Lesson Overview: Due Oct 18

In this advanced lesson, Digital Art 3 students will engage in a professional-level project inspired by The Monster Project, transforming a child’s drawing into a fully realized, intricate character design. Using a combination of advanced digital tools, students will focus on creating detailed textures, refined lighting effects, and layers of narrative within their design.

Students will also integrate symbolism, personal style, and cultural influences into their interpretation, creating a visually compelling character that tells a story. The lesson will emphasize creative risk-taking, technical refinement, and the development of a personal artistic voice.

Learning Objectives

• Students will research and incorporate cultural references, symbolism, and emotional narratives into their redesign of a child’s drawing.

• Students will demonstrate mastery of advanced digital tools (e.g., detailed texturing, lighting, rendering, and special effects).

• Students will push creative boundaries through experimentation with personal style, while maintaining the integrity of the original drawing.

• Students will engage in advanced critiques, offering and incorporating feedback to refine their artistic vision.

• Students will produce a professional-level artwork for inclusion in their portfolio, showcasing both technical skills and conceptual depth.

Big Ideas

• Advanced digital techniques allow artists to communicate complex narratives and emotional depth through character design.

• Artistic reinterpretation involves deep understanding of symbolism, aesthetics, and personal expression.

• Collaborating on imaginative projects builds connections between different artistic perspectives and voices.

• Artists push boundaries by merging traditional design principles with cutting-edge digital techniques.

Essential Questions

1. How can digital artists use advanced techniques to communicate more sophisticated narratives through character design?

2. What does it mean to both honor and expand upon another artist’s vision, especially one that comes from a child’s imagination?

3. How do symbolism, cultural references, and emotional depth play into the transformation of simple designs into complex figures?

4. What role does personal style play in character reinterpretation, and how can it coexist with the original intent of the drawing?

5. How can professional-level digital tools and techniques be used to push creative boundaries?

Instructional Sequence

Day 1-2: Introduction to the Project

• Hook: Show examples of The Monster Project (before and after images).

• Discussion: Explore the big ideas and essential questions, focusing on how artists interpret and build upon others’ work.

• Activity: Distribute children’s drawings to each student. Ask them to analyze the drawing and think about how they will approach the digital transformation (color, shape, personality).

• Homework: Research digital artists who work with character design and prepare to share findings.

Day 3-5: Learning Digital Tools & Sketching Ideas

• Demonstration: Teach essential digital illustration techniques (brush tools, layers, texturing, shading).

• Activity: Students sketch out rough digital ideas for their transformation.

• Reflection: Have students write about their initial thoughts, challenges, and intentions.

Day 6-8: Building the Final Image

• Activity: Students work on their digital artwork, translating the child’s character into a fully developed figure using Photoshop or Illustrator.

• Check-in: Provide individual feedback, emphasizing design principles and creativity.

• Critique: Peer-to-peer reviews on progress.

Day 9-10: Finalizing & Presenting

• Activity: Final touches on the artwork (refining details, adjusting color schemes, adding textures).

• Presentation: Students present their work, comparing it to the original child’s drawing and explaining their design choices.

• Reflection: Class discussion on how they interpreted the child’s imagination and brought it to life digitally.

Day 11: Critique & Reflection

Materials and Technology

• Student-provided children’s artwork (inspired by The Monster Project)

• Digital tablets or drawing tools

• Adobe Photoshop or Illustrator (or similar digital design software)

• Computers with access to the software

• Projector or screen for class critiques

• Internet access for research and inspiration

Georgia Department of Education Standards: Applied Design 3

VAADCR.1: Demonstrate personal style and technical proficiency in the development of original artworks.

VAADCR.2: Engage in in-depth research and synthesis of ideas to create innovative design solutions.

VAADPR.1: Produce a portfolio that reflects high levels of craftsmanship, technical mastery, and individual expression.

VAADPR.2: Demonstrate expertise in the use of digital media to create complex compositions and innovative visual ideas.

VAADAR.1: Critique personal work and the work of others using advanced technical and theoretical language.

VAADAR.2: Synthesize feedback from critiques to refine personal artwork and communicate a deeper understanding of artistic concepts.