Lesson 5
Home: Portal to the Community
Indicate the type of LFS lesson:
_ Acquisition (A) x Extended Thinking (ET) _ Acquisition w/ET Lesson Materials: Ruler Pencil drawing materials Reference work |
Standard/Element:
VAHSVAMC.2Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results. VA8CU.1 Discovers how the creative process relates to art history. VA8CU.2 Investigates and discovers personal relationship to community, culture, and world through making and studying art. VA8PR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop and preserve ideas in order to produce works of art. VA7C.2 Develops fluency in visual communication. |
Essential Question:
Lesson objectives:
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Description of Activator (links prior knowledge):
Students will view as assortment of artists’ works shoeing community, homes for different perspectives and points of view. Next students will return to Ed Rice’s artwork and view two houses, one painted in the day and the other at night.
Students will respond to the prompt:
Students will view as assortment of artists’ works shoeing community, homes for different perspectives and points of view. Next students will return to Ed Rice’s artwork and view two houses, one painted in the day and the other at night.
Students will respond to the prompt:
- Can time of day change the feeling, mood, or emotion being expressed, why or why not?
- How does point of view change or alter the expression of mood or feelings?
Description of Task:
Students will be creating a 2-point perspective home. Using prior knowledge of geometric shapes and form students will create a drawing in which they are viewing a neighborhood, or community through a portal. This portal will be their “eye” to the world. The use of color, contrast, emphasis, and type of line will convey a mood or emotion. The students will also depict the portal opening as a window, hole, balcony, etc. The portal can also be something non-traditional like a student holding up their hands like a viewfinder. This portal is a symbolic reference of their perspective.
Activity Steps:
Students will be creating a 2-point perspective home. Using prior knowledge of geometric shapes and form students will create a drawing in which they are viewing a neighborhood, or community through a portal. This portal will be their “eye” to the world. The use of color, contrast, emphasis, and type of line will convey a mood or emotion. The students will also depict the portal opening as a window, hole, balcony, etc. The portal can also be something non-traditional like a student holding up their hands like a viewfinder. This portal is a symbolic reference of their perspective.
Activity Steps:
- Students will be creating a 2-point perspective home. Using prior knowledge of geometric shapes and form students will create a drawing in which they are viewing a neighborhood, or community through a portal. This portal will be their “eye” to the world. The use of color, contrast, emphasis, and type of line will convey a mood or emotion. The students will also depict the portal opening as a window, hole, balcony, etc. The portal can also be something non-traditional like a student holding up their hands like a viewfinder. This portal is a symbolic reference of their perspective.
- After viewing several artists’ works (exemplars to be left on table) students will be a sketch of their home. This rendering should depict their community. A selection of community homes will be available reference. It does not need to actually show their true neighborhood but through the style, subject, and symbolism the picture should represent how they “see” their home/community.
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Complete 2-point perspective worksheet:
demonstration of prior knowledge and use for remediation.
- Begin sketching: use sighting, basic shapes, and the techniques of linear perspective to draw a full view of a house’s exterior. Review examples of buildings. Make a series of sketches until you settle on a composition. Use sighting lines to place the big, basic shapes of the house. Check the vertical lines for accuracy. Draw the shapes for the trim and openings begin with the large areas and sketch lightly. For an accurate linier drawing place vanishing points and use a ruler to mark angles and edges. (video link for remediation or extension). Add landscape details and begin thinking about time of day and the inclusion or exclusion of color.
- Using the skills acquired from the previous lessons students can choose how they will depict their house: Some examples of media include: Monotypes with drawing placed under plexi glass, Colored painting, Colored pencil, Charcoal
- After viewing several artists’ works (exemplars to be left on students table) students will then sketch their home. This rendering should depict their community. A selection of community homes will be available reference. It does not need to actually show their true neighborhood but through the style, subject, and symbolism the picture should represent how they “see” their home/community. Complete 2-point perspective worksheet: demonstration of prior knowledge and use for remediation. Click to download PDF worksheet.
Element of Differentiation:
_ Grouping: How? _ By Content x By Process (additional time) x By Product (assistance in media choice) _ Not Applicable Today Student Reflection(s): x Q&A with feedback: Hot Seat, students will look under chairs for "hot seat", those students will respond to questions. x Class Discussion (collaborative discussion based slides and exemplars) x Final lesson reflection sheet |
Description of Summarizer:
2 Points With the focus on 2-point perspective students will write on an index card emphasizing 2 points that they have found interesting about creating a sense of place, through structure, culture, or color. |
Lesson Assessment(s):
x Diagnostic (Activators and Summarizer responses ) x Formative (in-process work on thumbnails, sketches, worksheet, and portal usage) x Summative (final rendering of homes in 2-point perspective, project rubric) Enrichment: Some students may wish to create homes in three point perspective. With proper demonstration of understanding they can apply additional perspectives for inclusion (3-point). RTI/Response TO Intervention: 504 Accommodations _ Not Applicable x Preferential seating x Frequent breaks _ Small group x Extended time x Remediation/ Rework _ Other: |