day 6: habitat time
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
On to the day, ITS HALLOWEEN! To celebrate the festivities of Halloween without getting distracted from our art pieces, we did a fun trick or treat activity with materials instead of candy. To the left is a plate of materials a student has gathered during this activity. The had to feel around and pick their materials based on texture not color.
This student pictured above is working on creating a unicorn that lives up in the clouds in a very colorful environment. She is using a skewer to sturdily stack colorful cotton balls for a very interesting tree trunk. Although at this point in time she isn't sure what she wants the top of the tree to look like, she would like to make many trunks just like this.
After the students had their materials ready to go, it was time to start creating. The students objective was to create one structure from their plan with the materials they found to incorporate into their enclosure. The student pictured above is experimenting with different things he can do with the mixed media materials he found.
The picture to the left shows the materials gathered by a student who has a huge creature. He chose a lot of materials mostly big bulky ones so his creature feels comfortable in its environment. Right now he is also creating a tree trunk out of rolled up cardboard and yarn. The cardboard was his own creative idea to fulfill his envision.
Students had the option to work in pairs on an enclosure as long as their creatures had similar environments and wouldn't endanger each other. The two students above made a really interesting discovery when painting the base of their enclosure. The paint was still cold from being left in the car so the pigment and bonding components separated. This was a great way to introduce the properties of paint. The two students noticed that when painting with the clear bonding component on top of another color, the color became super glossy. They continued to ask for the clear acrylic binding because they were painting water.