Introduction –This class is basically in illustration class. It is three hours, which can all be done on one day. However, it is better to do the project in 3 one hour blocks a week apart. Students will each be asked to create an illustration of an event in Jewish history. The events will be placed in the correct sequence to show the students where their event falls out in history. The illustrations will be attached to form a timeline for the school to use.
Lesson Plan -The first hour of the class will be to introduce a number of events in Jewish history. Students will be asked to choose an event to illustrate. Each student must choose a different event. Once the events are decided upon, the students will be asked to do some research about their event. If the event is biblical, they should start familiarizing themselves with the passages in tenach that discuss the event. Non-biblical events will require other research. Since I cannot be sure about the events that will be chosen, I will try to have resource materials everyone can use, but I may not have everything. That is why it’s best to have a break before the second hour so that students can research on their own time. I will encourage them to find out how other artists may have approached their event. I will bring examples of biblical art with me for the students to look at.
The second hour of the class will cover the illustration process. In this hour we will talk about the kinds of elements they may want to include in their drawings. Many of the drawings will combine landscape and figure drawing. Therefore, I will go over the basics of drawing buildings and people in perspective and also the concept of aerial perspective.
Students will be asked to brainstorm their ideas. During a brainstorming session lasting several minutes, I will have the students write down anything that comes into their heads that relates to their illustrations. From the brainstorming session, students will be asked to draw several (4-6) quick thumbnail sketches. This will take about 15 minutes. Once the thumbnail sketches are done, the students will choose the best two and draw larger, more detailed comps of their ideas. I will go around the room during the comp section and try to make suggestions.
Over the next break the students will have time to complete their comps, if need be. Once the comps are completed, the students will need to decide which one they think will make the best illustration for their event. The third and final hour will be to draw the full size, very detailed illustration. Once the illustrations are done, they will be mounted on the timeline. At that time the students will be able to look at each other’s work. If time permits, we will have a critique of the final images.
The Critique - Depending upon the age of the group, I will display the finished work around the room and prepare for a critique. For the youngest children, I will point out the strengths of their pieces and gently give them ideas about ways they could do things in the future for parts of the image that aren’t; working as well. For the older children, I will give them strict parameters about what they are allowed to say and what they cannot say. I will introduce the concept of loshon hara and I will warn them if I feel they are in danger of saying something that they shouldn’t. The critique is important for the artist to grow. It is also valuable for the people doing the critique. One sure way one can know if he understands something is to teach it to someone else. If someone can point out that a cylinder is not formed correctly, for example, he/she becomes confident in seeing whether their own images are drawn correctly. Therefore, the critique is valuable for all members of the class if they take it seriously.
If you have any questions about this program or any other program please contact
Ari Sutton
