Norman Rockwell Tells Stories using Images!

Norman Rockwell's process of creating an image is very similar to directing a scene in a movie. In this 2nd grade lesson, students relate Rockwell's images to the basic elements of a story including setting, character, and plot. Second graders will be using these same elements to tell their own visual story in one photograph. To inspire students, we examined the many photographs that Norman Rockwell hired as resources for his illustrations. Did you know that almost all of his paintings began as photographs?

Norman Rockwell"s Photographic Eye by NPR

Using a planning worksheet, students worked in groups of 3-4 at their table sections. A word list was provided to help choose elements for their setting, objects (to assist in storytelling), and characteristics. Groups drew a simple storyboard and a brief description explaining what will be going on in their photograph (plot).

Smithsonian American Art Museum Teacher's Guide page 56

Storyboard

Next week, students may need to bring objects from home to help with their storytelling or choose from available items in the art room if appropriate. Once their idea is planned, one student assigned as photographer (from each group) will use the camera app on the iPads to photograph their group in front of a green screen for a still frame photo expressing their planned story while the rest of the group pose and act as characters within the scene. An image from the internet will be saved to the iPad and used as the backdrop (setting) to replace the green screen and appear as if they are truly within their setting. Here is a great tutorial on how to use the Do Ink "Green Screen" app from a classroom teacher in Norfolk, Nebraska. Do Ink "Green Screen" will be the app we use for this project.

Splatter Paint, Norman Rockwell and Green Screen!

When reading the title to this post, you are probably wondering what any of these things have in common! Last week, students examined Norman Rockwell and his illustrations using VTS. In a previous class, a Venn Diagram was used to compare Norman Rockwell's art and Modern Artist Jackson Pollock's art (born only a few years apart). Of course, students had a difficult time finding any similarities, but recognized many differences between the two artists. After examining both artists, first grade students then took a closer look at "The Connoisseur" by Norman Rockwell and noticed an amazing combination of both art forms.

"The Connoisseur" by Norman Rockwell 1962

This week, first grade students created their own splatter paint project on small 4.5" x 6" pieces of white or colored paper. Next week, students will be photographing their splatter paint project and using a green screen to put themselves in an image examining their own art. Do Ink offers a great app to create this kind of art idea. Students are very excited to use the iPads to embellish their handmade creations.

After photographing their art and asking a friend to photograph themselves facing the green screen with the camera app on the iPad, students will have the opportunity to choose from the following five backgrounds to add to the middle layer within the green screen app.

 

Once in the app, students will create a new project by selecting the plus sign in the top right corner and choosing "Create a New Project". This will open a new project. In the picture below, you can see students will be using all three layers within the app to create their image. By selecting the plus sign in the middle layer at the bottom of the screen, students can pick one of five frame images from above for their project.

The very bottom layer will be used for their splatter paint image. The image can be cropped and the size changed as long as students have selected that image at the bottom of the screen. We will know the image is selected when there is a red box around that layer's picture. The splatter painting should fit within the frame without any background showing.

The last image added is the photo of themselves facing the green screen. This image will be the very top of our final image. Students are most amazed with this step, because the green screen magically disappears and is replaced with the wall and frame backdrop. While the layer with the photo of themselves is selected (red box around layer), students can alter their size and location as well as reduce and increase the sensitivity of the green screen to prevent a green halo haze around their body.

To export their images, students will select "Image" next to "Save" and select "Save" to export image to the Camera Library on the iPad. These final images will be uploaded to Artsonia for their family to see. Click here to see the student created images.

Norman Rockwell: Artist of the Quarter

Norman Rockwell is an amazing illustrator, an artist who tells stories using images.  The artist was introduced to students through an examination of his "Triple Self Portrait" using VTS strategies.

"Triple Self Portrait" by Norman Rockwell

Visual Thinking Strategies (VTS) allows each child to share what they see or find in a piece of art and connect their findings to visual evidence within the painting. Through VTS' rigorous group 'problem-solving' process, students cultivate a willingness and ability to present their own ideas, while respecting and learning from the perspectives of their peers.  Common questions asked during a VTS discussion include: 

What's going on in this picture?

What do you see that makes you say that?

What more can we find?

To learn more about Norman Rockwell and his life, Kindergarten and First Grade students listened to the story "Norman Rockwell" written and illustrated by Mike Venezia from the "Getting to Know the World's Greatest Artists" Series.

A selection of books from our public library about Norman Rockwell.

After learning more about Norman Rockwell and his life, Kindergarten students worked as a class to develop a fictional story.  Students have already started illustrating their book pages. Each kindergarten class section has written a book and currently, each student is assigned a page from the book to illustrate. Today, students will be adding more details to their drawings with pencil and adding color with crayons. Students may need help reading the words on their assigned page as to remember what their assigned page says and illustrate accordingly. Students were also asked to help each other brainstorm ideas or details to add to their illustrations to make them better and to make sure the picture or illustration is “telling a story” like our artist Norman Rockwell.

First and Second grade students discovered an interesting comic on the front of the "Norman Rockwell" book written and illustrated by Mike Venezia.

"Hey Mr. Rockwell! Why don't you paint some cool modern stuff like us?"

I wanted to make sure students understood why this quote was so important, so we examined other art created around the same time of Norman Rockwell's illustrations and made notes using a Venn Diagram.  I think the category that was most difficult for students was finding words to describe what was similar between Norman Rockwell's illustrations and the modern abstract artwork that was created at the same time.

Working together in groups of 3-4, students compare art using a Venn Diagram.

First and Second grade students also designed a cover for "The Saturday Evening Post". This lesson puts the student in the role of illustrator with the assignment of designing a cover for “The Post”. Students were shown examples of Post covers by Norman Rockwell from the books in the above photo. Students were reminded that Norman Rockwell felt that the idea of a cover must be readily evident, the viewer should be able to understand the situation in about thirty seconds for the cover to have the desired impact. Grades K-3: Remember that the drawings may be only somewhat representational. Continue to be supportive of the efforts and open to spontaneous or unrealistic use of color. Next week, students will be creating Norman Rockwell inspired artwork of their own!

"The Saturday Evening Post" Cover Design

SD Visual Arts Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

K.VA.Re.8.1.a. Describe what an image represents.

1.VA.Re.8.1.a. Compare images that represent the same subject.

2.VA.Re.8.1.a. Categorize images based on expressive properties.