Transformers!

Essential Question:
How does repeated exercises and practice help make creative thinking easier?

Objectives:​
1. Manipulate​ the form/shape of objects to ​develop​ new ideas.
2. Connect​ visual elements to prior knowledge/experiences to ​create​ new compositions.
3. Develop​ thinking and responding within a specified time limit.

Learning Goals:
● Transformation: Changing something into something else
● Free-Association: Making connections to unrelated concepts or ideas

National Art Standards:

● Creating: VA:CR2 Generate and conceptualize artistic ideas and work.
● Connecting: VA:CN10 Synthesize and relate knowledge and personal experiences to create art.

Improv and Art Activity:

Note to Teachers/Facilitators:​ ​It’s your job to help students be successful. Keep positive and encourage students. Don’t allow
negative or counterproductive behavior. Encourage feedback from the group. Always be supportive. Never single a student out about
how​ they did.

Rules and Expectations:

● Yes, And: Everything goes. Accept what the person before you says and move on.
● Laser Focus: Keep your head in the game for the benefit of yourself and the others involved.

Setup:
● Gather several unrelated household objects with interesting shapes. Suggestions include coffee carafe, comb, spray bottle,
pincushion, highlighter, etc.

Kelly Nyhagen, 2020

 ● Load a classroom timer to display on your screen. Set it to three minutes.

5-Minute Intro:​ ​During the five-minute intro the teacher or facilitator should ONLY go over the expectations for the improv portion
of the activity. During this time, it is NOT suggested that the art portion is introduced- the focus is on the process.
● Introduction:​ ​Ask students if they have ever heard of the word ​transform ​or ​transformation. ​Take suggestions from the class
to build a working definition. Explain that in improv, players oversee the scene’s reality. Anything goes.
● Briefly describe the activity:​ ​Explain that this activity requires students to look at objects and consider its shapes and colors.
Let students know that they will have three minutes to transform an object using their drawing skills.
● Demonstrate: Use one of your prepared objects as a practice example. Ask students to consider the object’s shape, form, and
color. What else could the object be? How might it transform?

Improvised Artmaking:​
1. Each student should have drawing materials. Encourage students to avoid using erasers. Everything goes- use mistakes as
opportunities.
2. Have students split up their page into six boxes.
3. Show the first object to the students. Do not tell them what it is. Remind them to consider what the object might look at from
different perspectives.
4. Run the three-minute timer. Students should draw their transformation in the first of their six boxes. Encourage students to get
to work and to use the entire three minutes to add details and finish their quick drawing.
5. After three minutes are up, reset the timer, and show students the next object. When all six of the objects have been drawn,
reveal the identity of each object and ask students to collectively share their responses. As students share, give them positive
feedback.

Extensions:
1. Give students time to develop one or two of their favorite transformations into a final piece of artwork.
2. Have students choose their favorite transformation. Then, have them draw the original object from observation. Finally, have
them draw the original object in the process of transforming into their chosen transformation.

Kelly Nyhagen, 2020