Developing a Creative Idea for a Character

Course Overview

This course aims to provide students with an understanding of concept development, conducting research, methods of experimentation, producing a final outcome, and learn some of the language of art and design. The plan has been designed to meet Victorian Curriculum Levels 7-8, you can read more here at the VCAA website. There are no computer programs used in this course, just old fashioned pens, pencils and paper. The pedagogy is action based research and learning applied skills, and context provided throughout the course.

This course, in conjunction with the course Build a Character in Illustrator can be adjusted to meet the levels in the curriculum and can compliment each other, whilst developing some great skills.

What will we create?

At the end of this course we are aiming to have conducted a range of concept development exercises and come up with a resolved idea of what sort of character we will be developing. We will be able to describe the traits of the character, explore some artistic experiments and develop a range of inspirational material including the exploration of different artistic approaches and ideas. We’ll think about developing a look and feel, and decide on a colour scheme. Each lesson is around 1 hour long depending on your skill level already attained and which parts of the program you enjoy doing the most. I really enjoy the mark making and sometimes spend ages doing that!

Students will be learning mark making and familiarising themselves with a range of artistic materials. They will be exploring ideas about identity and materiality through the exploration of textures and produce a final creative approach to a character.

What will each lesson involve?

A class teacher is needed for each lesson to assist children to follow each week. This website can be used as a resource so that students can check their progress, and even do so at home. Each class will include some direct instruction from the teacher, as well the videos and instructions embedded into each lesson on this website. Resources have been chosen to reflect a more artistically driven process as opposed to a Visual Communication Design process that is more commercially oriented. Characters and ideas are chosen from but not limited to Tim Burton and Shaun Tan.

Lesson 1Mind  mapping and concept development
Lesson 2Research
Lesson 3Types of drawing
Lesson 4Experimentation
Lesson 5Refining project
Lesson 6Final outcome and character backstory

Assessment overview

Formative assessment will be embedded throughout the program through interactive quizes so students can self check they have completed areas. A summative assessment at the end will review the work completed and can be submitted to the classroom teacher.

Students at level 7-8 should be completing minimum 6 pages of A3 size visual diary documenting the process and final character with some back story based on the development sheet as outlined in week 1. Here is a guide for assessment for these levels.

CriteriaNeeds more workGoodVery good
Identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaningHas identified only one artist, but hasn’t written about what materials they have used and what the work might be saying. No mentions of colours or art elementsHas identified two or more artists, what they have used to make their artwork, and discussed what the works could be communicating. Has mentioned art elements line, colour, shape etcHas identified three or more artists and has noted what materials they have used and what they might be trying to communicate. Has discussed the art elements in detail.
Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks.
Students have only explored one medium without experimentation, and have not explored the elements of art such as line, shape, colour, texture.Students have explored lots of different mediums and techniques for creating interesting textures and materials. They have explored at least one medium in new and interesting ways. They have explored some visual conventions and communicate something with their work.Student have explored two or more mediums and techniques and have completed 2 pages of experimentation with the materials in their visual diaries.
Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
Students have included pictures they like but haven’t made notes about what they like about them.Students have identified and described in detail 2 or more artworks they are exploring, where they are from and what ideas could be interpreted by the audiencesStudents have identified and described in detail three or more artists works and have chosen ones that are different and described how audiences might interpret the work.
  • Exploring Ideas

    This section explores the criteria "plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks."

  • Finding Inspiration

    This section explores the criteria "Identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning, and Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.""

  • Types of drawing

    This section explores the criteria "Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences."

  • Exploring techniques

    This section explores the criteria "plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks."

  • Refining project

    This section explores the criteria "plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks."

  • Final outcome and character backstory

    This section explores the criteria "plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks."

Instructor

Lauren Martyn

Learning designer, digital designer and educator with extensive experience teaching creative subjects. Qualifications include: MA Creative Media (Multimedia), Ba Arts (Fine Art), Cert IV Training and Assessment, Dip Training Design and Development, Dip Vocational Education and Training, currently studying an MA in Secondary Education.

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