Learning Objectives / Student Targets

Narrative Development & Visual Storytelling
* Develop a cohesive and engaging children’s story with a clear beginning, middle, and end.
* Communicate character, setting, conflict, and resolution primarily through imagery.
* Create illustrations that function independently while contributing to an overall narrative arc.

Character & Environment Design
* Design expressive, visually consistent characters that reflect personality and development.
* Create immersive environments that establish mood, context, and sense of place.
* Demonstrate understanding of scale, perspective, and spatial relationships within illustrated scenes.

Material & Technical Skill
* Demonstrate control and craftsmanship in a chosen medium (traditional or digital).
* Apply principles of color, value, line, and texture to create depth and visual interest.
* Use layering, blending, and detail refinement techniques appropriate to the selected media.

Integration of Text & Image
* Thoughtfully integrate text and illustration to enhance clarity and pacing.
* Design compositions that allow space for typography without compromising visual impact.
* Make intentional decisions about when imagery leads the narrative versus when text supports it.

Composition & Design
* Organize visual elements to demonstrate balance, contrast, emphasis, movement, and unity.
* Guide the viewer’s eye through strategic use of color, framing, perspective, and focal points.
* Sequence illustrations effectively to control pacing, page turns, and narrative tension.

Creative & Critical Thinking
* Experiment with stylistic approaches and take creative risks appropriate for a children’s audience.
* Make purposeful artistic decisions that support theme, tone, and intended age group.
* Solve visual storytelling challenges through revision and thoughtful problem-solving.

Reflection & Artistic Growth
* Articulate artistic intent, stylistic influences, and storytelling choices during critique.
* Evaluate strengths and areas for growth in both narrative clarity and technical execution.
* Demonstrate increased confidence in combining narrative thinking with advanced artistic skill.

Ohio Fine Arts Standards (Visual Arts)

Creating
CE.1HSIII – Generate and conceptualize artistic ideas and work.
* Students develop an original children’s book concept, including narrative structure, character design, and thematic direction.
CE.2HSIII – Organize and develop artistic ideas and work.
* Students plan, storyboard, and refine illustrations, applying advanced design principles and media techniques to communicate a cohesive visual narrative.
CE.3HSIII – Refine and complete artistic work.
* Students revise illustrations through critique and self-assessment, demonstrating craftsmanship and technical control in a chosen medium.

Presenting / Producing
PR.4HSIII – Select, analyze, and interpret artistic work for presentation.
* Students evaluate sequencing, layout, and integration of text and image to effectively present a children’s book concept.
PR.5HSIII – Develop and refine artistic techniques and work for presentation.
* Students prepare a polished final series of illustrations that demonstrate unity, consistency, and professional-level presentation.
PR.6HSIII – Convey meaning through the presentation of artistic work.
* Students present their illustrated book concept in a format (digital mock-up, printed book, mounted boards) that enhances narrative clarity and audience engagement.

Responding
RE.7HSIII – Perceive and analyze artistic work.
* Students analyze children’s book illustrations and visual storytelling techniques to inform their own artistic decisions.
RE.8HSIII – Interpret intent and meaning in artistic work.
* Students explain how visual elements (color, composition, character design, pacing) communicate mood, theme, and meaning.
RE.9HSIII – Apply criteria to evaluate artistic work.
* Students participate in critique, using established criteria (narrative clarity, technical skill, design effectiveness) to evaluate their own and peers’ work.

Connecting
CO.10HSIII – Synthesize and relate knowledge and personal experiences to make art.
* Students draw upon personal experiences, imagination, and cultural references to develop authentic, engaging narratives.
CO.11HSIII – Relate artistic ideas and works with societal, cultural, and historical context.
* Students consider audience, genre conventions, and the historical role of illustration in children’s literature when developing their book concept.

Grading Rubric

Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.

Student Reflection

A student reflection is a brief, thoughtful explanation of how and why a student created their artwork, including the choices they made, challenges they faced, and what they learned during the process. In art, reflection is important because it helps students develop critical thinking, recognize growth, strengthen their creative decision-making, and take ownership of their artistic development.

Element of Art & Principle of Design

Childrens Book Illustrators