Component 5: Artistic Production and Synthesis
In the culminating phase of this interdisciplinary unit, students will synthesize their research, field observations, and cultural knowledge to design and construct original Alebrijes—both as three-dimensional sculptures and complementary watercolor compositions. These artworks will reflect a deep integration of zoological accuracy, imaginative storytelling, and personal identity. Throughout this creative journey, students will explore how form, texture, color, and symbolism can be used to communicate meaning.
Before construction begins, students will draw upon research gathered from their field experiences and investigations into animal anatomy and habitat, focusing on three animals—a mammal, reptile, and bird—with an emphasis on endangered species. Thumbnail sketches created during the zoo visit will serve as a foundation for their design. This process supports both the Illinois Visual Arts Standard 26.B.3d and National Core Arts Standard VA:Cr1.1.8a by encouraging students to conceptualize and develop artistic ideas grounded in observation and analysis.
Students will use a method developed by the instructor involving wire and aluminum foil to create the armature for their Alebrije. This will be followed by plaster gauze to harden the form and prepare a smooth surface for painting. Air-dry clay or papier-mâché may be substituted as needed, depending on the age group or classroom resources. In order to support diverse learners and ensure accessibility for all, students will have full access to a step-by-step instructional video created by the teacher. This video, available on Google Slides and Google Classroom, walks them through the building process in manageable segments and allows students to revisit instructions at their own pace. A live, in-class demonstration will also reinforce key techniques, particularly in forming the structural features of a mammal, bird, and reptile.
Instruction is scaffolded throughout the unit to support English Language Learners and students with IEPs. Teachers will provide bilingual resources, model each technique visually, and offer vocabulary aids and visual rubrics. Students will be encouraged to collaborate with peers in structured roles such as “artist apprentices,” in which more experienced students assist others with both technical and conceptual challenges. Instructors should be familiar with students’ IEPs and differentiation needs to ensure that every student has access to a meaningful and successful experience. Additional work time outside of regular hours may be provided for students needing more support.
As students begin sculpting, they will be challenged to merge all three animal characteristics into one cohesive hybrid creature. These forms should be expressive, structurally sound, and stand independently. Success will look different for each student—some may focus on anatomical realism while others emphasize narrative symbolism or experimentation with material. The flexibility of the Alebrije as an imaginative creature invites a wide range of creative interpretations, emphasizing risk-taking and originality in alignment with Illinois Standard 25.A.3d and NCAS VA:Cr2.1.8a.
Students will complete daily exit slips to reflect on their progress. These reflections will prompt them to identify and solve problems, document collaboration, and articulate their thought process. For example, students may be asked how they resolved structural issues in their armature or what design decisions they made to better reflect their creature’s symbolic identity. These formative assessments, aligned with VA:Cr3.1.8a, help teachers adjust instruction and students refine their work through critical thinking and peer feedback.
In the second week, the focus will shift to painting and surface development. Students will revisit their color theory notes and be reminded that they are provided only with primary colors—red, yellow, and blue—along with black and white. All other colors must be mixed. This reinforces their understanding of hue, tint, tone, and shade in the context of a three-dimensional form. Students are not permitted to paint directly with unblended primary colors; rather, they must document and reflect on their color mixing in their sketchbooks, noting the exact combinations used so they can replicate and explain their palettes during their final presentation. This encourages original artistic decision-making and meets the expectations of Illinois Arts Standard 25.A.3d.
Peer interaction is essential during this phase, and students will be encouraged to ask classmates about how certain colors were created while also being pushed to experiment independently. Instructors will monitor for technical application and support deeper inquiry into how color communicates emotion, character, and environment.
Students will also have the opportunity to enhance their sculptures with found or recycled materials to reflect textures such as fur, feathers, or scales. However, in keeping with the environmental ethics of the unit, the use of real feathers, animal products, or store-bought natural materials is not permitted. Instead, students must creatively problem-solve and use painted techniques or accessible materials to evoke these textures, reinforcing the interdisciplinary connection to habitat, ecology, and sustainability.
The unit culminates in the completion of both the Alebrije sculpture and a watercolor painting that reflects the creature’s environment. Together, these works become a personal and imaginative expression of identity, science, and cultural exploration. Through this process, students will demonstrate mastery of research-based design, creative risk-taking, technical construction, and thoughtful reflection—meeting and exceeding state and national standards while embracing their roles as artists, storytellers, and problem-solvers.
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