Day 1 – Brainstorming & Mind Mapping
Objective (SWBAT): Create a mind map/brainstorm of ideas that connect to
their intended project message.
- Introduction (5–10 min)
- Teacher reminds students of the big picture: they will spend three days developing ideas before beginning their final project.
- Share prompts to guide brainstorming: What do I care about? What do I want to say through my art? What symbols/images could represent that idea?
- Guided Brainstorm (10–15 min)
- Teacher models a quick mind map on the board with a central theme (e.g., “community,” “identity,” “climate change”) and connected branches.
- Students begin their own mind maps in sketchbooks, focusing on words, quick doodles, and personal connections.\
- Independent Work (20–25 min)
- Students expand their mind maps with related imagery, emotions, and potential symbols.
- Encourage at least 2–3 sub-branches per main idea.
- Wrap-Up/Exit Ticket (5 min)
- Share one idea from their mind map with a partner.
- Teacher collects quick check: Write down the central theme of your project in one sentence.
Day 2 – Artist Research & Thumbnail Sketching
Objective (SWBAT): Document artist research and create thumbnail sketches inspired by their brainstorming.
- Introduction (5–10 min)
- Review the purpose of research in art: to find visual inspiration and learn from other artists’ approaches.
- Present 2–3 example artists connected to students’ themes (could be drawn from street art, contemporary muralists, or other relevant genres).
- Research Activity (15–20 min)
- Students use provided books, articles, or digital resources to find at least two artists whose work relates to their theme.
- Students document:
- The artist’s name.
- 1–2 images that inspire them (printed, sketched, or digital screenshots).
- A sentence about how the artist’s work could connect to their project.
- Thumbnail Sketching (15–20 min)
- Teacher demonstrates what a thumbnail sketch looks like (small, simple drawings to test out imagery).
- Students create 6–8 quick thumbnail sketches of imagery, symbols, or compositions related to their theme.
- Encourage exploration, not perfection—stick figures and outlines are fine.
- Wrap-Up (5 min)
- Pair-share: Show one thumbnail sketch and explain its connection to research.
- Teacher checks research documentation and thumbnails for completion.
Day 3 – Composition Sketches
Objective (SWBAT): Create composition sketches as preparation for their final project.
- Introduction (5–7 min)
- Teacher explains the difference between thumbnails and compositions: thumbnails are idea fragments, while compositions arrange imagery into a structured plan.
- Demonstrate using one thumbnail → expand into a full sketch with foreground, background, balance, and emphasis.
- Composition Sketching (25–30 min)
- Students select their best ideas from Day 2.
- Create 2–3 larger composition sketches in sketchbooks (half- or full-page).
- Encourage experimentation with:
- Placement of objects/figures.
- Scale changes.
- Overlapping and depth.
- Color notes or value shading for emphasis.
- Peer Feedback (10 min)
- Students form small groups (3–4).
- Each shares one composition sketch, receives two comments:
- What is working well visually?
- What could be pushed further or clarified?
- Wrap-Up (5 min)
- Students reflect in writing: Which composition feels strongest, and why?
- Teacher collects reflections to gauge readiness for moving into the final project.
* These three days are meant to scaffold idea development but can be
stretched if students need more time.
- The due date is 3 weeks from project start, so students have ample time to revise compositions before beginning their final pieces.
- Students who finish early may start refining their chosen composition or testing materials.
