Invisible Cities Books
7th Grade, 4-5 Weeks
This lesson provides students with the opportunity to illustrate a short story, using their imagination and personal experiences to construct an accordion-fold book based on Italo Calvino’s Invisible Cities. Students should be able to create unique illustrations of a selection of stories, and be able to relate the message of the text visually to tell a story.
Relationship to Life
Students in the 7th grade will be continuing their exploration of literature, and will be building their skills in writing narratives. An important aspect of story telling is the visual aid that accompanies a story. This lesson will encourage students to read and interpret a text, and express their understanding of a story visually. Students should be able to understand composition, basic accordion folding and construction of an accordion book, and isolating certain information that is paramount in describing the essence of a story.
This lesson provides students with the opportunity to use their imaginations and build upon personal experiences to create an illustration of these “Invisible Cities”. Students are encouraged to read the stories and make connections to cities they have seen before. Students can use their own personal drawing styles to give the cities a personal voice, and book construction will give more opportunities for experimentation in collage, drawing and binding techniques.
Children in this stage are concerned with the end product of the art-making process. Children rarely make art for art’s sake- there is a point to production. The children that decide to continue are on the way to creating “adult” art by exploring new media and subjects and by improving basic skills and moving forward. They are encouraged to express their emotional relationship with their work, and thus work from this stage is more expressive than earlier work. Experimentation is an important part of this stage because students are able to explore what media and subject matter they like to work with. At this time, students also begin to work expressively, moving away from strict realistic interpretations of life. Details are studied in depth. Light, value, texture and motion begin to become common aspects of art works.
Problem/Activity Statement
Students are presented with the challenge of creating an accordion-fold book that will house their illustrations of one short story from Invisible Cities. Students choose the story which seems most interesting to them, or the story which inspires their imagination most. Students will first sketch out their ideas on sketch paper, and draw or collage their final ideas on a long sheet of paper. Finally, the long sheet will be folded using the accordion fold. Students will create a cover for their book, which should be decorated with a simple drawing or symbol that is able to represent the basic idea of the story. Students will assemble their drawings and cover for the finished accordion-fold book. Students will learn the importance of preparatory work and planning, as well as the need to make precise measurements and be willing to take time and care in constructing their books.
Goals
Students should:
Understand: The meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history
(MACF Standard 6)
The art making processes necessary to design and create their object.
(MACF Standard: 4)
Know: The art making processes necessary to design and create their object.
(MACF Standard: 4)
Be Able to: apply knowledge of other disciplines in learning in and about the arts
(MACF Standard 10)
Produce/construct an object that enables personal voices.
(MACF Standard: 1)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Use a variety of tools and techniques to apply the formal qualities of art.
Analyze and apply thematic compositional approaches used in other illustrated texts, and utilize descriptive language to help illustrate imagined cities.
Demonstrate an understanding of ways artists plan and design illustrations.
Instructional Concepts
Line can be thick, thin or curved.
Line can be used to invent forms.
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a while.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Emphasis can be achieved through outlining.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Narrative strategies help student artists develop their visual awareness and provide a springboard for personal image making.
Brainstorming helps students work through problems and eliminate challenges before working on their final projects.
Resources and Materials
Materials: Exemplars:
Newsprint Teacher exemplar
Long drawing paper Debbie Fong
Pencil Natalie Schiera
Thin Sharpie or liquid pen
Watercolor
Book or matte board
Exacto knife
Spray adhesive
Motivation
The teacher will have prepared at least one example of their own work to show the class, which will be a completed illustration of one of the cities, inside a completed, covered accordion book. The teacher will also show students examples of books made by other students. The teacher will demonstrate step-by-step how to fold the book, create and decorate a cover, and assemble the book.
The teacher will have prepared a packet for each table, comprising of nine stories selected from Invisible Cities which contain strong visual language. The teacher will encourage students to read through each story and choose the story that is most interesting to them.
Questions
Topic Questions:
Why do you think it is important to illustrate a text?
What about Invisible Cities makes it easy for the reader to visualize the places described?
Association Questions:
Do you enjoy reading books that are illustrated? Do you prefer to imagine things for yourself?
What is your favorite illustrated book? Your favorite un-illustrated book? Why?
Visualization Questions:
Why might hand-made books be better suited to illustrate a text?
What personal experiences do you have that might help you illustrate one of Calvino’s cities??
Transition questions:
What Elements and Principles of Design are most important to remember when illustrating a story? When creating a book?
Procedures
Demonstration
The teacher will first introduce Invisible Cities to the class, explaining the concept and general theme of the book. The teacher will then show students the finished teacher exemplar, and other exemplars completed by other artists. The teacher will encourage students to read the packets on their tables and select a story to illustrate. The teacher will advise the students to write down any sentences or words that they think is interesting or important in describing the appearance or feeling of the city. Students will be allowed to sketch some ideas before moving on to the final piece of drawing paper. After students finish drawing their illustrations, the teacher will demonstrate how to fold their drawing to make an accordion book. Once the students have folded their drawings, students will design and construct front and back covers for their books, and assemble the books to create their final product.
Vocabulary:
Illustration- Imagery that is intended for explanation or adornment. Illustrations are usually used to explain or make something clear, as by examples or analogies.
Narrative- A story or account of events, experiences, or the like, whether true or fictitious.
Accordion fold-To fold into pleats resembling the bellows of an accordion.
Distribution
Students will first be given sketch paper and packets containing the short stories. When the students have finished reading the stories and sketching their ideas, students will be given pre-cut paper, measuring approximately 3”x 12”. They will be given thin Sharpies or thin black liquid pens to outline their drawings. Watercolor is an option for students who wish to color in their illustrations. Once the students have completed their illustrations, book or matte board measuring 3.25”x 12.25” will be handed out, and students may select the paper used to decorate their covers. Students will be using Exacto knives under strict supervision and monitoring of distribution. Spray adhesive will be used to cover bookends.
Work period
Lesson 1
On the first day, students will read through the selected stories from Invisible Cities. Students will be asked to choose one of the nine short stories provided to them, and illustrate what they imagine the city looks like. Students will be given sketch paper to begin drawing their ideas. Students will be permitted to look at images of cities for reference. These illustrations should take up the entire 3”x12” page.
Lesson 2-3
On the second day, students must complete their city sketches. Once students have completed their preliminary drawings, students will be instructed to make final drawings on heavier-weight drawing paper. Students must first draw their illustrations in pencil, and have the option of tracing their lines with Sharpie. Students may color in their illustrations, and are encouraged to use colored pencils or markers to do so.
Lesson 4-5
In the beginning of the fourth lesson, the teacher will demonstrate how to fold the paper to make an accordion book. The teacher will also show students how to cover book covers, and will encourage students to brainstorm ideas for their covers. Students must make sure that their drawing is complete before folding their paper. Students will be asked to sketch an idea for their book covers before making the final covers. Once their cover sketches have been approved, students will be given matte or book board, exacto knives and spray adhesive to construct their covers.
Clean-up
At the end of each class, students must make sure their names are on their projects. If the student has more than one piece to their project, for example, the page and the book covers unattached, the student should store these separate pieces together to avoid losing parts. Materials should be returned to their proper place, and all Exacto knives will be signed in and out to monitor distribution.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will review where materials and projects should be put away, and the class will be dismissed.
7th Grade, 4-5 Weeks
This lesson provides students with the opportunity to illustrate a short story, using their imagination and personal experiences to construct an accordion-fold book based on Italo Calvino’s Invisible Cities. Students should be able to create unique illustrations of a selection of stories, and be able to relate the message of the text visually to tell a story.
Relationship to Life
Students in the 7th grade will be continuing their exploration of literature, and will be building their skills in writing narratives. An important aspect of story telling is the visual aid that accompanies a story. This lesson will encourage students to read and interpret a text, and express their understanding of a story visually. Students should be able to understand composition, basic accordion folding and construction of an accordion book, and isolating certain information that is paramount in describing the essence of a story.
This lesson provides students with the opportunity to use their imaginations and build upon personal experiences to create an illustration of these “Invisible Cities”. Students are encouraged to read the stories and make connections to cities they have seen before. Students can use their own personal drawing styles to give the cities a personal voice, and book construction will give more opportunities for experimentation in collage, drawing and binding techniques.
Children in this stage are concerned with the end product of the art-making process. Children rarely make art for art’s sake- there is a point to production. The children that decide to continue are on the way to creating “adult” art by exploring new media and subjects and by improving basic skills and moving forward. They are encouraged to express their emotional relationship with their work, and thus work from this stage is more expressive than earlier work. Experimentation is an important part of this stage because students are able to explore what media and subject matter they like to work with. At this time, students also begin to work expressively, moving away from strict realistic interpretations of life. Details are studied in depth. Light, value, texture and motion begin to become common aspects of art works.
Problem/Activity Statement
Students are presented with the challenge of creating an accordion-fold book that will house their illustrations of one short story from Invisible Cities. Students choose the story which seems most interesting to them, or the story which inspires their imagination most. Students will first sketch out their ideas on sketch paper, and draw or collage their final ideas on a long sheet of paper. Finally, the long sheet will be folded using the accordion fold. Students will create a cover for their book, which should be decorated with a simple drawing or symbol that is able to represent the basic idea of the story. Students will assemble their drawings and cover for the finished accordion-fold book. Students will learn the importance of preparatory work and planning, as well as the need to make precise measurements and be willing to take time and care in constructing their books.
Goals
Students should:
Understand: The meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history
(MACF Standard 6)
The art making processes necessary to design and create their object.
(MACF Standard: 4)
Know: The art making processes necessary to design and create their object.
(MACF Standard: 4)
Be Able to: apply knowledge of other disciplines in learning in and about the arts
(MACF Standard 10)
Produce/construct an object that enables personal voices.
(MACF Standard: 1)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Use a variety of tools and techniques to apply the formal qualities of art.
Analyze and apply thematic compositional approaches used in other illustrated texts, and utilize descriptive language to help illustrate imagined cities.
Demonstrate an understanding of ways artists plan and design illustrations.
Instructional Concepts
Line can be thick, thin or curved.
Line can be used to invent forms.
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a while.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Emphasis can be achieved through outlining.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Narrative strategies help student artists develop their visual awareness and provide a springboard for personal image making.
Brainstorming helps students work through problems and eliminate challenges before working on their final projects.
Resources and Materials
Materials: Exemplars:
Newsprint Teacher exemplar
Long drawing paper Debbie Fong
Pencil Natalie Schiera
Thin Sharpie or liquid pen
Watercolor
Book or matte board
Exacto knife
Spray adhesive
Motivation
The teacher will have prepared at least one example of their own work to show the class, which will be a completed illustration of one of the cities, inside a completed, covered accordion book. The teacher will also show students examples of books made by other students. The teacher will demonstrate step-by-step how to fold the book, create and decorate a cover, and assemble the book.
The teacher will have prepared a packet for each table, comprising of nine stories selected from Invisible Cities which contain strong visual language. The teacher will encourage students to read through each story and choose the story that is most interesting to them.
Questions
Topic Questions:
Why do you think it is important to illustrate a text?
What about Invisible Cities makes it easy for the reader to visualize the places described?
Association Questions:
Do you enjoy reading books that are illustrated? Do you prefer to imagine things for yourself?
What is your favorite illustrated book? Your favorite un-illustrated book? Why?
Visualization Questions:
Why might hand-made books be better suited to illustrate a text?
What personal experiences do you have that might help you illustrate one of Calvino’s cities??
Transition questions:
What Elements and Principles of Design are most important to remember when illustrating a story? When creating a book?
Procedures
Demonstration
The teacher will first introduce Invisible Cities to the class, explaining the concept and general theme of the book. The teacher will then show students the finished teacher exemplar, and other exemplars completed by other artists. The teacher will encourage students to read the packets on their tables and select a story to illustrate. The teacher will advise the students to write down any sentences or words that they think is interesting or important in describing the appearance or feeling of the city. Students will be allowed to sketch some ideas before moving on to the final piece of drawing paper. After students finish drawing their illustrations, the teacher will demonstrate how to fold their drawing to make an accordion book. Once the students have folded their drawings, students will design and construct front and back covers for their books, and assemble the books to create their final product.
Vocabulary:
Illustration- Imagery that is intended for explanation or adornment. Illustrations are usually used to explain or make something clear, as by examples or analogies.
Narrative- A story or account of events, experiences, or the like, whether true or fictitious.
Accordion fold-To fold into pleats resembling the bellows of an accordion.
Distribution
Students will first be given sketch paper and packets containing the short stories. When the students have finished reading the stories and sketching their ideas, students will be given pre-cut paper, measuring approximately 3”x 12”. They will be given thin Sharpies or thin black liquid pens to outline their drawings. Watercolor is an option for students who wish to color in their illustrations. Once the students have completed their illustrations, book or matte board measuring 3.25”x 12.25” will be handed out, and students may select the paper used to decorate their covers. Students will be using Exacto knives under strict supervision and monitoring of distribution. Spray adhesive will be used to cover bookends.
Work period
Lesson 1
On the first day, students will read through the selected stories from Invisible Cities. Students will be asked to choose one of the nine short stories provided to them, and illustrate what they imagine the city looks like. Students will be given sketch paper to begin drawing their ideas. Students will be permitted to look at images of cities for reference. These illustrations should take up the entire 3”x12” page.
Lesson 2-3
On the second day, students must complete their city sketches. Once students have completed their preliminary drawings, students will be instructed to make final drawings on heavier-weight drawing paper. Students must first draw their illustrations in pencil, and have the option of tracing their lines with Sharpie. Students may color in their illustrations, and are encouraged to use colored pencils or markers to do so.
Lesson 4-5
In the beginning of the fourth lesson, the teacher will demonstrate how to fold the paper to make an accordion book. The teacher will also show students how to cover book covers, and will encourage students to brainstorm ideas for their covers. Students must make sure that their drawing is complete before folding their paper. Students will be asked to sketch an idea for their book covers before making the final covers. Once their cover sketches have been approved, students will be given matte or book board, exacto knives and spray adhesive to construct their covers.
Clean-up
At the end of each class, students must make sure their names are on their projects. If the student has more than one piece to their project, for example, the page and the book covers unattached, the student should store these separate pieces together to avoid losing parts. Materials should be returned to their proper place, and all Exacto knives will be signed in and out to monitor distribution.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will review where materials and projects should be put away, and the class will be dismissed.