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Documente Cultură
Grade 7
Lacey MacLeod
Established
Goals
Students
will:
Practice
gridding
Create
texture
with
rubbings
Replicate
texture
seen
Show
blending
and
shading in
their
personal
piece
Be able to
piece
Essential Questions:
1.
together a
final
installation
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of - Critique
Participation- class
discussions, project
work, experimenting with
texture and shading,
taking risks in their final
work
Completion- proper use
of techniques, clean
appearance.
Creativity- showing a
sense of individualism in
their final project
Assessment Evidence
Students will need to show their learning by: Showcasing
their drawings in a final critique and explain the
elements involved. Students will explore the individual
and collaboration aspects of this lesson.
Transfer Task:
Unit Rationale
Digital Connectivity Culture
In this day and age students and teachers are fascinated by technology. At times it
could be considered the only way to get some students attention. I have learned
this throughout school, which has encouraged me to incorporate technology in my
Drawing unit plan. First and for most, it is important in art for students to be
exposed to encounters. These are real artists that are related to the subject matter I
am teaching. I have given the students an opportunity to explore these artists
through slides as well as videos. By showing them these artists through technology,
my hope is to give them inspiration and motivation for their own artworks.
I believe that just as important as new digital technology, is traditional technology.
There are times in my Unit that I use primarily my voice to communicate instruction.
I use this as a strategy at times to be quick, and avoid distraction. I find when doing
art it is easier to understand when the task is recognizable. For example, students
may understand a specific technique better if I were to personally demonstrate it
rather than showing them a video.
Most students have access to computers at home. If there is the slim chance that
one does not, I have arranged to have access to the library computers. Also, the
school is equipped with trollies of computers that are readily available at most
times.
Gender
In my unit I have been sure to include both male and female artists. My classroom is
filled with both genders, so it is only right of me to include both perspectives. I
struggled with finding pictures that would work for the mural project that would
appeal to all the students. I have taken a more neutral approach by choosing
recognizable locations, and cross-curricular images to meet the needs of both
genders. I have been sure to avoid stereotypical views of gender in my planning to
eliminate any ideas of only teaching to one gender.
Ethnicity
Only having 6 weeks in the classroom, it is a lot to fit in. I found it hard to tie in
aboriginal aspects because of the time constraint. Although this is the case, I have
chosen to include a picture of Medicine Hats landmark; the worlds tallest teepee.
Time permitted, I plan to have conversations about where the teepee originated
from, and what the symbol of it means. During orientation I learned there are hardly
any aboriginal students in the school. Rather, the biggest population of ethnic
background are children from Sudan. I have made a clear observation, and plan to
learn a few things about their culture in hopes to form a relationship with them. I
Lesson Summary
In this Unit, students will have the opportunity to explore drawing in an
interdisciplinary way. The end project will be a large drawing piece that fits together
as a mural with their classmates. Before students start the final project, I have
designed lessons that will help them succeed in their final piece. Outcomes found in
the Program of study include ones that have ties to texture, line, gridding, shading,
and collaboration. Students have a chance to practice, and master these basic skill
sets so they have them for their art career.
Students will explore with mainly graphite, and perhaps some charcoal. Students
will have the opportunity to explore frottage, a type of rubbing, in turn they will
practice creating texture form the rubbings they have done. This allows for students
to interact with different textures, and ponder the relationship between tactile and
visual textures.
The main Encounter for this unit is Chuck Close. I have found several examples of
his work that fit well with all of the different lessons. This unit branches on to the
following painting unit that has been started at the bottom of this unit. Students
would look at chuck Closes art once again, but with a different medium, paint. They
would explore deeper into how Chuck Close creates his paintings and replicate a
rendering of their own using the same methods.
Methods of Assessment
Students will be assessed on the activities through each lesson. Each activity
provides scaffolding for the lesson after it, and of course for the final project. I have
designed both formative and summative assessment portions for this unit. First is
an interest inventory that tells me more about the students so I can design lessons
Interest Inventory
2. What subjects do you like the most in school? Check all that apply.
Math
Sciences
P.E.
English
Social
Reading
Writing
Music
Art
CTS
Lunch
Outdoor Ed.
Nap time
Shop
All
Other:
3. What subjects do you like the least in school? Check all that apply.
Math
Sciences
P.E.
English
Social
Reading
Writing
Music
Art
CTS
Lunch
Outdoor Ed.
Nap time
Shop
All
Other:
4. Are you apart of any teams, clubs, or organizations in or outside of the school?
8. Art involves all kinds of materials. What materials do you like to work
with? Check all that apply.
Pencils /
Graphite
Charcoal
Film / Video
Pastels Chalk
& / Oil
Photography
Acrylic Paint
Markers
Watercolour
Paint
Paper / Paper
Mache
Yarn
Clay
Needle &
Thread
Digital
Applications
Wood
Metal
Collage
Other:
From the above list, circle the materials you would like to work with more.
From the above list, strike out the materials you dont like to work with.
9. Out of the main Art Genres what are you most interested in?
(Sculpture, Painting, Drawing / Illustrating, Photography, Film / Video, Ceramics,
Sewing / Knitting, Mixed Media eg. Collage.)
Lesson 1: Texture
Class length: 3x50 minute periods.
GLO: Investigate- Students will select and identify line, value, and texture in the
natural and man-made environment for image making.
SLO (concepts):
C. Texture as the character of a surface can be depicted in drawing by the
arrangement of lines and marks.
Learning objectives:
1. Students understand how to create texture from found objects
2. Students understand that texture varies
3. Students understand how to render the textures they find
Assessment methods:
1. Students will create textures from found objects
2. Students will produce various texture
3. Students will produce renderings of the textures they find, and
demonstrate blending techniques.
Key terms: Texture, visual texture, pattern, value.
Materials: drawing paper- 2 sheets, soft-black drawing pencil, scissors, glue
stick, eraser, ruler.
Teaching Strategies: explanation of keywords, show examples, demonstration,
class discussion, hands on experience.
Procedure:
1. Collect objects that have texture, some examples include: bottom of shoes,
leather, tiles, tables, leaves, the floor etc. Make sure there is a variety of
textures available for the students to rub.
2. On one sheet of paper, make a variety of texture rubbings (the bottoms of
shoes work great!). Make sure each one is at least 2 square.
3. Introduce the word frottage
4. Cut a 11/2 square opening in a piece of card stock (I like to fold an index
card in half and then cut a 3/4 x 11/2 opening on the fold). Use this as a
template to trace several squares over your rubbings.
5. Frottage is another word for rubbings.
6. Then, cut out the squares you traced and glue them down in a vertical column on your 2nd piece of paper (or the next page in your sketch book).
Examples:
Clouds appear soft and cottony. The sky behind is smooth. There are three steps
to create smooth skies with clouds.
impression of
flattened
capture the
objects in the water.
Water- Use a
side-to-side
rocking motion to
create the
water. They
diamond shapes
reflection of
Encounters:
Chuck Close
Closure:
Compare the process of making texture with frottage,
compared to pencil and eraser
What was easier, and why?
What dies texture add to our renderings?
5 mins for clean up
http://pencils.com/drawing-lessons-creating-textures/
GLO: Investigate- Students will select and identify line, value, and texture in the
natural and man-made environment for image making.
SLO (concepts):
B: Value in drawing is affected by the qualities of surfaces and the qualities of light
Learning objectives:
1. Students understand the basic principles of shading
2. Students understand light affects where shading takes place in a
rendering.
Assessment methods:
1. Students will display techniques of shading in their work
2. Students will understand the relationship between light and shadow.
Key terms: Light, shadow, shading, angle
Materials: drawing paperTeaching Strategies: explanation of keywords, show examples, demonstration,
class discussion, hands on experience.
Procedure:
1. Put a white egg on a white piece of paper.
2. Use a lamp as your light source, and minimize the amount of ambient light
(make the rest of the room dark, but light enough to be able to work).
3. Draw the basic shape of the egg
4. Take charcoal and start lightly shading in where you see the dark spots
Look at the womans leg. What does it tell us about the light in this picture?
Where is the light coming from, how do you know?
Is the light source shown on this painting?
Closure:
Lesson 3: Gridding
Class length: 2x 50 minute period.
5. Each square is 1 square inch. To draw this grid, put your ruler at the top of
the paper, and make a small mark at every inch. Place the ruler at the
bottom of the paper and do the same thing. Then use the ruler to make a
straight line connecting each dot at the bottom with its partner at the top.
6. Now place the ruler on the left side of your paper, and make a small mark at
every inch. Then place the ruler on the right side of the paper, and do the
same thing. Then, using your ruler, make a straight line connecting the dots
on the left with their partners on the right.
7. When student finish the grid on their original picture, they will do the same
measurements on the paper they have been given. Encourage students to
draw the grid line as LIGHT as possible to make erasing easier at the end.
8. Some students may find it helpful to number the columns and letter the rows
to keep things straight as theyre rendering their picture.
Questions for discussion:
How does gridding affect the realistic qualities of your rendering?
How does gridding enhance proportions and realism?
Do you think gridding should be used for all renderings? Why or why not?
Encounters:
Chuck Close is a renowned for his highly inventive techniques of painting the
human face. If you look close his paintings are a grid with each individual square
painted to make a whole.
Lewis Lavoie (Canadian artist) - Lewis Lavoie is a visual artist from St.
Albert, Alberta Canada. Lewis is the inventor of the unique Mural Mosaic concept
of uniting hundreds of artists together through their artwork into one unified
image. Lavoie is a renowned children's illustrator. He has gained international
attention for his live performance art creations which he has showcased in front
of crowds of thousands.
http://www.muralmosaic.com/
http://www.sibleyfineart.com/tutorial--gridding-art.htm
Closure:
GLO:
Record: Students will record single images and simple units
Communicate: Students will use expressiveness in their use of elements in the
making of images.
Investigate: Students will select and identify line, value and texture in the natural
and manmade environment for image making.
SLO (concepts):
C: Describing the planes and forms is one of the purposes of drawing
B. Characteristic qualities of a person or object can be emphasized by the quality of
line used in an image.
C. Unusual combinations of shapes can suggest the invention of fantasy or
mysterious images.
E. Lines can vary in direction, location, quality, emphasis, movement, and mood.
Learning objectives:
1. Students understand the technical competencies and individual
insights
2. Students understand how to apply visual information to paper, and
understand critical skills, and to have control in their renderings.
3. Students understand the importance of colloboration
Assessment methods:
1. Students will show their technical abilities and individual insights.
2. Students will apply visual, analytical and critical skills and develop
control in their drawing.
3. Students will work collobrativley to complete this project.
Key terms: Mural, grid, cooperation, participation,
Materials: Ruler, pencil, eraser, smudging techniques.
Teaching Strategies: explanation of keywords, Mini-lecture on history, show
examples, show encounters, demonstration, class discussion, hands on experience,
teamwork and cooperation.
Grade 7 class- This image was chosen in context to the social studies unit
they are currently working on (Fur trade)
What is a mural?
How do murals interact with public space?
Do you think murals are an individual project, or collaborative?
How do you think our drawings will change when the picture is put together?
Encounters:
Van Gogh uses warm and cool colours but the colors in this rendering are
also________________?
3. Introduce Assignment.
4. Then we would explore warm and cool colours and do this project with water
colours.
Same gridding lesson as above.
Review on mixing watercolor paints.
Students can design their own drawings, or grid a picture they wish to
use.
Examples used are the minimal work! I want to see more in depth
designs. If we decide as a class, we may change the medium, perhaps
oil pastel or acrylic paint.
*Time permitted, we will move into acrylic, and take a look at Chuck Close.
Students would be asked to do a small panting in the same method Chuck
Close uses.