VA:Re.7.1.IIa Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed
environments.
VA:Re.7.2.IIa Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific
audiences.
Presenting
VA:Pr6.1.IIa Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
UNIT OVERVIEW
Drawing students will be learning about two different artists, Alexis Rockman and Tony DiTerlizzi, and their specific takes on
fantasy drawing. Students will be creating composite creature drawings using a variety of art-making approaches.
Forms
Frames
Conceptual
Framework

2D
Cultural
Artwork

Subjective

3D
Structural

4D
Postmodern

Artist

Audience

World

Interdisciplinary Connections

Biology, Composition/Language Arts

1.
2.
3.
4.
5.
6.

UNIT LEARNING OBJECTIVES

As a result of this lesson, students will be able to:
Experiment with multiple media choices to create three sketches. VA:Cr1.2.IIa
Clearly describe how his/her project relates to an environmental issue and how his/her creatures adaptations help it survive,
by filling out the artist statement using descriptive, visual imagery VA:Re.7.2.IIa
Clearly describe how his/her project relates to his/her written story by filling out the artist statement using descriptive, visual
imagery VA:Cr3.1.IIa
Verbally contribute to the critique conversation during the in-class discussion, by making at least two comments about other
peers works VA:Re.7.2.IIa
Using examples from books sourced from the library, and from an internet scavenger hunt, students will redesign his/her
sketches by adding a method of labelling or diagramming, to help communicate how his/her creatures adaptations help its
survival. VA:Cr2.3.IIa
Using the Google Art Project and a given list of artists who have used scientific illustration, such as James Sowerby and John
James Audobon, students will research the artists work by gathering images and orally describing how the artist displayed
visual, descriptive information well. VA:Pr6.1.IIa
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

Copy

machine
Magazines with images of animals

Books:
Borges Book of Imaginary Beings,
Medieval Bestiary books, Mythical
Creatures books, books about
animals and plants, Tony DiTerlizzi
book

Printed
color images of each artists work,
to pin up on the board for inspiration

Access to
copier to make copies of paper
media (books and magazines)

Computer

paper for sketches

Magazines

with images of animals

16x20
sheets of white drawing paper

20x24
sheets of foamcore

Neutral
construction paper to back

Sketchboo
k

Handouts

Rubrics
Key Artists

TEACHER MATERIALS

Teacher
examples of scientific based
creature

Teacher
example of sketches for scientific
based creature

Teacher
example of narrative based fantasy

Teacher
example of sketches for narrative
fantasy

STUDENT MATERIALS

Scissors

Gluesticks

Pencils
and erasers

Colored
pencils

Markers

Watercolor
s

Day 1
Powerpoint of Fantasy definition
and Durer

Alexis
Rockman Powerpoint & handouts

Tony
DiTerlizzi Powerpoint & handouts

Rubrics
DiTerlizzi and Rockman

Artist
Statement handouts

photocop
ies of pages from Borges book of
imaginary beings

Printouts
of short articles on environmental
issues

accessibility.

ARTISTS IN CONTEXT
Alexis Rockman, Tony DiTerlizzi, John Selburg, Albrecht Durer, El Gato Chimney, Arthur
Rackham, Hayao Miyazaki

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Phone

Level 2: ART 211

Key Artworks

Alexis Rockman, Still Life, 1993, oil and laquer on wood, 68 x 80 in.

Page spread from JIMMY ZANGWOW'S Out-of-this-World MOON PIE ADVENTURE. Simon &
Schuster, 2000.

Key Critical Questions

1. How is Rockman participating in activism (what message is he sending to his audience)?

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

What do you think his viewers take away from seeing artwork like this?
2. Is there a narrative (or story) happening in this painting? Describe the story.
3. Without knowing the background of the DiTerlizzis illustrations, choose one, and tell a
possible storyline that could go with the illustration. (What is the setting? What is going on?
How did the creatures get there? Whats their background?)

Vocabulary

Language Functions
Language Demands
Language Tasks and
Activities
Language Supports

VOCABULARY AND LANGUAGE ACQUISITION

Fantasy: a genre of imaginative fiction involving magic and adventure, especially in a setting
other than the real world.
Surrealism: a 20th century movement in art and literature thats purpose was to release the
creative potential of the unconscious mind.
Content: the substance or material dealt with in a speech, literary work, etc as distinct from
its form or style.
Empirical Fact: a source of knowledge acquired by means of observation or experimentation.
Activism: action of using vigorous campaigning to bring about political or social change.
analyze, compare/contrast, critique, describe, interpret, question, etc.
Syntax
Discourse
1.
Students will orally use the vocabulary in context through
PowerPoint questions and whole group discussion
2.
Students will review the vocabulary through the written artist
handouts through partnered discussion, and written artist statement worksheets
1.
PowerPoint
2.
Artist handouts
3.
Artist statement handout

SPECIAL PRE-INSTRUCTION PREPARATIONS

The Friday before the unit starts, conduct an activity using Borges book.
The students will read the creature descriptions and create a creature that
corresponds to what they just read.
The next person will create a description of the creature that their peer just
created.
The next person will create a creature based off of the second description.
And the process will go on and on.

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations

Students will have the choice to use collage, drawing, or a combination of both, for their final
project (although they will be sketching with both collaging and drawing methods)

Students will be able to choose between the themes of SCIENTIFIC FANTASY or NARRATIVE
FANTASY for their final project, whichever they are prefer more
Enrichment and Extensions

For the NARRATIVE FANTASY version of the final project, students will have the option to
illustrate one scene of a story, or to illustrate more than one scene of a story

For the SCIENTIFIC FANTASY version of the final project,, students can include more than two
traits/adaptations of a creature in their sketches, and more than four in their final project
Activity for Early Finishers

Students who finish early can have the option of illustrating a well known fairy tale or poem
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

1.
2.
3.

OBJECTIVE-DRIVEN ASSESSMENTS
Formative : sketches with written responses that outline the rationale behind the sketches.
Summative: artists statement worksheet that is attached to the rubric.
Rubric for completion of final project

REFERENCES
http://nymag.com/nymetro/arts/art/reviews/n_10325/
http://eyelevel.si.edu/2011/05/alexis-rockmans-manifest-destiny-to-become-part-of-american-arts-collection.html
http://www.abdn.ac.uk/bestiary/translat/69v.hti
http://alexisrockman.net/projects/wonderful-world
http://www.artinamericamagazine.com/news-features/magazine/alexis-rockman/
http://www.npr.org/2010/11/18/131420189/painting-the-future-rockman-blends-reality-fantasy
http://www.artspace.com/alexis_rockman
http://diterlizzi.com/home/
* Developed and written by Whitney Johnson and Kayla Casey, Art Education, Illinois State University, 2014 *

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / INTRO DAY

(introduction to FANTASY)
Launch
The teacher will briefly give the students a preview of what they will be working on
the next few weeks by just showing them both teacher examples of the
collaged/sketched animal, as well as the story. The teacher will explain to the
students that they will have a choice to do either one, but will be sketching ideas for
each project on WEEK 1 and deciding on their project so they can work on it for
WEEK 2.

Instruction Methods
independent
student work
partnered student
work

The teacher will show Albrecht Durers Rhinoceros through a Powerpoint slide to the
class and explain its significance.
The teacher will ask: what did he translate
well, and what got miscommunicated? Why did Durer go off what
someone said about a Rhino? (no cameras, travel restricted...etc)
The teacher will explain that we will be working with FANTASY and give its definition
in a powerpoint.
Instruction

The teacher will explain the next activity as a

loosening up, telephone activity using Borges Book of Imaginary Beings:
-Students will choose a description from the Book of Imaginary Beings from

Instruction Methods
hands-on student
involvement
group activity

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

a stack of photocopies of its pages.

-Using pencil and colored pencils, students will create a quick drawing (with
as many details from the description as possible)
-Students will exchange their drawing with a partner. This time, the partner
will create a written description based on the drawing that the first person
made.
-Students will then pass that written description to a new partner, who will
make a new drawing based on it.
-When there are 15 minutes left of class, the teacher will tell the students to
lay out the images and stories on separate desks, so students can walk
around and view each set of stories/images and see how they progressed.
The teacher will ask: who can give me a definition of fantasy artwork?
The teacher will preview the next days activities by writing on the board:
SCIENTIFIC FANTASY / NARRATIVE FANTASY
The teacher will give an overview of the two
choices for the final project and what they entail
The teacher will explain to the students that
they will have a choice on what final project they will be doing.
They will be doing sketches for each project
to experiment and brainstorm on which prompt they want to stick to
later
The teacher will pass out the artwork rubric
The teacher will again show the teacher
examples, this time, going over the rubric
Teacher will explain the sketches that lead
up to the final projects, that everyone will be doing: create one 8x11"
sketch of a creature, with included written notes that describe two
traits that help it survive an environmental danger, and one 8x11
sketch of a narrative fantasy drawing with a rough written outline of
the corresponding story, and finally a third sketch of their choice of
either scientific or narrative.
The teacher will explain the final project to
students: create a 16x20 drawing (using collaging, sketching, or a
combination of the two, of either: a fantastic creature that can survive
an environmental danger, or a narrative that tells a fantastic story)
Closure
Teacher will ask: does someone want to
translate what I just said? What is required from the sketches? What
is required for the final project?

Instruction Methods
direct
instruction/teacher demonstration

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1

(SCIENTIFIC FANTASY- intro day: Alexis Rockman)

Launch
On the board will be written: FANTASY CREATURES: SURVIVING
ENVIRONMENTAL DANGERS
Ask students: who can tell me: what does a squirrel's tail do? How does it help it
survive?"

Instruction Methods
direct instruction

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

Show the students a brief video of squirrels soaring through air. Then show them the

book Exploding Ants about weird animal adaptations and go through some
examples https://www.youtube.com/watch?v=HyomSW3PMQM
Ask students: what other animals do you know that have weird adaptations or can
live in extreme environments? What traits make them able to do that?"
On the board, write objectives for the day: introduction to project, PowerPoint on
Alexis Rockman, partnered handout activity, collage "sketches" of animals from
magazines and photocopies
Instruction

The teacher will present a new artist to the students,

Alexis Rockman, by first introducing them with a video of his talk:
-STOP video at 2:41 to assess student understanding. Look at the three
version of Rockmans chickens in The Farm to analyze how he has
modified them: (ancestral morphology, contemporary transformation
through artificial selection, how they might look in future based on
capitalist demands). https://www.youtube.com/watch?v=wXagCFNhEIc
check for understanding throughout about difficult vocab such as
ambivalence
-The teacher will go over vocabulary terms: Activism, Empirical Fact

Students will complete the written handout by

partnering up with a nearby peer, and discussing the questions with them while
the teacher goes through a Powerpoint with color images.

The teacher will bring the students back together as a

group to discuss the responses to the handout.

Teacher will pull up Concrete Jungle from the

Powerpoint and ask: think about the three vocabulary terms we learned today.
How did Rockman use activism, empirical fact, or fantasy, to create this
artwork?

Teacher will ask (as a topic broadening question):

"think about your pets for a minute. How have they adapted to domestic life/are
there things we do to them that make them better suited for life as we like to
experience it?" (Declawing, traits that are selectively bred, electric fence, collar
with a bell on it...etc)

The teacher will show the students resources (laid out

on a separate table) of magazines to collage, books to photocopy and get
inspiration from, and drawing materials

The teacher will describe the project and show the

teacher example.
Students will begin working on their three sketches, using a minimum of at least
three materials
the teacher will tell them NOT TO CUT UP THE BOOKS
Closure

When there are five minutes left of class, the teacher

will tell the students, if there are any images they want to bring in from outside of
class (for example, print off certain images from the internet, bring in magazines
from home...etc) to bring them in the following day because that will be a work
day.

The teacher will tell the students to bring materials

back to the resource table

The teacher will ask, okay, tell me what we are doing

tomorrow?

Instruction Methods
direct instruction
teacher
demonstration
Partnered
discussion
Individual student
work

Instruction Methods
direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

(SCIENTIFIC FANTASY- work day for sketches)

Launch

Teacher will write on the board: FANTASY

CREATURES: SURVIVING ENVIRONMENTAL DANGERS: SKETCH DAY

The teacher will outline the objectives for the day:

-research environmental issue on computers/phones
-complete sketch response sheet
-work on sketches
Instruction

The teacher will make sure everyone is INSPIRED!

walk around and ask how each student to describe their ideas for the project,
remind them of the posters of each artist

Students will continue working on their sketches for

the scientific fantasy

The teacher will remind students that they should be

trying out multiple media types in their sketches

The teacher will ask questions related to the artist

statement sheet (which students havent received yet), such as, which of the
artists we went over inspired you? what is it about their work that you like?
Closure

Teacher will give them a brief intro to the next days

lesson, just by telling them that it will be about making a story, so give them a bit
of time to think about a story beforehand.

Instruction Methods
direct instruction

Instruction Methods
independent
student work

Instruction Methods
direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3 (NARRATIVE

FANTASY - INSTRUCTION DAY)
Launch

Brief review over what they have done so far

- Worked with Ms. Johnson and Scientific Fantasy works.
- Ask how their sketches are going

Proceed to ask the students what they think about

narrative fantasy?
- What do you think of when you hear narrative fantasy?
- Have any of you ever read the Spiderwick series?
Instruction

Bring up the presentation on Tony DiTerlizzi

Ask a nearby student to pass out the artist handouts to

each of the students.

The teacher will use the information on the handouts

to introduce the artist to the students, that way they can follow along and the
information is kept brief.

Once the teacher gets through the background on

DiTerlizzi, she will work with the students to answer each question while pulling
up the corresponding colored slides.

(A chance to check up on the students - Formative

Instruction Methods
Discussion
Sharing

Instruction Methods
Presentation
Handout
Activity

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

Assessment)
The students will work individually and then after they
complete the first page of questions, they will come together as a class and go
over what they came up with for answers.

Moving on to the Durer part of the handout, the

teacher will go over how Albrecht Durer relates to DiTerlizzi: both created
creatures out of descriptions!

Durer created his famous rhino from a description that

was sent to him and DiTerlizzi created the creatures while working with Holly
Black to write the Spiderwick Chronicles

The teacher will then ask the students to answer the

question about DiTerlizzi and Durer.

Once the students are done, there will be a brief

discussion about their thoughts.

The rest of the handout is to be completed on their

own which they will have the opportunity to complete during their sketch day
the next day.

The teacher will let the students know that the handout
is going to be worth ten points based on completion.

The teacher will announce the assignment they are to

be working on the next day: during sketch day, they will need to be working on a
sketch idea for a narrative fantasy drawing.

They have the opportunity to use a collage method,

drawing method, or a mixture on standard 8.5x11 paper that will be provided
Closure

What do you think about narrative fantasy drawings?

Do you think they are difficult? Why or why not?

Which piece by DiTerlizzi was your favorite? Why?

Tell the students to be thinking about what they want

to sketch the next day, and collect completed handouts for grading (Worth 10
Points).

Instruction Methods
Whole class
instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4 (NARRATIVE

FANTASY - SKETCH DAY)
Launch

Teacher will ask, who can tell me what we are doing

Teacher will ask if anyone has any questions about

Instruction Methods
direct instruction

today?
their sketches
Instruction

Students will work on their sketches for the narrative

(three sketches total - experimenting with scientific and narrative)

The teacher will remind students that they should be

trying out multiple media types in their sketches

The teacher will walk around and ask specific

questions about each students sketch, such as, can you tell me about your
characters? What scene from your story are you paying attention to in your
sketch? For your final project, what media are you thinking about using?

Students who finish both of their sketches (one for

Instruction Methods
independent
student work

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

creature adaptation and one for fantasy) can start their third sketch, on either
one of those prompts.
Closure

The teacher will remind students that their original

idea might change quite a bit from their sketch to the final project, and thats
okay! Its also okay for it to stay faithful to the original idea!

Instruction Methods
direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5-8

(WORK DAYS)
Launch
Teacher will hand out the rubric

Teacher will go over the final project requirements

again and go through the rubric with the students

Teacher will ask, who can tell me what the

requirements are?

Teacher will encourage students to include much more

than the minimum requirements for the final project
Instruction
Lesson 5

Teacher will pass out sketch response sheets

(formative assessment) and go over the questions with the students to make
sure they understand. Teacher will say, this will guide you to formulate ideas for
your final project

Teacher will lead students on a field trip to the science

department
-students will pick out animal specimens to draw from and study
-Teacher will ask, what is different about drawing something from a
picture, and drawing something from real life? Students might respond,
you can see it from all directions, you can see how the joints might
move you can see how different parts overlap in space

Teacher will lead students back up to the classroom

after they have signed out their specimens

Students will continue sketching and researching their

environmental issues/stories while working on their sketch response sheets.

Instruction Methods
direct instruction

Instruction Methods
independent
student work
partnered
discussion

Lesson 6
The teacher will hand out the artist statement sheet.
Teacher will go over each question on the artist statement sheet, explain what is
required to make sure everyone understands, and tell the students of the due date
(Wednesday, April 22nd)
Students will continue working on their sketches.
Students who are done with their sketches will show them to the teacher, along with
the sketch response sheet, and they will discuss the idea before the students move
on to the final project.
Lesson 7
Work day
Students will continue working on their sketches, showing their sketches to teachers
for discussion, and will move on to working on their final projects
Lesson 8
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

Teacher will tell the students that they have half of the class to work on their
projects, and after that, the teacher will be interrupting them to talk about the
critique.
Students will continue working on their final projects.
Halfway through the class period, teacher will stop them.

Teacher will ask, have you done a critique before?

Can you tell me what happens in a critique, and what they are for?

The teacher will preview the critique day (which will be

on Day 9) to get them thinking about how it will work. Teacher will explain how
we are going to critique: 1. sticky notes 2. Describe, Analyze, Interpret, Evaluate

Students will work on their projects for the remainder

of the period.
Closure

Teacher will remind students to complete their artist

statement sheets so they will be ready for the critique

The teacher will collect the finished artwork for critique

day

Instruction Methods
direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 9

(CRITIQUE DAY)
Launch

Students will walk in to the room to see their desks

moved out of the center of the room, and their chairs moved into a circle in the
middle of the room

The students artwork will be laid out across their

desks

The students will be given sticky note tabs, each color

corresponding to a certain thing (who displayed technique well? which piece has
the most interesting story/description? who created the most interesting
composition? which piece is the most imaginative in your opinion? who used
multiple media in their piece in the most effective way? etc)

The students will be asked to place the

corresponding colored sticky note to the piece that has
their vote for that category. this will be a way for the
teacher to see what the students think without asking
them to judge pieces verbally.

This method will allow for the teacher

to have a starting point to discussion. If a piece has many
blue sticky notes meaning that students though this piece
displayed the most interesting composition, the teacher
can begin to ask why they think that. rather than
jumping right into what do you think about this piece
which can lead to judgmental comments rather than
constructive.
Instruction

The teacher will ask students to pull out their

completed artist statement sheets

Students will connect their artwork to a sheet of foam

core so they can hold them up and talk about them (instead of tacking it to a wall

Going around in a circle, students will explain at least

two prompts from their artist statement sheets, and peers will comment with

Instruction Methods
direct instruction

Instruction Methods
group discussion

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1

Level 2: ART 211

feedback for their artwork (describe, analyze, interpret, and judge method)
Closure

Teacher will tell the students that they are awesome,

and make amazing artwork.

The teacher will ask the students what they learned

from the fantasy lesson and if there is anything that they really liked or disliked
and why?

Instruction Methods
direct instruction

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 1