CHICAGO SEMESTER LESSON PLAN

Name:Rachel Miller Subject: Art Grade:3rd/4th grades

Length:4 x 40 minute classes Date: 2/21/12- 3/23/12

Students will look at several different examples of playing cards, and identify similarities and characteristics they all share. Students will be lead through a step-by-step process of a simplified line drawing of a playing card; filling in using patterns and textures, symbols, and objects which relate to themselves. Students will also color using a color scheme relevant to this genre of art.

Objectives: Upon completion of this lesson, students will be able to:

-Look and study several different playing cards, and identify the similarities and differences in line, shape, color pattern and texture.

-Create a 2-inch frame around the perimeter of the paper by properly using a ruler, as well as, draw their initial of their name and symbol, which they will identify with.

-Draw their own playing card portrait by replicating line quality, shape and texture/pattern seen in observed playing cards.

-Study color palette and use a color palette that is in the style of the observed playing cards in their own work.

ISBE Goals:25.A.2d, 25.B.2d, 27.B and 27.B.2

Materials Needed:

Color photocopies of playing cards, projector and screen, line drawing of playing cards, 12x18 inch white paper, pencils, erasers, rulers, skinny line markers, and colored pencils

Anticipatory Set: (5 minutes)

  1. Motivate students by showing them different images of playing cards. Zoom in on the images and discuss the style and different elements of the playing card in detail:

-“What kinds of lines are used on the playing card? What shapes do you notice? What colors are used? Describe the patterns. Are they detailed? Where do they repeat?

  1. Discuss the stylization of line used for the subject’s face, hair and outfit. Talk about size and scale of head-to hand-to body. Ask:

-“Is every subject holding the same object? What patterns and textures can be found in the subject’s outfit? Is there a repeating symbol? Color?

  1. Talk about the frame around each figure, and the symbols and letters used on each card.:

-“What do the symbols and letters signify? Is the frame important?”

Sequence of Activities: (25-30 minutes)

Day 1

  1. Pass out 12x18 inch paper, a sharpened pencil and a ruler to each student.
  2. Instruct how to create a 2 inch frame, starting with the basics of how to use a ruler and guide students through measuring one step at a time:

-“Find the side of the ruler that says ‘inches.’”

-“Line up the zero with the edge of the paper and put a mark at the ‘2.’”

-“Do the same thing again on the same edge so that now there are two different marks.”

-“Turn the ruler and line it up perfectly with both marks.”

-“Draw a line, very lightly, across the entire paper.”

-“Repeat on all four sides.”

  1. Demonstrate how to draw a block letter, and discuss relevant size of the letter. Have students draw the letter of their choice (initial) and one of the four symbols in the deck of cards.
  2. Begin instruction on drawing the face and facial features:

-“Start with a ‘U’ shape for the head, and leave space at the top for the crown and hair.”

-Fill in features using simplified line and shape, then work on the crown and hair.

  1. Clean up.

Day 2

  1. Review playing card line quality, shape pattern and texture.
  2. Lead students through drawing a figure’s shoulders/body. 3rd grade students will extend body/jacket to the bottom of the card and 4th grade students will draw until the middle of the paper, where they will stop and turn their paper 180 degrees and draw the reflection on the bottom portion.
  3. Demonstrate how to draw a simplified hand, and ask students to draw an object in the figures hand. Objects we have seen already in the deck of playing cards include: flower, feather, sword, and septum. Students may choose to draw an object of their choice that is representative of themselves; ex: a cell phone, ipod, baseball glove, trophy, handbag, etc.
  4. Mark important lines, which help divide up the figures jacket; ex: collar, cuff of sleeve. Ask students to replicate these lines the best they can, or use them as guidelines to create their own jacket design.
  5. With the remaining time, have students fill in the jacket with patterns/textures that are similar to that of a playing card. Students are encouraged to repeat the symbol that they chosen within the design of the crown and the jacket.
  6. Clean up.

Day 3/4

  1. Discuss the color scheme of playing cards (black, white, red, gold/yellow, blue and teal).
  2. Demonstrate using black, blue, yellow, and red thin line markers to trace all lines within the composition (including pattern/texture lines). Remaining area of color can be filled in using colored pencils of the same colored scheme.
  3. Clean up

Vocabulary Words:Playing cards, symbol, texture, replicate, reflection, style

Adaptations for Individuals:

Visual representations (pictures and hand outs of playing cards), cueing, simplify lesson (less detailed patterns, pre-drawn frame, etc.), individual assistance. For students with severe learning disadvantages an aide is present to assist individuals.

Closure: Clean-up (5 minutes)

Students will have the opportunity to talk about their projects in an informal critique. Projects will be displayed in the hallway next to examples of real playing cards, or playing cards will be used as a border for student work.

Independent Practice:

If students do not finish the project during class time the work will be given to their classroom teacher for the students to work on during free time.

Assessment/Evaluation: (when possible attach the assessment tool)

Students will be assessed using a rubric that is directly aligned with the objectives of the lesson and the state curriculum standards:

  1. Did the student create an accurate 2-inch frame?
  2. Did the student create a playing card replicating the line quality, shape, and texture/pattern of real playing cards?
  3. Did the student use a color scheme that was in the style of real playing cards?

Also see attached formal rubric

Resources:

Deck of cards

Google image search: playing cards, king, queen, and jack

Self-Evaluation: (Answer these questions on a separate page and attach to this lesson)

  1. What worked? Why did it work?
  2. What were the problems? Why did they occur?
  3. If I deviated from the lesson plan, what decisions did I make during instruction?
  4. Did the students meet the lesson objective? How do I know?
  5. What would I do differently next time?
  6. What can I use from this lesson to refine tomorrow’s lesson?