Producing, Executing and Performing
This lesson explores the connections between visual art and language arts, and how both are used to creatively tell stories and express emotions. Students will read the book
Go Away Big Green Monster by Ed Emberley. They will be introduced to adjectives as descriptive words then create their own monsters using paper sculpture techniques. Learning Objectives
Define “adjective” and list at least one example.
Create a monster that reflects a chosen adjective.
Recognize and name basic geometric shapes.
Use paper sculpture techniques.
What You'll Need
1 Computer per Classroom
A Love of Monsters for photos of architectural monsters that you may wish to post to inspire students. Prior Student Knowledge
General knowledge of basic shapes
Lesson requires open space on the board. If you choose to project the Paper Techniques chart, projector must be set up.
Resources in Reach
Here are the resources you'll need for each activity, in order of instruction.
1. Read the book Go Away Big Green Monster and discuss adjectives with the students. 2. Explain how adjectives can be used to describe an emotion or describe an appearance
, like, "grumpy" or "hairy." To illustrate this point, read the sentence from the book where these two words are used. Continue to reference the book, and make note of the adjectives used in the book like "sharp" and "squiggly." Always read the sentence that the adjective is used in so that the students can get a clearer picture of what an adjective is and how an adjective is used.
1. Ask students to brainstorm lists of adjectives. Create two lists on the board, one titled "Emotion" and the other titled "Appearance." If students are able to write or print, have them use the Adjectives List worksheet located within the Resource Carousel. Copy the words on the board for reinforcement. Students who volunteer an adjective for one of the lists should use the word in a sentence.
2. Ask students to identify the names of geometric shapes using paper cutouts of a square, triangle, circle, rectangle, and oval. Review the names with students. Then tape the shape to the board and write the name beside it. Do this for all four shapes. Distribute the Geometric Shapes worksheet located within the Resource Carousel and have the students draw a shape next to its name.
1. Have students choose an adjective for their monster from the list they created at the beginning of the lesson. Refer to the lists on the board.
2. Pass out a large sheet (12x18) of black construction paper and a light colored chalkstick or crayon to each student. Have students write "Go Away Big ___ Monster" at the top of their black paper. They will then fill in the blank with their chosen adjective. Walk around the room and check for understanding.
3. Have students choose a shape that they will use for the head of their monster. Explain again that this shape will be the shape of their monster’s face. Tell them that they should carefully consider that the shape and the adjective they are using should complement each other.
4. Discuss how to make the face reflect the chosen adjective. Ask the students to make the face of a "mean" monster and discuss with them what their eyes, eyebrows, and mouth do. Explain that when you make a mean face the eyebrows point down to the nose, when you make a happy face the eyebrows arch upwards, when you make a sad face the eyebrows dip down towards the ears, etc. Pass out construction paper and scissors so students can cut out a shape for the face. Have students begin to cut out and design their monster’s head using the construction paper.
5. Explain to the students that they will be creating their features with construction paper and paper sculpture techniques. Demonstrate some paper sculpture techniques for the students. Some suggested techniques include: cut a small strip of paper and curl it around a pencil, fold a small strip of paper in small accordion like folds, cut the paper in small grass-like strips, fold a small strip of paper in a zig-zag shape, and create hair strands that pop out on the monster. Add these to the monster for hair, 3D eyes, noses, etc. Show students your completed example. Remember to share your chosen adjective. Encourage students to come up with their own ideas for sculptural effects.
5. Monitor students' progress and remind each student that his/her monster must have eyes, nose, mouth and ears, but may also have multiple features. Provide feedback and comments, explaining to students how they can make the features reflect the adjectives.
Reflect 1. Have each student stand and share their monster with the class.
Ask students to discuss how the chosen adjective is reflected in the features of each monster.
Common Core State Standards Initiative seeks to bring diverse state curricula into alignment through a set of common learning goals and assessments. In 2010, Standards were released for English language arts and mathematics. Common standards have not yet been released for science, social studies, and other subject areas, including the arts. In addition, some states have yet to, or have chosen not to, adopt the Common Core standards.
During this transitional period, A rtsE dge will present all relevant state and nationals standards as they apply to our lessons.
National Standards for Arts Education
For the full text of the content and achievement standards in Arts Education, visit our
Lessons connect to the National Standards for Arts Education, the Common Core Standards, and a range of other subject area standards.
Common Core/State Standards
Select state and grade(s) below, then click "Find" to display Common Core and state standards.
National Standards in Other Subjects
Math Standard 1:
Uses a variety of strategies in the problem-solving process
Math Standard 2:
Understands and applies basic and advanced properties of the concepts of numbers