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St. Edward’s Lesson Plan TemplateSubject: Art I Grade level: 9th-12th Teacher: Krista Fabian Date:9/18-9/20/2015 Coop. Teacher: Campus:

*Independent Practice *Whole group Instruction*Cooperative Learning *Technology Integration*Guided Practice/Exploration *Formal Assessment *Checking for Understanding/Explanation

*Centers *Modeling*Lecture *Reteach*A Project *Visuals*Informal Assessment

OBJECTIVES: (The learner will…)

The learner will define “still life” and create a series of three still life drawings.

TEKS/Standards:

TEKS/Standards:(c) Knowledge and skills.(1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:(A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;(B) identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;(C) identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and(D) make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.

Homework:

Students will need to bring inanimate objects to class for their final still life drawing to be started next class.

MATERIALS


Students:-Cell phones (If students do not have access to a cell phone, they may work with a partner.)-Twitter account-Internet access-Pencils-Sketchbooks-Still Life Peer Checklist!

Teacher:-Twitter account-Internet Access-Pencil-Sketchbook-Laptop-Projector-Doc Camera-Still Life Peer Checklist!

-Still Lifes set up at each table with various objects.Still Life:noun

1. a painting or drawing of an arrangement of objects, typically including fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.

○ still life as a genre of painting or drawing.

Activity & Time Student Objectives & Procedures: What Students Do

Teacher Procedures: What Teacher Does

I. WARM-UP/Anticipatory Settitle: Tweeting Still Life Definition and Examples

*pedagogical purpose: Pre-Assessment/ Informal

Objective(s):Students will identify the definition of “still life” and post on the web to share. Students will demonstrate their understanding of the definition by providing an example and justify their reasoning.Student Procedures

Teacher Procedures

The teacher will explain the steps that students will take. The twitter handle will be written on


Assessment

Materials:-Cell phones, Twitter account, internet, laptop, projector, doc camera.

10 minutes

1. Students will walk into class and grab their sketchbooks.

2. Students will be told they will use twitter today.

3. Students will be asked to look up at the screen and in their sketchbooks write down: @artofcrocketths

4. Students will be asked to get onto twitter on their cell phones.

5. If students do not have a cell phone or twitter account, they will be asked to find someone who does.

6. Students will then be asked to look up the definition of: Still Life and tweet their findings to @artofcrocketths

7. The first person to define Still Life, and share on twitter will receive a prize!

8. Once students have researched the definition and the class has been introduced to that definition. The Twitter feed will be displayed on the project screen, and the student who wins, will read out loud their definition. The class will then be asked to provide an image of an example and post to @artofcrocketths

a piece of paper to be displayed using the doc camera, and projector. Students will write this down. Teacher should walk around the room to ensure that all students have written the handle in their sketchbooks on the inside of the front cover.

Key ?’s:

Transition Now that we have a definition, and examples. Let’s identify a few elements that will be necessary for our final project. In your final project and with today’s practice of drawing still lifes, you will need to understand: foreground, middleground, and background.


II. LESSON STRUCTURE/ACTIVITIES**(see list at top of form)

1st

Activitytitle: Space in Art. Focusing on Depth.

*pedagogical purpose: Lecture/ Whole group instruction

Materials:

TwitterExamples of still life images on twitter.LaptopProjectorInternet Access

10min

Objective(s):

Students will analyze still lifes in order to identify foreground, middleground, and background.

Student Procedures:1. Students will view the examples of

still lifes posted on twitter.2. Students will then be asked to

identify foreground, middleground,and background in the image. (Cold Calling will be used.) This should only be done with four- five images.

3. Students will then be told that for their first summative assignment, they will create a drawing of a still life from direct observation. This means that it can not be a drawing. Students will then be told that they will practice still life drawings in order to better train their eye to draw from observation as opposed to a photograph or image on their cell phone.

Teacher Procedures

Key ?’s:

Transition Students will be told as they practice their observational drawings they will need to focus on creating a sense of depth by including a foreground, middleground,and background. A sense of depth within a still life drawing will create a sense of the image being three dimensional.

2nd

Activity

title: Contour Still Life Drawings.

Objective(s):Students will create an observational drawing of a still life using contour line.

Student Procedures:1. The teacher will model on the doc Teacher Procedures

The teacher will walk


*pedagogical purpose: Independent Practice.

Materials:-sketchbook-Still Life-Pencil-Doc Camera-Projector

_____20 min

camera what the still life should look like using contour line. The students should focus on the edges of the objects, and include enough information to provide a foreground, middleground,and background. The students will have to fill up their entire page when drawing. How not to do this will be modeled as well, along with how to fill up a page with a still life drawing. Teacher Demo will be 5min.

2. After the demo, students will then be instructed to create their first still life drawing, using contour line for 15 minutes.

around the room after the demo to ensure that students are using contour line,and focusing on what they are drawing, rather than drawing what they think they see.

Key ?’s:

Transition Students please find a stopping point. Your 15 minutes is up. We will now move clockwise to a new still life. Before you begin. I want to remind you to include a focal point. At your new table, you do not need to use contour line. Instead you may use whatever style of line you feel is appropriate. For some that will be contour, for others that will be more of a gestured line. I do expect you to continue to include a foreground, middleground and background.

3rd Activitytitle: Observational drawings of Still Lifes continued

*pedagogical purpose: Independent practice

Objective(s):Students will create an observational drawing of a still life.

Student Procedures:

1. Students will move to a new table. Students will move with their table group, clockwise.

2. Students will be told to create a

Teacher ProceduresThe teacher will walk around the room after the demo to ensure that students are incorporating a


Materials:-sketchbooks-pencils-still lifes

20min

new still life drawing using whatever method they find appropriate.

3. Students will be encouraged to spend more time looking at the images then their paper.

4. Students will only have 20 minutes to complete the still life drawing. The drawing will still need a foreground, background,and middleground.

foreground, middleground, and background.

Key ?’s:

Transition Students will find a stopping point and take out the handout titled: Still Life Peer Checklist!

4th Activitytitle: Peer Critique and Observational Drawings

*pedagogical purpose: Cooperative Learning and Independent Practice.

Materials:

__34__ min.

Objectives:Students will identify focal points and space in a peer critique. Students will create a still life drawing.

Student Procedures:1. Students will first take out the

handout they picked up when they walked into class, with their sketchbooks.

2. Students will be asked to work with someone from a different table within their numbers. Each table is assigned a number it is either 1, 1 Reflection and Critique, 2, 2 RC, 3, or 3RC. The 1’s will find a new partner from a different table as will the 2’s and 3’s.

3. After they find a partner, they will go through the checklist and ensure that their fellow artist is including all of the necessary requirements for an observational drawing of a still life.

4. Before students start. I will model this with a volunteer, using the doc

Teacher Procedures

Key ?’s

Are items/objects overlapping? Is there a sense of space? Is there a foreground, middleground, and background? Is it a still life drawn directly from observation?


camera to share the work and how I would fill out the checklist! The demo and critique will take 5min.

5. After students have completed the checklist for their partner, they will be told to use the feedback for their next drawing.

6. Students will return to their original tables. From there they will rotate to the next still life drawing. Students will have 30 minutes for their next drawing. Students will also be asked to include more details than before with the additional time.

Transition Students will be asked to find a stopping point. For clean up and homework! (Students will moan and groan as the word: “homework” leaves my mouth. )

III. CLOSURE

title: Clean up and Homework

*pedagogical purpose:Informal Assessment

Materials:-Planners, calendars, cell-phones, sticky notes, binders-pencil-sketchbook

Objective(s):Students will review and define still life drawings.

Student Procedures1. Students will clean up their areas.2. Attention will be on teacher as they

record their homework in their planners, cell-phones, sketchbooks, and/or binders.

3. Students will be asked what is a still life?

4. Students will be told they will begin their first big project next class, and they need to bring in objects they would want to include in their still life. Students will create a still

Teacher Procedures

Key ?’s:


3min

life for their big project from observation.

5. Class what is your homework for tonight, that will be due next class on Wednesday?

Planned Modifications and Differentiation: (ILL/504/SpEd accommodations)

Assessment(s): (attach copies of assessment documents, criteria and rubrics)

Data collection and analysis:

Resources: (Include coursework, internships, Internet resources, colleagues, textbooks, etc)Below is the Still Life Peer Checklist handout to be used during Activity 4.


Still Life Peer Checklist! List any additional comments here after you have answered all of the following questions:

Does the still life drawing fill the page?

Circle: Yes or No

This Space was intentionally left blank. How Ironic!

Does the still life include a foreground?

Circle: Yes or No

What is in the foreground?

Does the still life drawing have a focal point?

Circle: Yes or No

What is the focal point?

Does the still life drawing include a middle-ground?

Circle: Yes or No

What is the middleground?

Does the still life drawing include a background?

Circle: Yes or No

What is in the background?


Above are Twitter Feed examples.


Above are examples of still lifes at each table.


Post-Lesson Reflection:

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