Round Rock ISD 5E Lesson Design Teacher Tim Lowke Subject area / course Visual Art / Art 6, adjusted up for Art 7/8, Art 8, Advanced Art 8 Unit title from the ARRC & unit length Line & Shape – 3 weeks Date April 8, 2009 Grade level 6th Grade
Lesson title & length (e.g. one class, multiple classes) Artist Trading Cards / Introductory / Expanded Element and Balance Lesson – five (45 minute class). TEKS/SEs
(6.1) THE STUDENT DEVELOPES AND ORGANIZES IDEAS FROM THE ENVIRONMENT. (a) illustrate themes from direct observation, personal experience, and traditional events; (b) analyze and form generalizations about the interdependence of the art elements such as color, texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance, proportion, and unity, using art vocabulary. (6.2) THE STUDENT EXPRESSES IDEAS THROUGH ORIGINAL ARTWORKS, USING A VARIETY OF MEDIA WITH APPROPRIATE SKILL. (a) express a variety of ideas based on personal experience and direct observations; (b) describe in detail a variety of practical applications for design ideas; (c) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiber art, photographic imagery, and electronic media-generated art. (6.4) THE STUDENT MAKES INFORMED JUDGEMENTS ABOUT PERSONAL ARTWORKS AND THE ARTWORKS OF OTHERS. (a) conduct in-progress analyses and critiques of personal artworks; (b) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.
Generalizations & essential / guiding questions
What is line? Are there different kinds of lines? Do lines happen in the natural environment? What is contour? What is a silhouette? What is shape? How does balance create a pleasing composition?
Lesson objective(s)
Students will be able to use mixed media techniques on a small scale to create an artist trading card (s). Students will create an original piece of artwork drawing items from their classroom environment.
Student outcome(s) / Enduring understanding(s)
Outcome(s): Students were able to able to use mixed media techniques on a small scale to create an artist trading card (s). Students created an original piece of artwork drawing items from their classroom environment. Enduring understanding(s): Line can express emotion. Quality of line, determines the unique character of any line. In a well-balanced work of art, no one part overpowers another.
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Round Rock ISD 5E Lesson Design
Differentiation strategies:
enrichment, English Language Learners, struggling learners, etc. Side-by-side demonstration of linear elements / mixed media techniques if needed for struggling learners / ELL. Hand-to-hand modeling for the movement of the linear design. Enrichment – create a series or edition of artist trading card(s).
Teaching and Learning Stages Activity/Activities ENGAGEMENT
Describe how the teacher will capture students’ interest. Begin the lesson by focusing on the Artist Trading Card movement using the ppt. provided. Then, teacher will demonstrate how students can take a basic line and form a silhouette to improve their compositions while utilizing mixed media techniques. What kind of questions should the students ask themselves after the engagement? How can I create an original composition? How can I control my pencil to make the silhouette the best I can? How can I create a rich, mixed-media image on a small scale?
EXPLORATION
Describe what hands-on/minds-on activities students will be doing. Hands-on Activity - Once the teacher has modeled how to create a silhouette. Students will self-select from a collection of objects to create an original, personal still-life in an artist trading card format. Students will then draw their object that they have selected on their practice paper before creating their final composition. They will transfer their composition onto watercolor paper with the aid of a sheet of graphite paper if necessary. They will outline in sharpie and then watercolor with hues of their choice. Finally, each student can use gel pens to outline their objects and set them out from their background creating a balanced composition. Other themes can be employed for personal response to the art problem presented. List at least 2 essential/guiding questions the teacher will use to encourage and/or focus students’ exploration. How do artists use lines? How can I improve my drawing ability to create a silhouette that is as realistic as possible? What mixed-media techniques can I employ to create an original work for trade?
EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? Teacher to student modeling using the board for demonstration and actual drawing in a sketchbook with monitoring. List at least 2 higher order thinking questions which teachers will use to solicit STUDENT explanations and help them to justify their explanations. Where would you find silhouettes in our natural environment? What are some ways you can use a silhouette differently in a new drawing or card?
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept. Students will take what they have learned with silhouette and begin to create independent and unique combinations to use in original artwork. What vocabulary will be introduced and how will it connect to students’ observations? Linear design, line, straight line, curved line, contour, direct observation, silhouette, balance, shape How is this knowledge applied in our daily lives? Students will begin to look around their everyday environment and look for lines / silhouettes / balance that they see. An extension activity would be for students to collect silhouette independently in their sketchbooks and incorporate them into a new artist trading card(s) project later on in the course.
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Round Rock ISD 5E Lesson Design EVALUATION
How will students demonstrate that they have achieved the lesson objective? Students will demonstrate that they have achieved the lesson objective by producing examples of silhouette, contour and an original composition. The teacher will circulate around the room as students are producing monitoring for success. This should be done throughout the lesson as well as at the end of the lesson
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