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By Karen Hurst
February 29, 2000
Diagnosis/Rational/Philosophy
This unit is designed for students in
Grade 10. This unit is appropriate for this
age level in that, at this stage, students are
very concerned with developing their own
personal identity. The unit will allow the
students to express themselves and their
emotions first of all in the process of
creating a poem and then in creating a peep
box and painting. Throughout the unit they
will be given the freedom to make many of
their own decisions in planning their project,
which is something that students at this
stage in their lives have the desire and
confidence to do. This also ties into the fact
that Grade 10 students are beginning to
develop the ability to problem solve and
tackle design problems. They understand
that there may be several solutions to every
problem and they are also capable of
long-term planning. This unit challenges
them to use this ability to persevere through
a series of steps on different projects to
reach a stated goal. Upon reaching these
goals these students also appreciate sharing
their work with others and receiving
admiration and critique.
I feel that, due to the fact that these
Grade 10 students are looking for ways to
express themselves, I should introduce them
to a variety of mediums and methods with
which they could do so. They are
encouraged to work with three-dimensional,
as well as two-dimensional design problems,
as well as language. This unit integrates their
English poetry class with art showing them
that there are connections between different
Cognitive
understand how language can evoke
emotion
understand how language can evoke
images of colours and form for us
understand how colour and form can
affect us emotionally
understand how our environment affects
us
understand how advertisements and
product packaging affect us
psychologically
interpret their emotional response to
their poem in a three-dimensional space
understand why colour and form choices
were made
identify the concept of monochromatic
colour schemes
encounter art that uses monochromatic
colour schemes
understand the concept of warm and
cool colours
understand how colour can vary in value
understand the process of interpreting a
three-dimensional space into two
dimensions
understand the advantages and
disadvantages of either choosing to paint
from
Affective
gain confidence to express emotions
through language
develop own personal style
feel connection between language and
form and colour
feel connection between form, colour and
emotion
appreciate the effects of the environment
around us
appreciate the properties and
characteristics of different materials
gain confidence in planning designs
gain confidence in constructing a
three-dimensional space
willing to participate in discussion
appreciate efforts of other classmates
ability to make judgements about art
gain confidence to accept constructive
criticism
perceive themselves as having the
knowledge to make good choices
appreciate the work of other artists
appreciate the skill required to evoke
emotion through a monochromatic
painting
appreciate the skill to create different
values of one colour
appreciate the skill of creating an acrylic
painting
perceive themselves as having the ability
to express themselves and emotions
through an acrylic painting
gain an appreciation and interest in
creating art
overcome fear of experimentation with a
new medium
LESSON 3
LESSON 1
This unit will be introduced by discussing
with the students how colour and forms can
represent
emotion
and
affect
us
psychologically. We will begin by talking
about colour in their own lives such as
colour in rooms and their surrounding
environment as well as in advertisements
and consumer products. Next I will show
slides of artists who use colour to evoke
emotion. Finally I will have the students
read their poems to themselves and think
about the forms and colours that come to
mind. The students will be required to write
down these thoughts and I will explain that
they will be creating a space within a
shoebox that depicts these thoughts. For the
remainder of the class the students will be
encouraged to sketch their design ideas. (1
class)
LESSON 2
This lesson will be introduced by discussing
all the materials that the students will have
access to for building their box design and I
will give them some basic tips to make the
construction easier. The students will be
given the duration of the class to work on
the design and construction of their boxes. I
will circulate while they work, reminding
them of the discussion we had last class. (1
class)
LESSON 4
This lesson will introduce the students to
the concept of a monochromatic painting as
well as basic acrylic painting techniques. I
will begin the lesson by showing slides of
some paintings that use a monochromatic
colour scheme. Then I will give a brief
demonstration of how to mix acrylic colours
and following this the students will be
instructed to practice mixing 10 different
values of one colour on a strip of paper. (1
class)
LESSON 5
This lesson will mark the beginning of the
final assignment for this unit. I will give
directions as to how the students will light
up their box design through their chosen
coloured gel. I will explain that they will be
painting what they see in their boxes using
acrylic paint on canvas board. To emphasize
the importance of individual decision
making, students will be given the option to
either look once into the box and paint from
memory, or to continually refer to the box
during the painting process. (3 classes)
LESSON 6
This lesson will be the final culmination of
this unit and will take the form of another
critique. This time, the students will share
their paintings and will be encouraged to
discuss their processes of working. We will
discuss the advantages and disadvantages of
choosing to work from memory or choosing
to refer to the box continually. Finally, we
will discuss what emotions are evoked by
the paintings and address whether these
emotions changed or not since the beginning
of this unit, when they responded to their
poems. (1 class)
LESSON I
Objectives:
The students will learn how colour and
form can be used to represent emotion.
Resources/Materials/References
I will utilize slides of sculpture as well as
paintings that use colour and form to evoke
emotion (e.g. Van Gogh, Kandinsky). I will
also bring examples of advertisements from
magazines as well as products that use
colour and form to influence us emotionally
(e.g. tide box, perfume ads, etc). Students
Evaluation
For the duration of this unit, and for this
individual lesson, I will keep an ongoing
checklist of criteria.
The criteria will be as follows and will make
up 20% of the student's overall grade:
1.
2.
3.
4.
LESSON 4
Objectives: The students will learn what a
monochromatic painting is.
The students will encounter artists who
have used monochromatic colour schemes.
The students will learn how to mix acrylic
colours and create different values of one
colour.
The students will create a strip of 10
different values of one colour using acrylic
paint.
Resources/Materials/References
I will utilize slides that show paintings done
with a monochromatic colour scheme (e.g.
Picasso, Edward Munch). Other materials
that I will need for this lesson include acrylic
brushes for each student, water, containers,
palettes for mixing on (old china plates or ice
cream carton lids), acrylic paints in tubes
(red, yellow, blue, black, white), and strips
of paper (10" x 2").
Motivation
For this lesson, I will motivate the students
by giving them an encounter with artists
who have used monochromatic colour
schemes in their work, through a slide show.
I will relate this lesson to the idea of colour
evoking emotion by asking the students how
the paintings in the slides make them feel.
We will also discuss the idea of warm and
cool colours and how the artists have used
different values of one colour.
Procedure:
1.
9.
Have students put value scales on
drying rack.
10.
Have students clean up.
11.
Explain that, using their new
knowledge of creating different values of one
colour, the students will have the
opportunity to begin a monochromatic
painting of their own next class.
12.
Dismiss the class.
Evaluation
I will continue to use the criteria checklist
outlined in Lesson 1. As well, I will evaluate
the students' value scales according to this
rubric:
The student demonstrates confidence in
handling the medium of acrylic paint
_____/5
The student was able to complete a graduate
value scale successfully _____/5
Where
1 = the value scale and acrylic paint handling
exercise ranks below what was expected and
the student shows no care in fulfilling the
required task.
2 = the value scale and acrylic paint handling
exercise ranks only fairly compared to what
was expected and the student shows little
care in fulfilling the required task.
3 = the value scale and acrylic paint handling
exercise ranks competently or average
compared to what was expected and the
student shows some care in fulfilling the
required task.
4 = the value scale and acrylic paint handling
exercise ranks well above average compared
Resources/Materials/References
I will need large human sized geometric
shaped blocks painted white and 3 or 4
lights covered with blue gels for my
motivational activity.
I will also need small coloured gels and
flashlights so the students can fight up their
peep boxes.
I will also need canvas boards, acrylic
paints, mixing palettes, brushes, and water
containers for this lesson.
Motivation
When the students first come to class at the
beginning of this lesson, they will walk into
a monochromatic space filled with geometric
shapes and lit up with blue lights. This will
get the students thinking about their own
box designs on a larger scale. We will
discuss, as a group, how the students felt
when they walked into the space and how
they were affected emotionally.
Procedure
1.
Have
students
walk
into
monochromatic space.
2.
Discuss the students' feelings as they
entered the space.
3.
Have students help me move the
geometric shapes out of the classroom and
rearrange the
tables and chairs.
4.
Explain how students will be
required to create a painting using acrylic
paint on canvas
The
painting
will
be
monochromatic and will utilize at
least 5 different values of one
colour.
I = not really
2 = somewhat
3 = average
4 = good
5 = extremely well