MURAL ART AS INSPIRATION INSPIRED BY MR.BBABY

Inspired by MR.BBABY, Based on a 45-60 minute middle school class, In Partnership with Lynn Public Schools

MURAL ART AS INSPIRATION

KEY INDICATORS:

Create – Conceiving and developing new artistic ideas and work.
Present – Interpreting and sharing artistic work.

LEARNING OBJECTIVES:

Students will be able to…

  • Explore the concept of transformation in a visual narrative.
  • Use drawing and/or mixed media techniques to show a change over time or through imagination.
  • Develop sequential storytelling or before-and-after composition.
  • Reflect on how art can represent internal or external change.

STANDARDS ADDRESSED:

(Massachusetts Visual Arts Frameworks, Grades 5–6)

  • (5-6.V.Cr.01) Generate and conceptualize artistic ideas and work: Develop multiple ideas for creating art and design that reflect personal interests and demonstrate awareness of multiple approaches from a variety of cultures.
  • (5-6.V.Cr.02) Organize and develop artistic ideas and work: Experiment and develop skills in multiple art-making techniques and approaches through practice.
  • (5-6.V.Cr.03a) Refine and complete artistic work: Revise artwork in progress on the basis of insights gained through peer discussion, self-reflection, and teacher feedback.

SUBJECT MATTER:

Drawing, Mixed Media, Storytelling, Growth and Change, Mr.BBaby

MATERIALS:

  • Drawing paper (divided into 4 equal panels)
  • Pencils
  • Erasers
  • Black pens
  • Colored pencils
  • Markers
  • Watercolor
  • Rulers
  • Reference images or visual inspiration (optional)

VOCABULARY:

  • Metamorphosis
  • Panels
  • Sequence
  • Transition
  • Proportion
  • Composition
  • Symbolism

PROCEDURES:

Day 1: Brainstorming + Sketching

Discuss what transformation means.
Examples: caterpillar to butterfly, seasons changing, emotional growth, a robot turning into a car. Show examples of visual transformation like comic strips, flipbooks or morph art.

Idea Generation (10 mins):
Students pick one type of transformation: They should choose what they feel represents them most.

– Nature (e.g. seed to tree)

– Character (e.g., shy to confident)

– Fantasy/Myth (e.g., human to dragon)

– Object (e.g., trash to art)

Sketch Planning (25 mins): Plan 4-panel transformation.

– Panel 1: Before

– Panel 2–3: In-between stages

– Panel 4: After / fully transformed

Day 2–3: Working days

Students will transfer their sketches to watercolor paper and use black thin pens to line their drawings and start coloring their metamorphosis with watercolor paint. Focusing on making sure their transition between each stage is clear.

Day 4: Reflection

Written Reflection: 3-4 sentences
Prompt:

  1. My Idea & Process
    .     a. “I chose to transform ___ into ___ because…”
    .     b. “The most creative choice I made was…”
  2. My Strengths
    .     a. “I think my strongest panel is panel ___ because…”
    .     b. “I am proud of how I showed the change in…”
  3. My Challenges
    .     a. “The hardest part of this project was…”
    .     b. “If I had more time, I would improve…”
  4. What I Learned
    .     a. “One technique I learned from seeing other people’s work is…”
    .     b. “This project helped me understand how to…”

DIFFERENTIATION STRATEGIES:

  • Sentence starters
  • Visual references
  • List of objects to choose from

ASSESSMENT:

  • Clarity of transformation
  • Creativity and originality
  • Use of artistic techniques
  • Effort and craftsmanship
  • Thoughtfulness in reflection

ASSESSMENT (MTSS-Aligned)

Tier 1 (Universal Supports for All Students):

  • Final Product & Rubric: Artwork evaluated on clarity of transformation, creativity, and craftsmanship. Rubric integrates visual storytelling (sequence, transitions, symbolism) and artistic techniques (proportion,
    composition, use of media).
  • Written Reflection: Students respond to scaffolded prompts with sentence starters provided. Sentence frames support MLs (e.g., “My transformation shows ___ becoming ___ to represent…”). Word banks and bilingual glossaries available.
  • Peer Feedback: Structured critiques using simple frameworks (Two Stars and a Growth) with optional visual symbols/icons for MLs who benefit from non-linguistic feedback.

Tier 2 (Targeted Supports):

  • Teacher-led small-group reteach sessions for students struggling with sequencing or clarity in transformation.
  • Guided practice with exemplar sequences (e.g., seed-to-tree panel breakdown).
  • Modified reflection sheet with visuals and sentence starters for MLs and students with IEPs.

Tier 3 (Intensive Supports):

  • One-on-one conferencing with teacher or bilingual support staff to clarify transformation concepts.
  • Alternative assessment options:
    .    ○ Oral or video reflection (Flip or Seesaw).
    .    ○ Storytelling with labeled sketches or captions in home language and/or English.
  • Teacher collaboration with ESL/Special Education staff to adapt rubrics for individualized learning profiles.

RESOURCES:

  • Beyond Walls – Mr. BBaby mural and artist profile for inspiration
  • Mr. BBaby’s socials/website – examples of transformation and storytelling in his work
  • Art of Education (Art of Ed) – lesson planning resources and student reflection tools
  • Colorín Colorado – strategies and sentence frames for multilingual learners
  • WIDA Can Do Descriptors – guidance for differentiating expectations by English proficiency levels
  • The Comics Journal / Cartooning Resources – sequential art strategies for middle school learners
  • MetKids (The Met Museum) – student-friendly examples of storytelling and transformation in art
Skip to content