Day 5:the art of planning
Expedition:
In this lesson students focused on their enclosed environments for their creature. Each environment will become a part of the zoo. This particular day students considered different points of view (birds-eye, creatures-eye, and persons view).
Essential Understanding:
-Prior knowledge of subject matter influences the choices made during creation of work with an intended function.
-The choices made during the planning process directly influence the finished product.
-Composition of spatial elements impacts how that space can be utilized.
-Artistic intention and prior knowledge influence the artist’s choices regarding how to most effectively compose a plan for their piece.
Inquiry/Learning Target:
For todays Learning objectives, the students will be able to.....
Observe and Learn to Comprehend: Students will be able to observe real life examples of 2-d plans for 3-d spaces and identify the most important elements of the composition
2. Envision and Critique to Reflect: Through written reflection, students will identify other situations where this planning process could be applied
3. Invent and Discover to Create: Students will invent their own visual 2-D plan for a 3-D product they will be expected to create
4. Relate and Connect to Transfer: Understand how the steps from this planning process can be transferred to planning in other contexts
Key Concepts:
-Art Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is to plan their environment for the creature then put the plan into action and create the environment with the materials provided.
Literacy Focus:
Vocabulary Terms for today's lesson:
Layout, composition, proportion, floor plan
In this lesson students focused on their enclosed environments for their creature. Each environment will become a part of the zoo. This particular day students considered different points of view (birds-eye, creatures-eye, and persons view).
Essential Understanding:
-Prior knowledge of subject matter influences the choices made during creation of work with an intended function.
-The choices made during the planning process directly influence the finished product.
-Composition of spatial elements impacts how that space can be utilized.
-Artistic intention and prior knowledge influence the artist’s choices regarding how to most effectively compose a plan for their piece.
Inquiry/Learning Target:
For todays Learning objectives, the students will be able to.....
Observe and Learn to Comprehend: Students will be able to observe real life examples of 2-d plans for 3-d spaces and identify the most important elements of the composition
2. Envision and Critique to Reflect: Through written reflection, students will identify other situations where this planning process could be applied
3. Invent and Discover to Create: Students will invent their own visual 2-D plan for a 3-D product they will be expected to create
4. Relate and Connect to Transfer: Understand how the steps from this planning process can be transferred to planning in other contexts
Key Concepts:
-Art Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is to plan their environment for the creature then put the plan into action and create the environment with the materials provided.
Literacy Focus:
Vocabulary Terms for today's lesson:
Layout, composition, proportion, floor plan
This picture above depicts two of the three stations set up. To the far left the teacher works with students on people's-eye view. This was important for the students to consider when designing their environment. The student in the yellow cut out holes in her picture to tell viewers to look through it when observing her creature. The section to the right was for creature's-eye view. "What does your animal see" were some of the questions the teacher would use to get the students thinking about their environment as if they were the creature. The next section (not depicted in this photo), was birds-eye view. What does the environment look like from above? In this group, the teacher emphasized what a bird might see. The pictures were more simple and highlighted the important features of the environment.
This picture above shows an important aspect of the students environment. When asked "What's going on here" the student explained that his particular animal was a pilot and flew in circles around his environment. A very far-fetched idea but the student explained his thinking by saying, "I know what your thinking, animals can't operate machinery, the trick is, he doesn't, it's all automated but the animal thinks he is flying it". The student was able to justify having an airplane as a sketch for his environment and the idea was completely original.
This picture above depicts students working on their creatures-eye view sketch. The students thought of themselves as the creature. The student towards the bottom, emphasized her creature who lived in the clouds by drawing clouds with a pencil then the "bed" in marker. This showed the teacher she had an understanding of color, texture and value of certain shapes in relationship to the actual world. Majority of the students drawings were done without perspective because those "aspects of drawing" were not important to their thinking processes.