Subject: Arts Education
Period Length: 40 minutes
Objective: To develop an understanding of the importance of design-related decisions, perspective, and how it can affect the representation of place.
Outcome: CP7.11 Investigate and use various visual art forms, images, and art-making processes to express ideas about place.
Indicators: b) Describe own decision-making processes, and discuss how essential they are to the creative process.
- If students do not have pencil crayons, I will provide the class with a basket of used pencil crayons.
- If students do not have their sketchbooks available, they will be provided with sheets of plain paper to sketch on.
- Students can move around the class and draw at the back table or work with a partner if they need to move around.
- If students do not bring an image of an important place, they may either use an image from their iPods or phones. If neither of these options are available, they may google an image of a place they’ve been to before and recreate that, instead.
Preparation/Materials: Meter stick, thumb drive, pencil crayons, apple, coffee mug, example drawing of an apple, whiteboard markers, computer paper sheets, and pictures of complimentary colour scheme paintings.
Prerequisite Learning: Understanding of complimentary colours, and how they work together.
|Set: (5 minutes)– After they get settled, we will review the idea and importance of place. Students will be asked to list what we covered last week, and I will write it on the board.
– While we go over last week’s lesson, their colour wheel assignment will be handed back to them. I will talk about the confusion a lot of them had on the assignment, and confirm that complimentary colours are not colours that “just look good together,” but are opposites on the wheel.
|– Students will be asked to quiet down, get settled, and have their pencil crayons out on their desk. They will also be asked to pull out their assignments from last week.- If they are distracted by the assignments being handed out, I will remind them that “Eyes should be on me.”|
|Development: (30 minutes)– We will go over the concept of complimentary colours to ensure they have the prerequisite learnings for the following lesson.
– When the class understands complimentary colours, we will look at examples of paintings based on complimentary colour schemes.
– I will place an apple, coffee mug, and one other item if a student wants to volunteer it, and will place it on the table at the front. Students will be asked to redraw it on a sheet of computer paper or in their sketchbooks, but they will have to redraw the object with a different colour scheme, and use complimentary colours. (Ex: draw a yellow apple with a purple background)
– I will list different examples to help facilitate their creativity.
– After the exercise is finished, we will go over the assignment. Students will be asked to grab their image of a special place, and will be asked to recreate it, but by changing the colours.
|– Again, if students start to chat, I will tell the talking students that they should be listening and not talking. If the same student appears to be a problem, he or she will be asked to move to a different seat, or asked if they would like to record our brainstorming on the whiteboard.|
|Closure (5 minutes): – Students will be asked to write a one paragraph reflection on why they chose the image that they did, and why they chose the colours that they did. It must be handed in by next Wednesday.
– The remainder of the period will be used to work on the assignment.
Assessment: Students will be assessed on their engagement and participation in the activity, and their personal effort in challenging themselves throughout the practice assignment. The apple exercise will be handed in by the end of the class so I can assess whether or not they understand how to manipulate the colours in a drawing.
List of Expectations:
- Students will participate in brainstorming
- The apple exercise will be finished in class
- Students should be starting the important image assignment by the end of the period
Here is the PowerPoint we used: ECS300 – ARTS ED PPT 2
Here is my Professional Target sheet:
Thanks for reading!