CAPTURING EMOTIONS: IDIOMATIC ILLUSTRATION

CAPTURING EMOTIONS: IDIOMATIC ILLUSTRATION

Learning Description

Students will explore the rich world of idiomatic expressions. Through creative illustration, students will not only deepen their understanding of idioms but also gain insights into their own emotions and the emotions of others.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS, ELA & HEALTH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a visually compelling illustration of an idiomatic expression that effectively conveys its emotional significance, demonstrating empathy and understanding of the emotions expressed in both the expression and my artwork.

Essential Questions

  • In what ways do idiomatic illustrations encourage creativity and critical thinking?
  • How can the artistic process of illustrating idiomatic expressions enhance our self-awareness?

 

Georgia Standards

Curriculum Standards

ELA

3.T.SS.2.a Identify and describe the use of figurative language, such as similes, metaphors, and idioms in a wide variety of texts.

Health

HE3.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE3.1.e Identify behaviors that show respect for themselves and others.

Arts Standards

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes.

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

ELA

ELA.3.AOR.1.2 Identify and explain the purpose of forms of figurative language to include metaphor, hyperbole, and idioms.

Health

Standard 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (NHES, 2007).

M-3.1.1 Identify examples of mental, emotional, social, and physical health.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Benchmark VA.CR I can combine several elements of art to express ideas.

Indicator VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Benchmark VA.CR NM.2 I can use some materials, techniques, and tools to create artwork.

Indicator VA.CR NM.2.1 I can use two-dimensional art materials to explore ways to make art.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Benchmark VA.P NL.4 I can show and describe the idea of my artwork.

Indicator VA.P NL.4.2 I can describe my artwork.

 

Key Vocabulary

Content Vocabulary

  • Idiomatic phrase - A group of words that, when used together, have a meaning different from the literal meaning of the individual words

Arts Vocabulary

  • Space - The distance or area between, around, above or within things. Positive space refers to the subject or areas of interest in an artwork, while negative space is the area around the subject of an artwork. It can be a description for both two and three-dimensional portrayals.
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)

Materials

  • 18x24 drawing paper
  • Pencil and eraser
  • Black sharpie marker
  • Crayons, markers, colored pencils
  • A list of idioms:

A list of 24 English idioms with their meanings, featuring idiomatic illustration and examples that reveal the emotions behind phrases like

 

Instructional Design

Opening/Activating Strategy

  • Begin with a discussion on idiomatic expressions, showing several examples, and explaining that these phrases often have meanings beyond their literal interpretation.
  • Students will brainstorm and share idioms they've heard before, exploring their literal and figurative meanings. This activity fosters communication skills and encourages students to consider language in a nuanced way.

Work Session

  • Students will select an idiomatic expression from a curated list or think of their own.
    • They will reflect on the emotional connotations of the chosen idiom, considering how it relates to personal experiences or feelings. This step promotes self-awareness as students connect the idioms to their own emotions and experiences.
      • Example: A student might choose “fish out of water” reflecting on a time when they felt out of place in an unfamiliar situation.
    • With their chosen idioms in mind, students will then begin the artistic process of illustration.
    • They will use various art materials such as pencils, crayons, markers, or colored pencils to create visual representations of their idioms.
      • Discuss how color can be used to represent emotions and meaning.
      • Discuss how students should use the whole space on their paper to create their artwork. Discuss how choice of placement and size can communicate meaning (i.e. elements in the center and elements that are larger usually communicate more importance).
      • Encourage students to think creatively and metaphorically, using imagery to convey the essence of the idioms and the emotions they evoke.
    • As students work on their artwork, facilitate discussions on emotions and empathy.
      • Students will be encouraged to consider the emotions expressed in their chosen idioms and how they might resonate with others. This promotes relationship skills as students engage in perspective-taking and empathy-building exercises.

Closing Reflection

  • Once the artwork is complete, students will have the opportunity to share their artwork with the class.
  • They will explain their chosen idioms, discuss the emotions they aimed to convey, and reflect on the significance of their artistic choices, such as color and use of space.
  • Sharing promotes social awareness and encourages students to appreciate the diverse perspectives and experiences of their peers.

 

Assessments

Formative

Teachers will assess students by observing students' discussion responses and checking in with students during the art-making process.

Summative

 

Differentiation

Acceleration: 

Have students reflect on the experience that inspired their artwork; have students create a written explanation about how their artwork demonstrates their experience.

Remediation:

  • Chunk the artmaking process for students.
  • Allow students to work with a partner to create their artwork.
  • Provide a list of idioms for students to choose from.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders–Chad Itnyre, Kristen Alvarez, Leah Patel, Lucerito Gonzalez, Tamu Clayton, Sandra Cash, Erin Smullen

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  August 2025 @ ArtsNOW

 

Back to Lessons