Day 8: putting it all together
Expedition:
In this lesson students focused on putting it all together: their enclosed environments with their creature. Some students chose to share an environment, so they collaborated and went in depth. Students who were farther along, were allowed to add new features to their environment and/or their creature
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 Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is to finish up on the environments and the creatures. For some students, collaboration will be a continuing focus.
Literacy Focus:
Vocabulary Terms for today's lesson:
Collaboration, representation, layout, floor plan
In this lesson students focused on putting it all together: their enclosed environments with their creature. Some students chose to share an environment, so they collaborated and went in depth. Students who were farther along, were allowed to add new features to their environment and/or their creature
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 Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is to finish up on the environments and the creatures. For some students, collaboration will be a continuing focus.
Literacy Focus:
Vocabulary Terms for today's lesson:
Collaboration, representation, layout, floor plan
The student pictured above has a variety of mixed media pieces in his environment. During this time he was situating the layout of everything. The teacher had him return to his plans in his sketchbook for inspiration/guidance. The student was also able to understand that wet paint could be used as a glue. Some of the pieces were applied directly to the wet paint to keep them in place. This was something the student discovered
In this video the student describes her problem solving. Her initial "toy" was very limited in movement, but by adding screws to the bottom and increasing the width of the curved tracks, she was able to move her toy around freely. The student was able to figure out how to solve the problems of limited movement by building upon her prior knowledge.
The picture to the left shows two students working together on their collaborative environment. One student's, hydra was able to live in harmony with the other students forest penguin. These students were very engaged enjoyed using mixed media (yarn, ribbon, tape, glue, etc.) to create a bizarre habitat that both their creatures could coexist in.
In this video the students shows how he creates a body for his T-Rex head. There were only a certain amount of days students had to create their clay creatures. Some students who missed class that day or weren't able to finish, had to use mixed media to finish their creature. It was important to have a wide variety of materials students could use to alleviate those problems of unfinished work.