If Games Could Talk

Toys and board games that come to life? This could turn out to be something either really exciting or very scary. Seeing countless shows and movies in which this is a common occurrence got me thinking. I knew that I didn’t want this to be a scary task for my upper-elementary students; I wanted it to land more on the humorous side of art-making. At this age, it is important for students to follow their curiosity and imagine what could be. I wanted students to use their creative imaginations while working on this project.

Inspired by Todd Schorr
I began researching Todd Schorr’s paintings after a trip to our local contemporary art museum. After seeing his work, I decided it was a must-see for my students, so I organized a field trip. I was confident that Schorrʼs pop surrealism style would captivate my students. This artist uses familiar subjects like the Easter Bunny and places them in complex, surreal environments. His ability to take something recognizable and turn it into something new inspired me, and it turned into the spark that led to this assignment.

As a class, we examined several of Schorr’s designs both on the field trip and back in the classroom. We discussed how things could be used and reused for purposes other than their original intent. Students seemed energized by his style and his surreal characters.

Why Is Humor in Art Important?
Humor is something that artists have been including in their work for hundreds of years. Look back at Giuseppe Arcimboldo with his portraits made from fruit and vegetables. Also, look at parodies of the Mona Lisa and American Gothic. I think people look at art and tend to see the serious side of it, the mood and the message, but humor is also important. Itʼs important for one’s own morale to reach beyond the mundane. I wanted students to embrace this in their own art-making.

When Board Games and Fairy Tales Converge
To start the project, I placed several board games on tables throughout the classroom. Students spent time choosing a board game, learning the rules, and playing it. Some chose games they had never played before, while others were eager to show off their skills with games with which they were familiar.

Next, I asked students to take out their sketchbooks. They spent some time drawing what they saw illustrated on the game board that was on their table, just as they saw it. As they worked, I asked them to name additional board games that were not in the classroom (e.g., Chess and Connect Four).

For the next class, we switched the discussion from board games to fairy tales. I assured students that they would eventually see the connection between the board games and the fairy tales and to just be patient. They made a list of fairy tales and circled their favorites.

Let the Conversion Begin
Students each chose one fairy tale and one board game. I asked them to draw their board game as the setting for their story, then add elements from their chosen fairy tale, such as characters, objects, or situations, that would connect to tell their story. The example I gave was Monopoly as my board game setting and “Cinderella” as my fairy tale. My characters and objects might include the Fairy Godmother, Prince Charming, and a glass slipper. Students could add as many characters and objects as they wished to complete their story.

Let There Be Life!
I told students they would create a mixed-media drawing, and that they needed to focus on their use of space and good composition within their design. It was great seeing the surreal elements of their pieces come to life through their illustrations.

After finishing their works, students created an artist statement in the form of a story, allowing them to incorporate their own voice in their fantasy creation. There was excitement in the classroom and laughter at their humorous creations, and it was a fantastic learning experience for both students and myself.