Lesson Two: The Universe
Lesson Plan Title: “Life in the Universe”
Time: Two- 45 minute periods
Grades: 2nd & 3rd
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 8-10 years, Gang Stage
1. No longer be satisfied with schemas and have a need for more detail/realism. 2. Include more specific details. 3. Have figures that appear more naturalistic. 4. Show space by overlapping figures/objects. 5. Demonstrate a more realistic use of the horizon line versus baseline. 6. Be influenced by peers. 7. Mimic
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn’t required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
Theme Concept:
Everyone in the universe is somehow different from the next person. Some children come from different types of family structures, religions, races, etc. To maintain a healthy learning community we need to acknowledge and embrace these differences that make us each so unique. Students of all ages love to be honored and noticed for the individual qualities that help identify themselves. What unique customs and qualities do we share with each other and which ones differ? How do we identify ourselves, and our cultures and customs? What behaviors do we share with each other’s customs? How can our behaviors be misinterpreted by others, and how can we prepare and educate ourselves for these situations? How can we make each student feel a part of the community (to create a safe learning environment)? Would we like to increase our tolerance for respecting others cultures; and how can we?
Non- Art Discipline Concept: Social Studies
Students will think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage.
Identify personal culture. Describe how culture is expressed through our behavior.
Determine unique characteristics of their culture to share with others.
Explain how an individual’s beliefs, values, and traditions may share qualities with another culture. Create an alien culture (state, city, world, etc.) and describe the different and similar characteristics of the alien culture with your own culture and also with peers’ cultures.
Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures? Give situations in which this may occur and ask students to resolve.
Concepts in Art Disciplines
Art Production (Art Making):
A. Element or Principle of Design: Depth
-Picture surfaces, and the objects and shapes in the pictures, are flat. Artists make pictures look like they are three-dimensional by creating depth with various techniques. Whether the paintings or drawings are realistic or abstract, artists can visually imply space by manipulating foreground, middle ground and background areas and the objects in them. In some situations, an artist can use layering of paints and materials to actually create some literal depth.
-Implied space in a painting or drawing can be created in a few more ways. Usually, placement of objects and relative size are main factors in implying space and depth.
-Detail and blurriness are another component in distinguishing space and depth.
-Figures and objects placed in the foreground will be closest to the viewer, the largest in size, and have the most detail. Items in the middle ground will be centrally located (behind the images in the foreground yet in front of the images in the background), are medium in size (smaller than the images in the foreground, yet larger than the images in the background) and have some detail. Figure and objects in the background will be furthest away from the viewer/ behind the foreground and middle ground, be the smallest in size and have the least amount of detail.
-Artists can also use value, contrast and blurred areas to convey depth. Areas in the painting or drawing that are furthest from the viewer will be darkest in value, with little contrast and most blurred/less defined while areas closest to the viewer will be lightest in value, with high contrast and sharp/clearly defined.
-Overlapping of figures and objects also helps express depth in a painting or drawing.
B. Technique/ Process: Crayon resist watercolor paintings
-Crayon resist paintings are a technique used to create multi-layered images.
-Dark colored crayon will be used first to create their artwork using contour lines; areas such as the background will be less detailed/ filled with crayon.
-Lighter colored watercolor will be painted on top of crayon, which will resist the watercolor and show through areas less filled with crayon, such as the background.
Aesthetics:
Students will work in large groups. Each group will be given a copy of the detail of a stained glass window excerpt from Saint Patrick’s Cathedral in New York, United States and an excerpt from a section of the Imam Mosque in Isfahan, Iran and discuss the following questions:
1. How are the two images similar and different? Would you consider them both works of art? If yes- how so and if no- why not?
2. Do you need to include a figure in your work for it to be good art? Or can good art be made up of just patterns and shapes? Why or why not? Does culture affect an artist’s work?
3. Can stained glass windows be art? What about the walls of the mosque? If yes-why, if no-why not?
Discuss images and follow-up questions with entire class.
Art Criticism:
Persistence of Memory, Salvador Dali, 1931, oil on canvas, 24 x 33 cm
A. Description
1. What colors do you see in the Persistence of Memory? 2. What shapes do you see?
B. Formal Analysis
1. Where do you see the same image repeated? 2. What is the largest thing you see in the painting? 3. Where is this object located in the painting* (the foreground, middle ground, or background)? 4. What is the next largest thing you see in the painting? 5. Where is this object located in the painting* (the foreground, middle ground, or background)? 6. What are the smallest things you see in the painting? 7. Where are these objects located in the painting* (the foreground, middle ground, or background)? 8. What is the relationship of the clock melted on the cube/surface to the picture plane (foreground, middle ground, background)? 9. What is the relationship of the mountains the picture plane (foreground, middle ground, background)? 10. What images are in the middle ground? –*Discuss specifics of each ground.
C. Interpretation
1. How does the image make you feel? 2. Do the colors affect your feelings? 3. What does this painting remind you of? 4. What is the weather shown in this picture? 5. What time of day is it?
D. Judgment
1. Is this art if there are no figures in it? 2. Is this a good work of art? 3. Is this a place that you would want to live?
Art History: Salvador Dali
-He was a prominent surrealist painter born in Figueres, Spain (1904-1989).
-Surrealist painters create paintings that look like dream worlds.
-Best known for his surreal painting of clocks called Persistence of Memory.
-His inspiration actually comes from dreams he experiences.
- He uses images to represent ideas. For example, the clocks in this painting are known to represent the passing of time that one experiences in a dream state.
Learning Objectives
Art Disciplines:
1. Students will apply the use of foreground, middle ground and background to create depth and space in an artwork.
2. Students will analyze Salvador Dali’s, Persistence of Memory, and exhibit understanding of foreground, middle ground and background, and then translate knowledge to their own works.
3. Students will watch a demonstration on crayon resist watercolor application techniques and then apply them to their works.
4. Students will discuss aesthetics of Islamic Mosque and Catholic Church excerpts and determine if they consider them art (and if art can be purely patterns vs. figures).
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their paintings.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage.
2. Students will identify personal culture and learn about others personal cultures. Students will describe how culture is expressed through our behavior.
3. Students will explain how an individual’s beliefs, values, and traditions may share qualities with another culture.
4. Students will explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures. Students will be able to develop ways to resolve/handle these differences when these situations occur.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
5. Students will learn tolerance for others and their customs.
6. Students will learn to view situations from multiple perspectives.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities:
Materials & Equipment:
Watercolors, watercolor paper, brushes, crayons, samples of images with foreground, middle ground and background, overlapping and relative size, images of Salvador Dali’s, Persistence of Memory, printed images of a stained glass window excerpt from Saint Patrick’s Cathedral in New York, United States and an excerpt from a section of the Imam Mosque in Isfahan, Iran.
Supporting Materials:
Foreground, middle ground and background evaluation/checklist
Printed instructions of steps to project in checklist format
Artist printout reproductions
Samples of images with: foreground, middle ground and background, overlapping and relative size
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
Identify yourself. List unique qualities about yourself and your culture. What behaviors and customs are unique to your culture? Compare with a partner. Which are similar which are different? Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures? Give situations in which this may occur and ask students to resolve. Turn to the person next to you and share either (1) a time when you (or someone you know) were misunderstood or misunderstood someone due to cultural differences/behaviors. An example of culturally different behaviors can be refusal to make eye contact, which is sometimes a gesture of respect that is misinterpreted as being disrespectful. If you haven’t experienced a situation like this, explain a time when you were hurt or offended by something someone said or did to you. Why did it hurt you?
Stimulation Activity:
Students will get into groups of three or four. Each group with have a different print out of an image or painting that depicts a clear foreground, middle ground and background. Students will carefully examine each image and discuss how size, overlapping, value and blur help show depth. Using their bodies, they will recreate the image and place themselves in the foreground, middle ground and background arranged as the objects appear in their image. Each group will present briefly to the class and explain which ground they are in and the characteristics of that ground. Class will vote to agree or disagree and state reasons why or why not.
I Want You To…
(Problematized instructions for individuals and/or small group art making):
Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):
-Why is it important to see situations from multiple peoples’ points of view?
-Explain a custom/behavior from culture other than your own? How can this be misinterpreted and how can we increase peoples’ tolerance/awareness to other cultures?
-How do artists create depth?
-What are characteristics of foreground, middle ground and background?
-Large group critique and discussion of artworks.
Non- Art Discipline Concept: Social Studies
Standard 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Strand D. History, Culture, and Perspectives
Cumulative Progress Indicator (CPI)
Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
6.1.4.D.13- Describe how culture is expressed through and influenced by the behavior of people.
The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
6.1.4.D.18- Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.
People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
6.1.4.D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20- Describe why it is important to understand the perspectives of other cultures in an interconnected world.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an ‘alien world’ that demonstrates their understanding of foreground, middle ground and background?
b. Did students properly create a work of art using the crayon resist watercolor technique?
c. Did students effectively communicate their understanding of multi-cultural perspectives throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
MY ALIEN WORLD PLAN
Name:________________________________ Date:_________________________________
This world will be created by you!
Checklist:
Please think about and include details and/or sketches explaining:
SELF-EVALUATION RUBRIC
Name:________________________________ Date:_________________________________
Checklist:
Images in the foreground:
-Are closest to the viewer/
at the front of the picture plane. o Yes or o No
-Have the most detail/ crayon lines. o Yes or o No
-Are biggest in size. o Yes or o No
Images in the midground:
-Are located in the middle/
behind the images in the foreground, o Yes or o No
and in front of the background.
-Have some detail/crayon lines. o Yes or o No
-Are medium in size/ smaller than
the images in the foreground, o Yes or o No
and larger than images in the background.
Images in the background:
-Are located behind images in
the midground and foreground. o Yes or o No
-Have the least amount of detail /crayon lines. o Yes or o No
-Are the smallest in size. o Yes or o No
If all can be answered as “Yes” you’ve demonstrated a strong understanding in foreground, midground and background and have completed the activity. If some questions were answered “No” use this rubric to go back and make corrections to your work. See me for questions, comments or concerns.
MY ALIEN WORLD
Name:________________________________ Date:_________________________________
Complete and check off each step before you move to the next:
o Take a minute to think about your own imagined world. New people, plants, animals, rules and laws, colors of objects, hairstyles, eye color, food, daily schedules and traditions.
o Fill out “My Alien World Plan” hand out. See me if you have questions or concerns.
o Discuss “My Alien World Plan” hand out with me.
o Sketch your Alien World in pencil while looking at the “Self-evaluation” checklist.
o Fill out “Self-evaluation” checklist.
o Show me your sketch and “Self-evaluation” checklist.
o Watch demonstration.
o Trace over lines with dark crayon. *Remember: less crayon used in the background more in the foreground!*
o Add layer of light colored watercolor.
o Make sure your name is on the back of your artwork…
o Hand in to me!
Time: Two- 45 minute periods
Grades: 2nd & 3rd
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 8-10 years, Gang Stage
1. No longer be satisfied with schemas and have a need for more detail/realism. 2. Include more specific details. 3. Have figures that appear more naturalistic. 4. Show space by overlapping figures/objects. 5. Demonstrate a more realistic use of the horizon line versus baseline. 6. Be influenced by peers. 7. Mimic
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn’t required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
Theme Concept:
Everyone in the universe is somehow different from the next person. Some children come from different types of family structures, religions, races, etc. To maintain a healthy learning community we need to acknowledge and embrace these differences that make us each so unique. Students of all ages love to be honored and noticed for the individual qualities that help identify themselves. What unique customs and qualities do we share with each other and which ones differ? How do we identify ourselves, and our cultures and customs? What behaviors do we share with each other’s customs? How can our behaviors be misinterpreted by others, and how can we prepare and educate ourselves for these situations? How can we make each student feel a part of the community (to create a safe learning environment)? Would we like to increase our tolerance for respecting others cultures; and how can we?
Non- Art Discipline Concept: Social Studies
Students will think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage.
Identify personal culture. Describe how culture is expressed through our behavior.
Determine unique characteristics of their culture to share with others.
Explain how an individual’s beliefs, values, and traditions may share qualities with another culture. Create an alien culture (state, city, world, etc.) and describe the different and similar characteristics of the alien culture with your own culture and also with peers’ cultures.
Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures? Give situations in which this may occur and ask students to resolve.
Concepts in Art Disciplines
Art Production (Art Making):
A. Element or Principle of Design: Depth
-Picture surfaces, and the objects and shapes in the pictures, are flat. Artists make pictures look like they are three-dimensional by creating depth with various techniques. Whether the paintings or drawings are realistic or abstract, artists can visually imply space by manipulating foreground, middle ground and background areas and the objects in them. In some situations, an artist can use layering of paints and materials to actually create some literal depth.
-Implied space in a painting or drawing can be created in a few more ways. Usually, placement of objects and relative size are main factors in implying space and depth.
-Detail and blurriness are another component in distinguishing space and depth.
-Figures and objects placed in the foreground will be closest to the viewer, the largest in size, and have the most detail. Items in the middle ground will be centrally located (behind the images in the foreground yet in front of the images in the background), are medium in size (smaller than the images in the foreground, yet larger than the images in the background) and have some detail. Figure and objects in the background will be furthest away from the viewer/ behind the foreground and middle ground, be the smallest in size and have the least amount of detail.
-Artists can also use value, contrast and blurred areas to convey depth. Areas in the painting or drawing that are furthest from the viewer will be darkest in value, with little contrast and most blurred/less defined while areas closest to the viewer will be lightest in value, with high contrast and sharp/clearly defined.
-Overlapping of figures and objects also helps express depth in a painting or drawing.
B. Technique/ Process: Crayon resist watercolor paintings
-Crayon resist paintings are a technique used to create multi-layered images.
-Dark colored crayon will be used first to create their artwork using contour lines; areas such as the background will be less detailed/ filled with crayon.
-Lighter colored watercolor will be painted on top of crayon, which will resist the watercolor and show through areas less filled with crayon, such as the background.
Aesthetics:
Students will work in large groups. Each group will be given a copy of the detail of a stained glass window excerpt from Saint Patrick’s Cathedral in New York, United States and an excerpt from a section of the Imam Mosque in Isfahan, Iran and discuss the following questions:
1. How are the two images similar and different? Would you consider them both works of art? If yes- how so and if no- why not?
2. Do you need to include a figure in your work for it to be good art? Or can good art be made up of just patterns and shapes? Why or why not? Does culture affect an artist’s work?
3. Can stained glass windows be art? What about the walls of the mosque? If yes-why, if no-why not?
Discuss images and follow-up questions with entire class.
Art Criticism:
Persistence of Memory, Salvador Dali, 1931, oil on canvas, 24 x 33 cm
A. Description
1. What colors do you see in the Persistence of Memory? 2. What shapes do you see?
B. Formal Analysis
1. Where do you see the same image repeated? 2. What is the largest thing you see in the painting? 3. Where is this object located in the painting* (the foreground, middle ground, or background)? 4. What is the next largest thing you see in the painting? 5. Where is this object located in the painting* (the foreground, middle ground, or background)? 6. What are the smallest things you see in the painting? 7. Where are these objects located in the painting* (the foreground, middle ground, or background)? 8. What is the relationship of the clock melted on the cube/surface to the picture plane (foreground, middle ground, background)? 9. What is the relationship of the mountains the picture plane (foreground, middle ground, background)? 10. What images are in the middle ground? –*Discuss specifics of each ground.
C. Interpretation
1. How does the image make you feel? 2. Do the colors affect your feelings? 3. What does this painting remind you of? 4. What is the weather shown in this picture? 5. What time of day is it?
D. Judgment
1. Is this art if there are no figures in it? 2. Is this a good work of art? 3. Is this a place that you would want to live?
Art History: Salvador Dali
-He was a prominent surrealist painter born in Figueres, Spain (1904-1989).
-Surrealist painters create paintings that look like dream worlds.
-Best known for his surreal painting of clocks called Persistence of Memory.
-His inspiration actually comes from dreams he experiences.
- He uses images to represent ideas. For example, the clocks in this painting are known to represent the passing of time that one experiences in a dream state.
Learning Objectives
Art Disciplines:
1. Students will apply the use of foreground, middle ground and background to create depth and space in an artwork.
2. Students will analyze Salvador Dali’s, Persistence of Memory, and exhibit understanding of foreground, middle ground and background, and then translate knowledge to their own works.
3. Students will watch a demonstration on crayon resist watercolor application techniques and then apply them to their works.
4. Students will discuss aesthetics of Islamic Mosque and Catholic Church excerpts and determine if they consider them art (and if art can be purely patterns vs. figures).
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their paintings.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage.
2. Students will identify personal culture and learn about others personal cultures. Students will describe how culture is expressed through our behavior.
3. Students will explain how an individual’s beliefs, values, and traditions may share qualities with another culture.
4. Students will explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures. Students will be able to develop ways to resolve/handle these differences when these situations occur.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
5. Students will learn tolerance for others and their customs.
6. Students will learn to view situations from multiple perspectives.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities:
- Introduce theme concept- multi-cultural perspectives.
- Aesthetics.
- Introduce the art production concept- making our own ‘alien worlds’ with inspiration first from Dali (#4- Art History).
- Art History. Look at Persistence of Memory, by Salvador Dali.
- Art Criticism- gets into specifics of foreground, middle ground and background during Formal Analysis.
- Stimulation Activity.
- “I want you to…”/ Handout instructions and Demonstration.
- Student self-evaluation.
- Conclusion/critique.
Materials & Equipment:
Watercolors, watercolor paper, brushes, crayons, samples of images with foreground, middle ground and background, overlapping and relative size, images of Salvador Dali’s, Persistence of Memory, printed images of a stained glass window excerpt from Saint Patrick’s Cathedral in New York, United States and an excerpt from a section of the Imam Mosque in Isfahan, Iran.
Supporting Materials:
Foreground, middle ground and background evaluation/checklist
Printed instructions of steps to project in checklist format
Artist printout reproductions
Samples of images with: foreground, middle ground and background, overlapping and relative size
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
Identify yourself. List unique qualities about yourself and your culture. What behaviors and customs are unique to your culture? Compare with a partner. Which are similar which are different? Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives and describe why it is important to understand the perspectives of other cultures? Give situations in which this may occur and ask students to resolve. Turn to the person next to you and share either (1) a time when you (or someone you know) were misunderstood or misunderstood someone due to cultural differences/behaviors. An example of culturally different behaviors can be refusal to make eye contact, which is sometimes a gesture of respect that is misinterpreted as being disrespectful. If you haven’t experienced a situation like this, explain a time when you were hurt or offended by something someone said or did to you. Why did it hurt you?
Stimulation Activity:
Students will get into groups of three or four. Each group with have a different print out of an image or painting that depicts a clear foreground, middle ground and background. Students will carefully examine each image and discuss how size, overlapping, value and blur help show depth. Using their bodies, they will recreate the image and place themselves in the foreground, middle ground and background arranged as the objects appear in their image. Each group will present briefly to the class and explain which ground they are in and the characteristics of that ground. Class will vote to agree or disagree and state reasons why or why not.
I Want You To…
(Problematized instructions for individuals and/or small group art making):
- …complete handout on your ‘alien world’ thinking about Dali’s work as inspiration.
a. Show it to me before you move onto sketching. - …create a sketch for an ‘alien world’.
a. Make sure to include a, b, c and d from the “My Alien World” handout.
b. Make sure to include a clear foreground, middle ground and background.
i. Refer to student self-evaluation checklist.
ii. Complete student self-evaluation checklist. - …watch demonstration of crayon watercolor resist technique.
- …add crayon to areas of your sketch that you want to show through the watercolor.
a. Make sure to add more crayon in the foreground and less in the background! - …complete artwork by adding layer of watercolor.
Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):
-Why is it important to see situations from multiple peoples’ points of view?
-Explain a custom/behavior from culture other than your own? How can this be misinterpreted and how can we increase peoples’ tolerance/awareness to other cultures?
-How do artists create depth?
-What are characteristics of foreground, middle ground and background?
-Large group critique and discussion of artworks.
Non- Art Discipline Concept: Social Studies
Standard 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Strand D. History, Culture, and Perspectives
Cumulative Progress Indicator (CPI)
Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
6.1.4.D.13- Describe how culture is expressed through and influenced by the behavior of people.
The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
6.1.4.D.18- Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.
People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
6.1.4.D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20- Describe why it is important to understand the perspectives of other cultures in an interconnected world.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an ‘alien world’ that demonstrates their understanding of foreground, middle ground and background?
b. Did students properly create a work of art using the crayon resist watercolor technique?
c. Did students effectively communicate their understanding of multi-cultural perspectives throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
MY ALIEN WORLD PLAN
Name:________________________________ Date:_________________________________
This world will be created by you!
Checklist:
Please think about and include details and/or sketches explaining:
- What planet your world is on? Is it a known planet (i.e. Venus) or a new planet (imaginary)? How will you show this to me in your picture-plants, animals, buildings, what color are objects…?
- What do the ‘people’ look like? Are they aliens? Animals? Humans? A combination? How will you show them to me in your picture- what is their hairstyle or eye color?
- What language do they speak? And what does it look like in written form? How will you show it to me in your picture- writing on signs and buildings?
- Do they have any customs similar to yours or your peers (such as race, religion, traditions and customs)? How will you show them to me in your picture-what will the ‘people’ be doing?
SELF-EVALUATION RUBRIC
Name:________________________________ Date:_________________________________
Checklist:
Images in the foreground:
-Are closest to the viewer/
at the front of the picture plane. o Yes or o No
-Have the most detail/ crayon lines. o Yes or o No
-Are biggest in size. o Yes or o No
Images in the midground:
-Are located in the middle/
behind the images in the foreground, o Yes or o No
and in front of the background.
-Have some detail/crayon lines. o Yes or o No
-Are medium in size/ smaller than
the images in the foreground, o Yes or o No
and larger than images in the background.
Images in the background:
-Are located behind images in
the midground and foreground. o Yes or o No
-Have the least amount of detail /crayon lines. o Yes or o No
-Are the smallest in size. o Yes or o No
If all can be answered as “Yes” you’ve demonstrated a strong understanding in foreground, midground and background and have completed the activity. If some questions were answered “No” use this rubric to go back and make corrections to your work. See me for questions, comments or concerns.
MY ALIEN WORLD
Name:________________________________ Date:_________________________________
Complete and check off each step before you move to the next:
o Take a minute to think about your own imagined world. New people, plants, animals, rules and laws, colors of objects, hairstyles, eye color, food, daily schedules and traditions.
o Fill out “My Alien World Plan” hand out. See me if you have questions or concerns.
o Discuss “My Alien World Plan” hand out with me.
o Sketch your Alien World in pencil while looking at the “Self-evaluation” checklist.
o Fill out “Self-evaluation” checklist.
o Show me your sketch and “Self-evaluation” checklist.
o Watch demonstration.
o Trace over lines with dark crayon. *Remember: less crayon used in the background more in the foreground!*
o Add layer of light colored watercolor.
o Make sure your name is on the back of your artwork…
o Hand in to me!