Personajes estrafalarios (Cadáveres exquisitos)

In this playful visual arts activity students create a collaborative artwork, promoting teamwork and community building.

Personajes estrafalarios (Cadáveres exquisitos)

Personajes estrafalarios (Cadáveres exquisitos)

Contribuido por Yael Ben-Zion

Description

In this playful visual arts activity students create a collaborative artwork, promoting teamwork and community building.

Direcciones

  • Before the activity, prepare papers divided into three equal parts, with dotted lines and the headers “Head,” “Body,” “Legs,” and “Feet.”
  • Explain the objective of the game: to collaborate in teams of three to create a single character.
  • Show the prepared paper to the students. Explain that each group will receive one piece of paper, and each member will draw a different part of the character’s body, with one important rule: You cannot see what came before! 
  • Show examples. Explain that students should draw slightly beyond the dotted lines, then fold the portion of the paper they drew on so the next student cannot see it. Encourage students to draw as zany as they want to.
  • Divide students into groups of three and ask them to decide on the order: who draws first, second, and third.
  • Give students two to three minutes to complete each part of the character, then pass the drawing on to the next student to complete the next part. 
  • When all three parts are completed, use a call-and-response to refocus students’ attention. Invite students to view their collaborative character as a group before sharing with the whole classroom.
  • Cree una pequeña ceremonia donde cada grupo revele su carácter y lo presente a toda la clase.
  • Reflexión: “What did it feel like to create different parts of something together? What is it like to see our different styles of art-making come together? Would the characters have come out differently if we were able to share what each of us had drawn, and communicate while we were making each part?”

Transición a la actividad

Transición a la actividad con conexión a la experiencia pasada: "Por lo general, dibujamos un personaje completo por nosotros mismos".

Transición fuera de actividad

Salga de la actividad con movimiento: "Regrese a su asiento caminando como el personaje que ha creado".

Arreglo del aula

Small Groups at hard surfaces.

Soportes / Materiales adaptables / Herramientas

  • Prepare in advance: paper to be used in the activity and examples of finished drawings.
  • Model with the Classroom Professionals.
  • Utilize both visual and verbal descriptions throughout the activity. 
  • Use a visual timer or music to time the activity. 
  • If waiting for their turn is a challenge, it is also possible for each group member to work on a paper and pass it to the next person for the next part—each group would then have three creations.
  • Groups can be planned ahead of time with the help of the Classroom Professionals. 
  • Los paraprofesionales pueden ser parte de un grupo para apoyar a estudiantes individuales.
  • Collage pieces and glue could be used instead of drawing.
  • Use visuals to introduce the concept of characters.

Possible Roles for Classroom Professionals

  • Support students who have difficulties with drawing (what to draw, how to draw) or with the group setting.
  • Participate in modeling and art making.

Adjustments for Remote Instruction

Students can work in breakout rooms and follow the same process of assigning “parts” to draw. They can draw their section on their own piece of paper, and each group member can share on camera their piece of paper for the group to imagine what the character would be like put together. Another option, using technology, would be for students to work in separate Google Docs, drawing with the pen tool. They can cut and paste their section, and the group can put all three pieces together in one Doc or Slide. You and/or the Classroom Professionals could rotate between rooms to support this process.

Formas de arte

Hora

15 minutos