Lesson Plan
Teacher: Miranda Mittelstet
Subject: Visual Art
Grade: 12
Number of Students: 25-30
Theme: Shattered Image (pencil crayon value drawing)
Topic: Cubism & Value
Student Demographics:
Middle-class, white majority. A small percentage of indigenous students, asian and refugee students.
Student Needs:
EA for students living with Autism, ADHD, FASD, Emotional, Behavioural, Learning and Mental disorders.
Student Interests:
Social Media: Facebook & Instagram
Art, Japanese Anime, Netflix...
Ways to learn student interests:
Survey
This survey helps the teacher better understand where students are in their art skills and development, what their interests are and how you might attend to these skills and interests throughout the term.
Classroom Layout
Lesson Description
The purpose of this lesson is to introduce students to creating a full range of value in artworks through the use of pencil crayon. Students will look at examples of Cubism and then abstract a subject of their choice by breaking it into patterned shapes. The drawings will be shaded in with pencil crayon using a wide range of values (light, dark, warm and cool).
Student Engagement:
Students will be engaged in this lesson by having freedom to choose a subject and use colours they favour to create a shattered image. Shattering the image is a fun and new way for students to approach a drawing they would normally choose to draw realistically.
Essential Questions:
Learning Objectives:
Students will...
VA-M1 The learner develops competencies for using elements of artistic design in a variety of contexts.
VA-CR1 The learner generates and uses ideas from the cubist movement for creating visual art.
VA-C1 The learner develops understandings about Pablo Picasso and the practices of cubism in the visual arts.
VA-R1 The learner generates initial reactions to cubism.
Visual Arts Curriculum
Materials:
Engage:
The lesson will begin with an image of a cubist work of art. Students will be asked to view the work, write about it (what elements are identifiable, what do you like/not like about this work of art). Then students will pair up with another student in the class and discuss what each of them thought about the work.
Explore:
There will be a short powerpoint on Cubism and then students will be placed into groups for jigsaw learning. Students will begin in a home group of four where each student will be given an artist and one of their works to learn about. In their home groups, students will have time to teach each person about their Artist. Then students will go to their expert groups and look at other works of art together and search for more information about the artist. Lastly, students will return to their home groups and share their findings with the group.
Activate:
Students will look at a short slide presentation on analogous colours and monochromatic colours. There will be a demo on how to apply colours to different sections of their shattered images and how to apply pressure in certain areas of their shapes to create value.
Apply:
Students will practice pencil crayon techniques on a worksheet. Once they have completed the worksheet, students will be asked to download the "Broken Lens" app to their phones to help them visualize shattered images for their final project. Students will sketch out their ideas for their final assignment in their sketchbooks. Then students will create a final outline of their chosen image, apply lines to shatter their image, and choose a colour and its complementary colour to shade in their shattered image applying the techniques they have learned.
Explain (Closure):
Students will respond to what they have learned through answering questions on an exit slip.
Rubric
Student Examples
Teacher: Miranda Mittelstet
Subject: Visual Art
Grade: 12
Number of Students: 25-30
Theme: Shattered Image (pencil crayon value drawing)
Topic: Cubism & Value
Student Demographics:
Middle-class, white majority. A small percentage of indigenous students, asian and refugee students.
Student Needs:
EA for students living with Autism, ADHD, FASD, Emotional, Behavioural, Learning and Mental disorders.
Student Interests:
Social Media: Facebook & Instagram
Art, Japanese Anime, Netflix...
Ways to learn student interests:
Survey
This survey helps the teacher better understand where students are in their art skills and development, what their interests are and how you might attend to these skills and interests throughout the term.
Classroom Layout
Lesson Description
The purpose of this lesson is to introduce students to creating a full range of value in artworks through the use of pencil crayon. Students will look at examples of Cubism and then abstract a subject of their choice by breaking it into patterned shapes. The drawings will be shaded in with pencil crayon using a wide range of values (light, dark, warm and cool).
Student Engagement:
Students will be engaged in this lesson by having freedom to choose a subject and use colours they favour to create a shattered image. Shattering the image is a fun and new way for students to approach a drawing they would normally choose to draw realistically.
- Engage the students by saying: "Have you ever dropped your phone and shattered the screen?"
- If students have a smartphone, have them download: Broken Lens - On this app, students can take images and shatter them.
- This is a great way to have students see sections of an image and how an image can be made unique by shattering it.
Essential Questions:
- How do the arts shape, as well as reflect, a culture?
- How do images influence our view of the world?
- How can an artist present an object differently or change the way we see an object?
Learning Objectives:
Students will...
- Gain an understanding and awareness of the cubist style and artists such as Pablo Picasso.
- Gain an understanding of elements of art such as: value and line
- Develop skills in the use of pencil crayon techniques
VA-M1 The learner develops competencies for using elements of artistic design in a variety of contexts.
VA-CR1 The learner generates and uses ideas from the cubist movement for creating visual art.
VA-C1 The learner develops understandings about Pablo Picasso and the practices of cubism in the visual arts.
VA-R1 The learner generates initial reactions to cubism.
Visual Arts Curriculum
Materials:
- Pencil Crayons
- 10"x16" White Drawing Paper
- i-Phone - Broken Lens App
- Computer
- Power Point Slides
- Pencil Crayon Techniques worksheet
- Exit Slip
Engage:
The lesson will begin with an image of a cubist work of art. Students will be asked to view the work, write about it (what elements are identifiable, what do you like/not like about this work of art). Then students will pair up with another student in the class and discuss what each of them thought about the work.
Explore:
There will be a short powerpoint on Cubism and then students will be placed into groups for jigsaw learning. Students will begin in a home group of four where each student will be given an artist and one of their works to learn about. In their home groups, students will have time to teach each person about their Artist. Then students will go to their expert groups and look at other works of art together and search for more information about the artist. Lastly, students will return to their home groups and share their findings with the group.
Activate:
Students will look at a short slide presentation on analogous colours and monochromatic colours. There will be a demo on how to apply colours to different sections of their shattered images and how to apply pressure in certain areas of their shapes to create value.
Apply:
Students will practice pencil crayon techniques on a worksheet. Once they have completed the worksheet, students will be asked to download the "Broken Lens" app to their phones to help them visualize shattered images for their final project. Students will sketch out their ideas for their final assignment in their sketchbooks. Then students will create a final outline of their chosen image, apply lines to shatter their image, and choose a colour and its complementary colour to shade in their shattered image applying the techniques they have learned.
Explain (Closure):
Students will respond to what they have learned through answering questions on an exit slip.
Rubric
Student Examples