Lesson PlanTitle: DepthLength:
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content students already knowand what they willneed to know to be successful.
Pre-Assessment:This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
-Was told by head teacher that they have worked with 1pt perspective before but it was not an easy concept for them to grasp.
-Have not used one pt perspective in at least 2 years
-Students communicated to me an interest in improving their ability to draw realistically
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT – Role / Audience / Format / Topic)
Students will create a 2-D block letter picture of their name using 1pt perspective to communicate physical depth of space
Students will embellish letters using and symbolic imagery to communicate personal depth.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Form, shape, depth, symbolism, visual communication, visual representation. Expression, distance, abstract ideas, perspective
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
1. Abstract ideas can be visually communicated. (Standard: Observe and learn to comprehend, PGC: Recognize articulate and debate that visual arts are a means for expression, GLE: Knowledge of art vocabulary is important when critically analyzing works of art)
2. Symbolism is used by an artist to intentionally convey meaning (standard: Invent to discover and create, PGC: create works of art that articulate more sophisticated ideas feelings, emotions, and points of view about art and design through an expanded use of media and technologies, GLE: Use various media materials and tools to express specific meaning in works of art)
3. Planning influences clarity of intended purpose (standard: Relate to connect and transfer, PGC:
4. Both shape and form are important to the perception of spatial depth. (Standard: Envision and critique to reflect, PGC: Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas GLE: Critical thinking in the arts transfers to multiple uses in life)
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2.Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1. By looking at examples from other artists, SWBAT use symbolic imagery to create artwork that represents them. (Blooms: compose- create, Standard: Observe and learn to comprehend, GLE: the characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art. Art learning: know/comprehend)
2. After self-assessing their own expressive art work, SWBAT articulate the way the expressive features and characteristics of art are intentionally used by an artist to communicate an idea. (Blooms: assess- evaluates Standard: envision and critique to reflect, GLE: visual literacy skills are used to create meaning from a variety of information, Art learning: critique/evaluate/refine)
3. When presented with sequential instruction on how to draw with 1pt linear perspective technique, SWBAT recall and follow instruction to successfully create personalized 1pt linear perspective drawing. (Blooms: Use-apply Standard: Invent to discover and create, GLE: restructure and apply the technical skills and processes required to achieve desired results in producing works of art, Art learning: create/present)
4. By working in their sketchbooks, SWBAT independently develop ideas and plan before beginning a final draft. (Blooms: outline- understand, Standard: Relate and connect to transfer, GLE: Critical thinking in the arts transfers to multiple uses in life, Art learning: connect/apply/transfer)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access content and multiple modes for student to express understanding.) / Access(Resources and/or Process) / Expression(Products and/or Performance)
-Allowed to figure out all lines leading to vanishing point on graph paper and trace the whole thing.
-Less complex imagery will be / -Less complex symbolic imagery will be accepted inside the letters.
Extensions for depth and complexity: / Access(Resources and/or Process) / Expression(Products and/or Performance)
-Will only trace name onto final draft paper.
-Will need to draw lines leading to vanishing point directly onto final draft paper. / -More complex symbolic imagery and more detail will be expected inside the letters
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Form, shape, vanishing point, horizon line,
-Literacy is integrated into the lesson when students have to take notes from the presentation, and when they have to write and discuss what their peer’s artwork is about at the end.
Materials:
Must be grade level appropriate. Listeverything you will need for this l lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
- Graph paper
- Graphite pencils
- Colored pencils
- Erasers
- Rulers
- Sharpie
- White paper
Resources:
Listall visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
- Projector up and ready to present with
- Presentation in working order with all necessary parts
- Enough graph paper for each student
- Pencils sharpened and ready to pass out
- Erasers and rulers ready to pass out
- Example prepared
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
- Keep the sharp end of the pencil pointing down
- Do not poke others with your pencil
Action tomotivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.
-Can you communicate with out using words?
-How do you learn about people before you know them?
-How do you think they learn about you?
-How do artists use art to communicate?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.
-Because this class is new this quarter, students will fill in their letters in a way that visually communicates who they are to their peers.
-Students will have time to sketch in their sketchbook different ways they can visually represent who they are to their peers.
Ideation process:
Fill in 3 section sketchbook page
Brainstorm and sketch answers to these questions:
-How does color change they way something in perceived?
-What are your favorite qualities about yourself?
-What types of things do you associate yourself with?
-If you had to wear one pattern for the rest of your life what would it be? What does that say about you? What does it tell other people about you?
-If there was one animal that represented you what would it be and why?
-Can any of the answers you provided be combined? How?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Day 1 / Instruction –
PREP: have paper for notes, graph paper, pencils, erasers and rulers ready to use and on the table.
- Students will enter and find their seats. I will take attendance then, someone will read the mystery person of the day.
- Questions:
- Can you communicate without using words?
- Does the artist have to be in the image for it to be about them?
- How else could an artist show that their artwork is about themself?
**How could you tell someone about yourself without using words or including an image of yourself?
- Introduce project:
-Our goal is to communicate as much as we can about who we are without using including ourselves in the artwork
-Because we are communicating our personal “depth”, we are going to learn how to use the 1pt perspective drawing technique to communicate physical depth as well.
4. We will start with physical depth using 1pt perspective (begin ppt)
-In sketch books (or on note paper if you do not have a sketchbook yet) write down definitions for all words shown in bold. These will be turned in at the end of the hour for a grade.
SLIDE 2
-What is 1pt perspective?
-Drawing method that shows how things appear smaller the farther away they are from the viewer
QUESTION: - does this really happen when we look at things in real life? Can anyone think of an example where they have seen this?
-A way to draw objects on a flat piece of paper so that they look 3-D
-It is an Illusion
SLIDE 3
-Vocabulary
Horizon line: line that divides the ground and the sky in an image
Vanishing point: point where receding parallel lines appear to converge
QUESTION FOR CLARIFICATION: what does that mean? Can anyone explain that in different words?
True shape: surface facing the viewer that is not distorted by perspective
SLIDE 4
Train track image
-Lets see if this really works, can I get 3 volunteers to come up to the board
-1 Person find and mark the horizon line
-1 person the vanishing point
-1 person prove that is where the vanishing point actually is
SLIDE 5
Train track image
-This picture and the one on the last slide are pictures of the same thing, what is it that makes them so different?
-How do the colors in the first one make you feel? How about the second one?
SLIDE 6
Bathroom image
-Why don’t the shapes in red have any diagonal lines?
A- they are true shapes and are not being distorted by perspective because they are facing the viewer head on
-Is there a vanishing point in this?
A- some yes some no
-Can a student who believes there is come up and find it?
SLIDE 7
-If students seem like they need another example we will use this slide, this will be skipped if students seem to be understanding concept clearly
Volunteers to:
-1 person- horizon line
-1 person- vanishing point with lines
-1 person – true shapes
SLIDE 8
-What is the difference between shape and form?
Can anyone tell me the difference?
SLIDE 9
-Shape: The 2-D outline of an object. Has a length and a width
-Form: The 3-D space an object takes up. Has a length, a width, AND a height.
-QUESTION: Why is this relevant to what we are doing?
-A. 1pt perspective technique turns shapes into forms
SLIDE 10
-Image of shapes vs. forms
SLIDE 11/12
-Project expectations and requirements
5.Demonstrate process
-All students will stand, tuck chairs in and gather around green and yellow table to watch me demonstrate and explain graph paper part of the project.
-Slide with written procedure will remain projected on the screen while I am demonstrating
-What is important about this step is getting lines straight and getting all letters in the composition without using curves
-Students are encouraged to try add 1pt perspective to graph paper rough draft but are not required to
-SLIDE 13
1. Outline rectangle on graph paper that stretches from one side of the paper to the other and is at least 6 boxes tall. (If your name is long use long side of paper)
2. Count number of boxes on the long side on your rectangle
3. Divide by the number of letters in your name and round down if the number is uneven-this is how many squares wide each letter will be
4. Divide big rectangle into sections big enough for each letter
*Make sure sections are EVENLY SPACED! - If all the letter touch, project will not work
5. Write each letter of your name in the sections you just marked. Each letter should take up as much of the designated space as possible
*Keep ALL LINES STRAIGHT-curved
-This slide will remain projected on screen while I
6. Student work time:
-Students will return to seats and work to get entire name in evenly spaced block letters on their graph paper
-SLIDE 13 will remain projected while students work
7. Clean- up
-Turn in ppt notes on my desk
-Put all graph paper names in folder
-From table of collectors:
-1 person collect pencils
-1 person collect erasers
-1 person collect rulers
-1 person collect and put away folders
-Quietest table will be dismissed to line up at the door first / Learning –
1. Establish familiar classroom routine so students know how to act and what to expect when they walk in the classroom
2. Teacher led class discussion:
Students are introduced to the broader context of this lesson; begin to think about how artists make decisions and why they do. Students listen and respond to each other’s answers to these questions.
3. Direct instruction:
Students become aware of overall goal/point of this project before digging deeper into the art-learning component of this lesson. Allow students to understand how all of the learning we are about to do will tie together at the end.
4. Lecture/ teacher led class discussion:
-Students work on literacy skills by writing down words and definitions in sketchbook during PowerPoint. Addresses learners that are more analytical. Repetition of content information presented in different formats makes for more complete understanding and memorization
-Students learn what they are expected to take away from this lesson/concept
-SLIDE 4, 5, 6, 7: Hands on student discovery, kinesthetic learning:
Students confirm for themselves that the drawing technique works. Visual learners see the concept directly applied to an image. Kinesthetic learners can actually draw the lines we are discussing