Running head: INSTRUCTIONAL DESIGN

Instructional Design
Emma Rose
The University of North Carolina at Greensboro

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Plan for Instruction

Students/Audience
Title

Character Building

Setting

Public Library, Young Adult and Adult Programming Services/online

Size of Class/Group

15-40 individuals

Age range

18 and up

Skill requirement

Basic computer skills

Ability requirement 1

Ability to use basic computer commands and operate a pencil

Resources

Regular access to a computer and the internet, a graphite pencil, a pen,

requirement

an open mind, and a sketch pad

Resources encouraged Drawing computer software (such as adobe illustrator), a headset,

but not mandatory

secure, reliable and updated portfolios (both physical and digital)

Facilitations of Learning

Instructional

Learn tips for drawing/bringing to life interesting characters and study

Objectives

the skills needed to be a successful illustrator and a self-aware

individual.

Rationale

Part of the program focuses on teaching students to reflect upon their

inner selves to become more self-aware which is a habit that can lower
stress and lower levels of stress can lead to a decrease of various health
risks. I believe the traits needed to be a successful illustrator are traits

This program is not strenuous and is highly inclusive. Students would need to be able to wield a pen or a pencil but
the program is flexible to a variety of skill/ability levels.

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that help build character when nurtured such as attention to detail,

creativity, imagination, emphasis on communication skills and clear
expression.
Learning standards

NA-VA.9-12.1 UNDERSTANDING AND APPLYING MEDIA,

from

TECHNIQUES, AND PROCESSES

EducationWorld 2

Achievement Standard:

Students apply media, techniques, and processes with sufficient

skill, confidence, and sensitivity that their intentions are carried
out in their artworks

Students conceive and create works of visual art that

demonstrate an understanding of how the communication of
their ideas relates to the media, techniques, and processes they
use

NA-VA.9-12.2 USING KNOWLEDGE OF STRUCTURES AND

FUNCTIONS
Achievement Standard:

Students demonstrate the ability to form and defend judgments

about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art

Students evaluate the effectiveness of artworks in terms of

organizational structures and functions

Students create artworks that use organizational principles and

http://www.educationworld.com/standards/national/arts/visual_arts/9_12.shtml

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functions to solve specific visual arts problems

NA-VA.9-12.5 REFLECTING UPON AND ASSESSING THE

CHARACTERISTICS AND MERITS OF THEIR WORK AND THE
WORK OF OTHERS
Achievement Standard:

Students identify intentions of those creating artworks, explore

the implications of various purposes, and justify their analyses of
purposes in particular works

Students describe meanings of artworks by analyzing how

specific works are created and how they relate to historical and
cultural contexts

Students reflect analytically on various interpretations as a

means for understanding and evaluating works of visual art

Basic Program Outline: 4 Segments over the course of 4 Weeks:

Topic Overview
Proposed Exercises/Readings/Resources
Discussion Board posts/replies
Assessments will be made from discussion board posts:

How well was the information from the resources and readings understood by student?

Were all proposed exercises completed?

Is the student interacting with classmates?

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WEEK #1: SEGMENT #1: CALLING ALL CHARACTERS:

TOPIC OVERVIEW: What kind of character are you? Review the resources in this
segment to find out and gain a better sense of self. Exercises of the body (such as meditation
and yoga) and exercises of the mind (such as personality and behavioral quizzes and
surveys), can increase self-awareness. It's helpful to first learn about yourself before
attempting to create someone else, even if the character is a product of your imagination.
Exercises for Week #1:

Attempt at least one physical exercise mentioned in the resources area (for example,
yoga or meditation)

Attempt at least one mental/psychological exercise (for example, a selfawareness quiz)

Read at least one article on the topic of self-awareness

Post about yourself and your experiences with the content in the discussion boards
entitled

"Introduction" &"Segment #1"

RESOURCES:

http://www.psych-it.com.au/awareness.asp

http://selfcreation.com/self-awareness/index.htm

http://www.yogabasics.com/

http://life.gaiam.com/article/meditation-101-techniques-benefits-beginner-s-how

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WEEK #2: SEGMENT #2: CAPTURING CHARACTERS

TOPIC OVERVIEW: In this segment you will learn to recognize characters, every person
is a character. By studying those around you, you can learn about communication,
expression and body language. Understanding these components will help you design
characters who can express themselves clearly. Let your imagination free and look a little
closer to the inanimate characters nestled in everyday objects with a fun exercise. In the
final part of this segment you will became familiar with some brilliant illustrators and learn
about their unique and compelling processes.
Exercises for Week #2

Study a human character around you for at least an hour (cumulatively). Recognize
their unique features, both physical and psychological. This person can be a friend or
family member. A simple observation is all that is necessary. If you pry too much this
person may become a bit wary of you.

Try to look closer at the objects around you to find character in even the most casual
of objects. Click Here For Examples. Snap some pictures of characters you find in
animate objects and post your favorite to the discussion board under Segment #2

Pick an illustrator (amateur or famous) and study him or her in depth. What is their
inspiration?

RESOURCES:

http://www.mindtools.com/pages/article/Body_Language.htm

http://www.mindtools.com/pages/article/Body_Language.htm

http://www.thingswithfaces.com/

http://www.audrey-kawasaki.com/

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WEEK #3: SEGMENT #3: CAPTIONING CHARACTERS

TOPIC OVERVIEW: It's time to put what we have learned so far about expression and
nonverbal communication to the test to give your characters their own voice. Before
attempting to create your own character, try to learn the basics of figure drawing, art
techniques, design, showing depth and weight so that you can bring your character to life.
Exercises for Week #3

After reviewing the basic techniques of character drawing under the Segment #3
Resources, try your hand at copying famous book or animated
film characters. Share your experiences and some of your sketches on the Discussion
Board for Segment #3

Practice making a variety of facial expressions in the mirror and sketching quick
self-portraits. Make sure to label the sketches with the emotion that you were trying
to express with the face that you were making.

RESOURCES:

http://www.elfwood.com/tutorial/108c5366-e843-ada3-408585cf2e6cb03b/figure-drawing-basic-pose-and-construction

https://creativemarket.com/blog/2013/12/02/10-basic-elements-of-design

http://design.tutsplus.com/articles/cartoon-fundamentals-how-to-draw-a-cartoonface-correctly--vector-15792

https://brandmediastudio.com/how-to-tell-a-story-without-words/

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WEEK #4: SEGMENT #4: CREATING CHARACTERS

TOPIC OVERVIEW: Now it is time to get creative. Creativity comes easier to some than
to others but if you're one who doesn't feel confident there are always tricks and techniques
to get those creative juices flowing!
Exercises for Week #4:

If you have every felt creatively constipated, use the Segment #4 section of the
discussion board to share your experiences and how (if) you were able to overcome
the issue.

Whether you are currently at a block or not, review the Segment #4 resources and
attempt at least one of the techniques to overcome creative block that are mentioned
in the article which can be found by clicking the "Be Creative" Button.

Check out the video below I made to say farewell and introduce one last exercise to
you. Please try it out yourself and share your experience on the Segment #4
Discussion Thread.

RESOURCES:

http://www.brainpickings.org/2014/02/28/creative-block-krysa/

http://www.inc.com/larry-kim/9-ways-to-become-more-creative-in-the-next-10minutes.html

Video Presentation is presented here with one final exercise (exercise is designed to maximize
creativity when an artist is experiencing a block: draw on blank page with eyes blindfolded for
10-20 seconds, take off blindfold and use the scribble produced as your starting point for a new
character). Video also serves the purpose of saying farewell to the classmates.