Kathryn Cassell

Who am I going to teach?:

Art 1 (9th grade) 

 

What am I going to teach?:

One, two, and three point perspective by having the students complete worksheets with perspective activities, vocabulary and pre-sketch as well as create a City scape using two or three point perspective.

 

Why am I going to teach?:

Perception. The student develops and organizes ideas from the environment. The student is expected to identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm. ( 117.8, 1 B)

 

Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to create effective compositions, using design elements and principles. (117.8, 2 B)

 

Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to identify stories and constructions in a variety of artworks. (117.8, 3 A)

 

Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to define reasons for preferences in personal artworks (117.8, 4 A)

 

Materials:

    12 x 18 in paper

    Rulers Pencils

    Colored Pencils

    3 worksheets: One point, two point and three point perspective.

 

Visuals:

    Examples of student and artist works

    Perspective Vocabulary  

    Cityscapes Presentation in Prezi- http://prezi.com/vj9ukhgtg23d/?utm_campaign=share&utm_medium=copy 

    Teacher examples of project in stages

 

How am I going to teach it?

 

Day 1 and 2 :

The teacher will present the students with the perspective vocabulary powerpoint. The students will write notes on this vocal and be expected to remember the definitions for their six weeks test.The teacher will present the Prezi presentation while explaining expectations, project goals and the three themes that the students may choose from.The teacher will show and explain to the students the three different worksheets that they must replicate featuring one, two and three point perspective. The teacher will give a short demonstration of three point and two point perspective. The students will then complete these works sheets. Both vocabulary and worksheets are graded as participation grades.

 

Day 3: The teacher will introduce the brainstorm and draft exercise of the project. The teacher will remind the students that they are required to do a draft of their project otherwise they will be docked points. Those students who have completed the worksheets in a precise and orderly fashion will be allowed to continue by starting their draft. The teacher will check progress around the room so that the students who are struggling will have a little one on one tutorial.

 

Day 4: The students will complete their drafts.

 

Day 5: The students will start their projects on the large pieces of paper.

 

Day 6 through 9: The students will continue to work on their projects. Once the projects are drawn, the students will add the colored pencil creating tints and shades to add more depth to their cities. By day 9 almost all should be finishing up and putting the final touches on their projects.

 

Day 10: The students will finish their projects by cleaning up lines, adding the final details and making sure everything is how they want their project to be. Then they will turn in their projects. Once the projects are turned in the teacher will choose the projects that followed all parameters of the project and place those on display in the hall.

 

Did I teach it?

I will have teacher observation and informal conversations with the students to check for understanding and direction following.

Outstanding work will be hung in the hallway.

X- Test/quiz (Six weeks vocabulary test)

X -Rubric

X- Participation (notes on vocabulary and perspective worksheets)