Lesson Overview: 

In this project, students will explore the theme of fear by illustrating a phobia of their choice. Students will research common or uncommon phobias and learn how to represent abstract feelings like fear and anxiety through the use of color, symbolism, and composition in digital artwork. They will use digital tools to create an image that communicates the essence of the phobia visually, integrating design principles and creative thinking.

This project will help students develop technical digital art skills while also encouraging them to explore deeper psychological and emotional themes.

Learning Objectives

• Students will research and understand different phobias, exploring how fears can be expressed through visual elements.

• Students will learn how to use digital tools (e.g., Photoshop, Illustrator) to create visually compelling images that represent phobias.

• Students will apply design principles (color, composition, emphasis, balance) to communicate emotion and abstract concepts.

• Students will critique their peers’ artwork and reflect on how effectively fear is communicated through visual design.

• Students will develop a personal understanding of how their own experiences and emotions can inspire creative expression.

Big Ideas

• Visual art can convey complex emotions and fears through symbolism, color, and composition.

• Artists can explore psychological and emotional themes through creative expression.

• Understanding phobias helps build empathy and connects personal experiences to visual storytelling.

• Digital tools allow artists to experiment with how abstract concepts like fear can be illustrated and communicated visually.

Essential Questions

1. How can we visually represent abstract emotions like fear through digital art?

2. What role do symbolism, color, and composition play in illustrating phobias?

3. How do artists use visual storytelling to explore and communicate internal emotional experiences?

4. What artistic techniques can help convey the intensity and personal nature of phobias?

5. How can the process of creating art help us explore and understand our own fears and those of others?

Instructional Sequence

Day 1-2: Introduction to Phobias & Visual Representation

• Hook: Show famous art pieces that explore fear or psychological themes (e.g., The Scream by Edvard Munch).

• Discussion: Introduce the concept of phobias and how artists can use visual elements to express emotions and fears. Discuss the essential questions with a focus on abstract concepts and symbolism.

• Activity: Students choose a phobia to research (common examples include arachnophobia, claustrophobia, or acrophobia, as well as lesser-known ones like trypophobia).

• Homework: Research the chosen phobia and collect visual references that might inspire their illustration.

Day 3-5: Sketching & Concept Development

• Demonstration: Introduction to digital sketching tools in Photoshop or Illustrator. Teach students basic tools like layers, brush tools, and composition techniques.

• Activity: Students create digital sketches that explore how they will visually represent their chosen phobia. Focus on symbolism, abstract representation, and the emotional tone of the piece.

• Reflection: Students write a short concept statement describing how they will visually represent fear and what design elements they plan to use.

Day 6-10: Developing the Final Digital Artwork

• Activity: Students begin developing their final digital artwork, using the digital tools and techniques introduced in previous lessons. Emphasize attention to color choices (e.g., dark tones for anxiety, contrasting elements for tension), composition (balance, focal point), and texture.

• Check-in: Provide individual feedback on technical aspects and conceptual choices, helping students refine their ideas and improve their technique.

• Group Critique: Halfway through the project, have a peer critique session where students present their progress and receive feedback on how effectively their design conveys fear.

Day 11-12: Refinement & Final Touches

• Activity: Students focus on refining their artwork, making adjustments based on feedback from peers and teacher guidance. Emphasize final details such as highlights, shadows, and textural elements that enhance the emotional tone.

• Reflection: Students update their concept statement, reflecting on their creative process and how their ideas evolved over time.

Day 13-14: Presentation & Critique

• Presentation: Students present their final artwork to the class, explaining their choice of phobia, the symbolism and design elements used, and how they sought to communicate fear visually.

• Formal Critique: Class participates in a final critique, discussing the effectiveness of each student’s artwork in conveying the chosen phobia. Use design language to discuss technical aspects and emotional impact.

Day 15: Reflection & Evaluation

• Reflection: Students write a final reflection on what they learned about illustrating abstract emotions, how they used digital tools to express fear, and the challenges they faced in the creative process.

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

Things to consider:

• Figure(s) & Object(s) (which should reveal something of the phobia)

• Format: Horizontal vs. Vertical

• Subject Placement: Rule of Thirds

• Background

• Point of View

• Lighting: create mood/feeling

• Clothing: can suggest personal style/career profession

• Subject: mannerism, reactions, expressions and body language

STEP ONE:/TWO RESEARCH by completing the attached PHOBIAS form. BRAINSTORM Create a list of possible ideas REVIEW the above “things to consider” above

• Phobia Selection 11/15

STEP THREE: DRAW at least 3 different CONCEPTUAL SKETCHES displaying 3 different possible Phobia ideas

• Phobia Sketches 12/6

STEP FOUR: WIP submit your wip of the idea phobia you selected.

• Phobia WIP w/ Color Blocking 12/18

STEP FIVE: FINAL illustrate your final idea 1/ 17

Georgia Department of Education Standards: Applied Design 1

VAADCR.1: Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAADCR.2: Create artwork reflecting personal solutions to design problems using a variety of techniques, approaches, and tools.

VAADCR.3: Explore various media, techniques, and processes to develop aesthetic criteria.

VAADAR.1: Reflect on and discuss the visual aspects and purposes of artwork from various times and cultures.

VAADPR.1: Create works of art that demonstrate mastery of material, technique, and process.

VAADAR.2: Critique personal and others’ artworks through the application of art concepts.