Subject: Arts Education
Period Length: 40 minutes
Objective: To develop an understanding of the importance of perspective, focal points, and scale, and how it can influence the way viewers perceive the subject in an image, drawing, or painting, and to relate it to the importance of place.
Outcome: CP7.12 Use image-making skills, tools, techniques, and problem-solving abilities in a variety of visual art media.
Indicators: i) Experiment with different ways of creating focal points or emphasis.
- If students do not have pencil crayons, I will provide the class with a basket of used pencil crayons. (Again)
- If students do not have their sketchbooks available, they will be provided with sheets of plain paper to sketch on. (Again)
- Students can move around the class and draw at the back table or work with a partner if they need to move around. (Again)
Preparation/Materials: Meter stick, pencil crayons, whiteboard markers, computer paper sheets, and pictures of various locations around Regina and examples of perspective and scale.
Prerequisite Learning: Understanding of complimentary colours, and how they work together. How to draw one and two-point perspective.
|Set: (5 minutes)– We will go over the previous three weeks. I will ask the students what they remember covering again, as we did last class, to ensure that the concepts have stuck. I will ask them if they understand what is happening in the first picture. I will get them to share how they think those people made the picture.||– To get their attention I will remind them that recess is over, then wait for them to be seated quietly and looking at the PowerPoint at the front of the board.- If they do not raise their hands to share their points, I will remind them that I won’t answer their questions unless they raise their hands first.|
|Development: (30 minutes)– After writing what we learned on the board, I will go through the slides in my PowerPoint to show them different examples of scale and perspective. The first four slides focus on scale. After we go through those four slides, I will ask them what they think scale is, then give them the definition, “Scale is the size of an object in relation to another object.” I will briefly show them the same images again to ask them how that definition applies to those pictures.
– Then we will move on to the examples of perspective. I’ve used pictures of the First Nations University, and after I reveal what the building is in the pictures, I will briefly mention that the building is based off of First Nations designs, in which there are no corners on the exterior of the building.
– To introduce the assignment, I will remind them of their last practice assignment, where they had to draw an object at the front of the class but with complimentary colours. I will ask the students to donate 3 or 4 objects that they will not immediately need and put them at the front of the class. They have to pick two objects and create an example of a scaled drawing. I will tell them that I want them to try to challenge themselves, and to attempt something even if they think it’s “too hard” for them. They will have the rest of the period to finish it, and it will be due at the end of class.
|– If students get rowdy, I will ask them to clap twice if they can hear me until they are all clapping again. If they do not respond, I will wait quietly until they get the hint.
– If students are having difficulties understanding perspective, I will remind them of their one-point perspective drawings and explain that they have already drawn something in perspective.
– If students cannot pick an object, I will invite them to pick something else, maybe from their backpack, or something else around the classroom. They will not be allowed to search up an image on their phones or iPods, because the exercise is supposed to make them practice drawing what they can see in front of them.
|Closure (5 minutes): – I will get their attention again, and then explain that for next week, if they have not yet finished their place drawings, they will be due on Wednesday, March 25th. I will remind them that their scale practice drawing is due at the end of the period. While they are finishing up, I will ask them what they learned about perspective and scale.||– If students can’t focus because they’re sitting with their friends, they will be moved to a different seat.|
Assessment: Students will be assessed on their engagement and participation in the activity (as per their behavior expectations rubric), and their personal effort in challenging themselves throughout the practice assignment. They will be handing in their practice assignment, which will show if they understand the concept of scale that we covered in class.
Here is the PowerPoint: ECS300 ARTS ED PPT 3
Here is my Professional target for this week: