Week 11: The Power of "Why" Lesson Plan (4-11-15)

Overton County Lesson Plan

Teacher: Annette Saldana                 Subject: Visual Arts I                        Date: 4-10-15

Lesson Plan Title: "Why Design is Important: Creating a Space of Your Own" 

Standards and Objectives:

1.1 Demonstrate the use of knowledge and technical skills in at least one specific medium

1.3 Analyze, synthesize, and evaluate the application of media, techniques and processes used to solve visual art problems.

2.1 Demonstrate an understanding of art elements and design principles

2.2 Analyze and critique organizational components and expressive qualities of artworks.

2.4 Apply problem-solving skills to create solutions to specific visual art tasks.

3.1 Demonstrate critical thinking in the selection of content in works of art

3.2 Evaluate meaningful images that reflect personal experiences and environments

4.2 Interpret the function and explore the meaning of specific art objects within varied cultures

4.3 Demonstrate how history and culture influence the production of art.

5.2 Reflect on and evaluate artworks in order to understand various interpretations

6.2 Integrate ideas, issues, and themes in the visual arts with other subject areas

Measurable Goals (SPI):

-Use observational and technical skills to achieve the illusion of depth in two-dimensional space (For ex. value, perspective and placement of objects).

-Compare and analyze how art elements and principles are used for expressive purposes (For ex. symbolic color, dynamic lines, and rhythmic patterns).

-Recognize that different assumptions and theories of art lead to different interpretations of artworks

Materials/Supplies/Technology:

Drawing paper (11x14)

Drawing pencils

Rulers

Eraser

Magazines

Scissors

Reference Worksheets

Image Resources

Projector

Computer

Computer Camera

Prior Student Knowledge:

Students have used one point perspective to develop three dimensional shapes (ex. turning a square into a cube). They have been learning how to shade forms to help depict volume. The class has explored the use of color in terms of ways to create contrast and self-expressionism. Though, perspective is relatively new to them, they have been reflecting on terminology such as:

· background

· converging lines

· depth

· foreground

· horizon line

· illusion

· intersecting lines

· middle ground

· overlap

· parallel lines

· perpendicular

· planes

· picture plane

· realistic

· Renaissance

· three-dimensional

· two-dimensional

· vanishing point

~Lesson Procedures/Activities (List time spans) ~

Opening Dialogue (Includes agenda for lesson, introduction of standard(s), and real-world connection):

In visual art, creating illusions is based on specific concepts and methods. Art that is an illusion of reality has been continually admired and valued across time. Our lesson today will address two essential questions: Why is art that is an illusion of reality fascinating to look at? How do artists use linear perspective to create the illusion of depth? Our national and state standards state that we should: 2.2 Analyze and critique organizational components and expressive qualities of artworks and 2.4 Apply problem-solving skills to create solutions to specific visual art tasks. As we work today, we will be addressing these objectives as you use perspective techniques to create a unique, one of a kind “dream space”.

Hook/Review:

In this lesson, you will explore how to create the illusion of depth on a two-dimensional surface using linear and optical perspective drawing techniques. Later, you will apply these skills to create your own room design or “dream space” in a personalized and unique manner. We will continue to investigate perspective methods invented during the Renaissance to learn how these techniques are used by artists and designers to imitate reality and produce the illusion of depth. You will combine artistic and mathematical skills to create an imaginative art piece.

Direct Instruction:

 The teacher will show historical art works, while focusing on the use of linear perspective and spatial illusions. The instructor will explain how expressive qualities might be used to enhance an interior environment.  Teacher demonstration and modeling of drawing techniques helps students learn through direct observation of the skill being taught.

Guided Practice:

The teacher will engage students in discussions periodically throughout the lectures and activities during the lesson. Students will be assessed and given feedback based on their replies. Teacher will explain student project steps and will demonstrate periodically. Students will be monitored and given individual feedback as they work to see that they understand the guidelines. Students will be shown the step by step process in which they will gradually build in an interior spatial illusion. The students will also be guided as they work with a vanishing point as they will need techniques to help them become more successful. Next, students will choose with lines, colors, textures and imagery using colors knowledge of color theory and symbolism. The teacher will give examples of how the elements of design can add to the expressive quality of an artwork. Learners will be assessed based on questionnaires and self-reflection writings to determine if comprehension of spatial illusions and expressionism has been met.

Independent Study Assignment (Label Bloom’s Taxonomy Level or Webb’s Depth of Knowledge Level. Describe oral and written feedback given to students):

Bloom’s Taxonomy Level: Students will “create” an artwork that reflects self-expression. Students will engage in writing assignments and activities that encourage the use of symbolism and illusion. These are activities that allows for higher cognitive, creative thinking.

Students produce an invented interior space that is personal due to content and technique. Through a selective process they will become more analytical in their approach to art. Students will analyze and compare art works. Students will receive oral feedback as teacher monitors progress of art production. Students will critique the interior designs in the future when projects are complete. The teacher will give written feedback to students after their writings and artworks have been reviewed.

Student Writing Assignment to Draw Conclusions:

-Group Critique Artist/Artwork Investigation-to discover what students know and think about spatial illusions

-Room Space “Planning” Handout-to find out whether or not students understand why their themes and ideas are important to them while creating an interior space

-Self Reflection Writing- To understand the goals, strategies, and thought processes of students 

Closure/Reflection:

The teacher will close the class by discussing how dream spaces can be illusions of the real world or an imaginary one. She will remind students that what kind of space to create and how to make it interesting are up to them. The instructor will explain that they will continue to learn how to use linear perspective drawing techniques, which will help them create depth for their spaces.

Grouping Configurations:

Students sit at work stations. Students work cooperatively and discuss problem-solving techniques. Students will be asked to evaluate art as groups and then share with the class.

Differentiation for Individual Student Needs: 

-Help students learn objectives in a sequential order, introducing key concepts at a basic

level and progressing to more advanced levels.

-Work from students’ current levels of understanding. Use ongoing assessment to

determine when to introduce key terms and more challenging concepts.

-The lesson provides opportunities for students of all ability levels to express their ideas,

personality, feelings, experiences and interests. Although the drawing part of the lesson

can be challenging for some students at this grade level, growth of ideas and techniques will hopefully be present.

-Provide one-on-one instruction for students who need assistance and provide small group

demonstrations between steps to help students develop drawing skills.

Extensions:

-Creation of perspective drawings based on direct observation.

-Explore multiple styles of art for comparison, art criticism and art production, such as

Surrealism, Cubism, etc.

-Student room designs can be based on a particular concept or theme that is currently

being studied in another content area. For example, students can design rooms that

include symbols or imagery that reflect a particular culture.

-Advanced students can experiment with moving the horizon line up or down or the

vanishing point left or right to create asymmetrical dream spaces.

Assessments-

Formative:

Questioning strategies

Observations

Lecture-discussions

Writing Assignments

Summative:

Art work will be graded using a rubric. Students will turn in accompanying handouts to demonstrate how they have documented ideas and design process. Portfolios are assessed periodically.

Next Steps After Assessment Results:

Portfolio evaluation will continue to occur in order to help students better understand their own learning as evidenced by their classroom work. This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal.

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Highlights of Questioning During the Lesson (w/ Student Replies):

In what ways would you say perspective or spatial illusion is not accurately depicted in this painting (image: Luttrell Psalter “Banquet Scene”)?
It looks flat/2-D
The table looks like it is flipped on its side

The table edge looks curved or bowed

The food looks like it should be falling off the table

You can’t see the feet of the people

The faces look unrealistic

One man is really large and another appears to very tiny

If you were drawing this artwork how would you make improvements?
Show less of the table

Design it so that the side edge of the plates are seen instead of the entire plate

Show the feet of those at the table

Angle the edges of the table

Why do you think spatial design was less important in the Middle Ages?
They didn’t know how to use perspective

They focused more on the symbolism behind the artwork

The artwork was used to tell stories to those who couldn’t read or write …not meant to be hung up

simply for its beauty

Why do you think people value perspective and spatial illusions so much?

The techniques are so amazing and mind blowing

It’s important for interior design
Architects use it to build things

Artists can make their designs seem more realistic

You can use it in cartoons

(Before hands-on art making activity)
What theme or decade do you enjoy?

Why do you like that theme/decade so much?

What room/space do you want to focus on?

How could you tie in features within your dream space so that it is related to your theme or decade of choice?

(Student A reply)

-The 90s

-I like grunge music

-The living room

-I could have a worn out couch, a guitar stand, music posters on the wall, a lava lamp, a flannel shirt hanging off of a piece of furniture

(Student B reply)

-Late 50s into early 60s
-I like the movie Breakfast at Tiffany’s
-A bedroom
-All the furniture and accessories would be elegant and classic. I would use pink, gold, black, and white. A fancy chandelier would be in the room. And I would probably have long, flowing curtains.

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­­­­­­­­­­­How did it go? The lesson went rather well. Students seemed attentive and had many ideas to share. I think they were mesmerized by the visuals. Most of my students are fascinated by perspective and want to be able to design their own “dream space.” They liked the open-endedness of the assignment because many of them have their own diverse thoughts or opinions about what makes a room interesting to them. Also, they see design as something that could potentially be a field of study in the real world. Many of my students are thinking about how they might use these techniques in architecture, drafting, interior design, fashion, animation, etc.

What did you learn? I learned that I need to slow down! The students haven’t had any lessons on perspective in the past. We are starting with the basics. I’m breaking things down into small chunks so that the information will be more digestible. Today we were able to focus on the “how’s and the why’s” of design. I was also able to get them to think about what kind of dream space they might potentially create. Today, they were all successful in building a framework (one point perspective grid). Hopefully, in the days to come they will be able to plug all kinds of ideas into the kind of “room” that they are enthralled with.

What would you do differently? I kept thinking of different questions that I could have asked. However, if I had continued to ask too many things, we would have had little time for any hands on art making. I find time management is always a struggle. I have an allotted amount of time before that bell rings, and yet I have so many ideas I want to plug into the activity. I think I’ll just continue to jot inquiries down as they come, so that I don’t forget them. Later, I can always just go back and re-visit some of those thoughts as we continue through the week.

WHY did it work or not work? So far, things are working out great (despite student lack of experience). I think that I will continue on with this lesson for a couple more days. We really didn’t move at the pace at which I expected. Also, I’m thinking about how to follow up this lesson with maybe a foreshortening/figure drawing activity. Because I’ve been thinking about the idea of courage/power, maybe students could create a “power pose” as an extension lesson. I think this could be neat considering it will tie into space, perspective, and will filter in those enduring ideas that I want to touch upon. I will still be using the previous “courage” Socratic seminar, but plan to filter it in at a later date when we begin studying more about body language, figure study, and how it relates to context.
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Update!!! These are some of the student artworks that were produced:

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