Contribution de Yaël Ben-Zion

Description

Dans cette activité ludique d'arts visuels, les élèves créent une œuvre d'art en collaboration, encourageant le travail d'équipe et le renforcement de la communauté.

instructions

• 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.
• Create a small ceremony where each group reveals their character and presents it to the whole class.
• Réflexion: “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?”

Transition vers l'activité

Transition into the activity with connection to past experience: “Usually we draw a whole character by ourselves.”

Transition hors de l'activité

Transition out of the activity with movement: “Travel back to your seat walking as the character you have created.”

Aménagement de la salle de classe

Small Groups at hard surfaces.

Supports/Matériaux adaptatifs/Outils

• 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 ou de la musique pour rythmer l'activité. 
• 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. 
• Paraprofessionals can be part of a group to support individual students.
• Collage pieces and glue could be used instead of drawing.
• Use visuals to introduce the concept of characters.

Rôles possibles pour les professionnels de la classe

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

Réglages pour l'instruction à distance

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.