Fruit of Imagination (es)

Opening Activity

In the opening activity, learners look at some of the famous works of Arcimboldo and Carl Warner and try to identify and share the main idea behind the illustration.

• Identify and state the main idea of an Illustration.

Main Activity

In this activity, learners brainstorm, ideate and use Canva to create food art that shares a story. 

• Create Arcimboldo-inspired food art that shares a story. 

Closing Activity

Learners close the session by presenting and narrating their food art to peers. 

• Narrate and present the food art to peers. 

Slide

Activity

2

The main idea of this activity is for learners to look at art created entirely out of fruits, vegetables, and flowers and help them imagine a story based on the same. 

3

Ask learners what their favorite food is. You can take two to three responses to this question. 

4-6

Next, share with them the works of Carl Warner and Arcimboldo 

• Pause at each image and ask learners if they can identify any stories in the art they are looking at. Take responses. Encourage learners to have fun and be creative, and let them know there's no right or wrong answer and that imagination has no limit. 

7

Now, share about the artists and what they were famous for. You can begin by saying, 

• “Once upon a time, there was an artist named Arcimboldo. He was an extraordinary artist because he didn't use paints or clay to make his art. Instead, he used food! Can you imagine making a picture with fruits, vegetables, and other yummy things? That's what Arcimboldo did! Similarly, another artist Carl Warner uses food items to create amazing scenes.
• “They would arrange different types of food to make amazing scenes and portraits. For example, these artists would use lettuce to make the grass in a landscape and carrots to make the trees. They found a way to use food to tell stories through their art.”

Slide

Activity

Begin by sharing that today learners will be their versions of Arcimboldo.

• Say, “Today, you’ll use food to make art and tell a story. Maybe you can make a portrait of your family or a scene from your favorite book. So let's get started and see what amazing stories you can tell through your food art!"

8-10

Step 1: Think of a story you want to convey via your food art. Learners would brainstorm within their groups and ideate a story that they would want to share via food art. Learners will use the Story ideation template to note down their ideas. 
The story could be a personal experience, a story they have heard or read, or something they have imagined. Ask them questions like:

• What story do you enjoy and want to create via food art?
• Can you imagine what the characters in that story might look like if they were made of food?
• What food items would you use to create the characters in your story?
• What colors would you use to show different emotions in your story?
• Can you think of a scene from your favorite story that could be made with food items?
• How would you arrange the food items to show the story unfolding?
  Please encourage them to think outside the box and be creative, and remember to provide positive reinforcement for their ideas and efforts.
  Allot 30 minutes for the learners to brainstorm and fill in their ideation template.

11-16

Step 2: Learners will now start creating their food art on Canva. Begin by guiding learners to set up their Canva accounts if they don’t have one already. You can use the Canva creation template to get learners up to pace with the features of Canva, food art examples, and hands-on to gain familiarity with the platform. Depending on your learners’ familiarity with Canva, you should guide learners through the following steps:

• Introduction to Canva: Explain what Canva is and can be used for. Show learners an example of a food art scene created on Canva.
• Setting up an account: Explain how learners can create a free account on Canva. Show them how to sign up and log in to their account.
• Adding elements: Show learners how to add food items, shapes, and text to their scenes. Explain how the different tools and features arrange the elements and create a cohesive story.
• Customizing elements: Show learners how to change the color, size, and shape of the elements they add to their scene. Explain how they can use these tools to create the look and feel they want for their story.

By following these steps, your learners will clearly understand how to use the Canva online tool to create their food art scenes. Be sure to provide plenty of opportunities for learners to practice and ask questions as they work.
After the food art creation, learners can use Slide 9 on the Canva creation template to frame the script for their food art gallery walk. 

Slide

Activity

17 & 18

Build excitement in the learners by sharing that we would now organize a food art gallery to display all the fantastic food art we have created. The entire class and the educator would visit one station at a time, where they would get the opportunity to observe the food art, and the team on the station would then narrate the story behind it. 

• To make the activity more fun, the team displaying the food art can also ask viewers to guess the story behind the food art. 
• This would help learners understand whether their peers are aware of the message conveyed by their food art.

19

Ask learners how they feel after creating the food art story in one word to consolidate the lesson. 

Learning Outcome

Developing

Developed

Proficient

Creativity

1-2

The food items are arranged in a way that does not tell a coherent story or express an idea.

3-4

The food items are arranged in a way that tells an essential story or expresses an idea but is not particularly engaging.

5

The food items are arranged in a way that tells a compelling story or expresses a profound idea.

Verbal Communication

1-2

The learner’s verbal sharing is not audible or coherent.

3-4

The learner’s verbal sharing is audible. The learner makes grammar or word choice mistakes when sharing, but these do not hamper the story's overall coherence.

5

The learner’s verbal sharing is loud and clear. The sharing is coherent and well-linked, using the template provided.

Storytelling: 

1-2

The learner's food art scene does not convey a clear or coherent story, and the representation of characters, emotions, and events using food items is unclear or non-existent.

3-4

The learner's food art scene somewhat conveys a story, but the story is not fully clear or coherent, and the representation of characters, emotions, and events using food items is somewhat confusing.

5

The learner's food art scene effectively conveys a clear and coherent story, using food items to represent characters, emotions, and events.

Use of Canva: 

1-2

The food art scene is presented in an unappealing and disorganized manner, with little to no use of color, fonts, and layout.

3-4

The food art scene is presented in a somewhat visually appealing and organized manner, with some use of color, fonts, and layout.

5

The food art scene is presented in a visually appealing and well-organized manner, with appropriate use of color, fonts, and layout.

Engagement: 

1-2

The learner may not participate in class discussions or activities and may not complete the required tasks to the best of their ability.

3-4

The learner may be distracted or disengaged at times, but still completes the required tasks and participates in class discussions and activities.

5

The learner is engaged throughout the lesson, asking questions, sharing ideas, and collaborating with peers to enhance their learning experience.