Unit Learning Objective (Component 1c) Students will:
● Learn about the Renaissance art period and the artists/artworks involved
● Watch a movie about the Renaissance masters and their discovery of linear perspective
● Discuss the various ways linear perspective relates to illusion
● Discuss what they learned from the movie and talk about the various ways linear perspective has been used over time (from drawings to animated movies, video game graphics, etc.)
● Practice using one-point linear perspective by completing worksheet
● Create their own one-point linear perspective designs that will later be incorporated into a collage
● Choose a color scheme to use throughout their project
● Construct a background from strips of paper that reflect their color scheme
● Learn about color gradients and practice creating them with colored pencil
● Review the safety procedures necessary for working with x-acto knives
● Learn the proper way to check out/check in x-acto knives, and the proper way to cut with them
● Experiment with different compositions before assembling their collage
● Work in stages to complete their artwork (arranging, coloring, cutting, gluing/assembling)
● Exhibit strong compositional skills
● Demonstrate strong craftsmanship and artistry
● Implement 1 pt. perspective drawing techniques in an extension activity by creating a landscape/architectural rendering
How does this objective fit into the discipline? Why now? (Component 1a) VA.5.7.1 Use various types of lines in a work of art
VA.5.7.2 Demonstrate knowledge of various categories of 2-D shapes and 3-D forms (e.g., curved and angular, sculpture in-the-round, relief)
VA.5.7.3 Demonstrate knowledge of color schemes in a work of art (e.g., monochromatic, analogous, complementary)
VA.5.8.5 Create a sense of depth in an artwork by combining linear and atmospheric perspectives VA.5.7.11 Categorize different types of balance in works of art and in the environment
VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of art VA.5.7.15 Relate the importance of art history to the artistic process
VA.5.8.15 Demonstrate an understanding for the various purposes for creating art (e.g., aesthetic, functional, historical, cultural, therapeutic, social, enjoyment, careers, environmental)
VA.5.8.16 Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment VA.6.8.4 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings direct observation)
VA.6.8.10 Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models)
VA.7.8.2 Examine the styles and historical periods of art throughout time (Renaissance to present)
Special Considerations for this group of students to meet this objective: (Component 1b)
● Students will need to be reminded to keep lines and cuts clean and precise
● Reiterate what a color scheme is, and remind students to keep up with this scheme throughout their collage
● Demonstrate each stage of the collage process as students progress
Resources and Materials Used for Unit (Component 1d)
Renaissance Masters VHS, TV/VCR, one-point perspective worksheet, tag board (9X12), cardstock paper (12X18), rulers, pencils, colored/decorative papers, Sharpies, glue sticks, scissors, colored pencils, x-acto knives, x-acto knife
safety sheets, x-acto knife check-out/check-in form, newspaper pads, Elmer’s glue
Teaching Strategies for Unit (Component 1e)
✓ Teacher-Led Instruction (lecture)
✓ Teacher-Led Demonstration
✓ Problem-Based Learning Cooperative Learning
✓ Investigation
✓ Literacy and Writing
✓ Technology-driven learning
✓ Interdisciplinary Connections
✓ Independent Work
Student-Led Presentations
Assessment Plans (Component 1f and 3d) Formative Assessment for learning…
● Notes from video (to aid in discussion)
● Completion of practice worksheet before beginning collage
● Background stage/color scheme
● Accurate one-point perspective drawings (before coloring)
● Observation of students during assignment
Summative Assessment of learning…
● Completion of each stage in a timely manner (1-2 days per stage)
● Final collage completed by deadline
Grouping and Student Relationships (Component 2a) Small Group
➔ Whole Group
➔ Independent
Procedures in Place (Component 2c) Students will:
● Retrieve folders, papers, scissors, glue, etc. at the beginning of class
● Keep a clean and tidy workspace
● Exhibit a clear understanding of x-acto knife rules and procedures prior to working with them
● Always ask the teacher to check-out and check-in x-acto knives, and complete the form as instructed each time
● Return all materials (x-acto knives, scissors, glue, newspaper pads, pencils, colored pencils, Sharpies, scrap paper) to designated locations when it is time to clean up
● Check floor area around them for any scraps, and dispose of them in the proper location
● Be responsible for keeping up with project and materials throughout the week (by keeping all drawings/papers inside folder)
Classroom Organization (Component 2e)
● Maximum of 2-3 students at tables to ensure plenty of room to work
● Student projects located inside folders and kept in designated shelves in storage room
● Supplies and materials in a defined and easily accessible location in the classroom
● Colored/decorative papers divided into individual labeled boxes
Essential Questions and Misconceptions to Watch (Component 3b)
● How does the practice of one-point linear perspective help to enhance one’s artwork (as opposed to simply trying to estimate)?
Agenda (Component 3c)
Time Activity Materials
Monday 4/20
1. Watch “Masters of the Renaissance” video; students will take notes and engage in class discussion afterward 2. Show students completed example of project and give a
brief run-through of what they will be doing over the next few days
TV, VCR, VHS tape, scratch paper, pencils
Tuesday 4/21
1. Introduce one-point linear perspective - demonstrate on board; students will complete worksheet
2. Demo one-point designs on tag board for collage;
students should begin this once worksheet has been checked by me
3. For students who finish early: Briefly introduce idea of color scheme.
a. They may begin looking through
colored/decorative papers to start thinking about their colors.
One-point perspective worksheets, tagboard (9x12), pencils, rulers, colored/decorative papers (divided into boxes)
Wednesday 4/22
1. Introduce idea of color scheme. Students may choose 1-2 colors to work from.
a. Point out color wheel and explain that variations of colors also fit within the scheme. Use project example.
2. Demo how to cut/arrange strips of paper for background.
3. Students still working on drawing their designs should finish these before starting background.
4. Students should choose papers and begin cutting/assembling background.
Colored/decorative papers (divided into boxes), scissors, glue sticks, cardstock paper (12x18 - for
background)
Thursday 4/23
1. Students should continue working on backgrounds.
2. Monitor students’ progress -- if any seem to be finishing up, ask students to take a break and come watch demo of how to outline drawings with Sharpie.
Colored/decorative papers (divided into boxes), scissors, glue sticks, cardstock paper (12x18), Sharpies Friday
4/24
1. Demo outlining with Sharpie (if not demoed Thursday) 2. Demo how to create a color gradient using colored
pencils.
a. Reiterate color schemes and the importance of choosing colored pencils that fit with their chosen scheme.
3. Students must complete backgrounds before beginning coloring stage.
4. Students who finish coloring their designs should go back over their lines with Sharpie (to help define them/cover any colored pencil marks that may show up).
Colored/decorative papers (divided into boxes), scissors, glue sticks, cardstock paper (12x18), Sharpies, colored pencils
Monday 4/27
1. Each student will receive a sheet with the rules and procedures for using x-acto knives. We will read through it and discuss the consequences that will result if not followed.
2. Demo how to check out x-acto knife by filling out the form, then how to use the knife itself.
a. Use newspaper as padding
b. Emphasize importance of keeping fingers out of cutting path
c. Show where to place ruler/what side of line to cut on)
3. Once students finish coloring, they may individually check out x-acto knives and begin cutting out their perspective drawings.
4. Students should place their designs on top of their collaged backgrounds and decide where it fits best compositionally.
a. Encourage them to rotate their design and move it BEFORE attaching it with glue.
5. Students should attach their designs to their
backgrounds with Elmer’s glue. Remind them to hold it down for 10-15 seconds.
X-acto knives, x-acto knife form, rulers, Elmer’s glue, colored/decorative papers (divided into boxes), scissors, glue sticks, cardstock paper (12x18), Sharpies, colored pencils
Tuesday 4/28
1. Students should finish up their projects during this period
X-acto knives, x-acto knife form, rulers, Elmer’s glue, colored/decorative papers (divided into boxes), scissors, glue sticks, cardstock paper (12x18), Sharpies, colored pencils Was the learning goal met?
Students to Watch:
Plan of Action:
What went well:
What to Change Next time around:
Assessments Revealed:
Notes:
