Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers Teacher: Allison Watkins

Date: March 2013 Subject: Drawing and Shading Time: 40 minutes Sign Language Hand Drawings Grade: 7 Plan approved by:

Essential Questions: - Who was Henri Matisse? What sort of shapes did he create late in his art career and why? - What is the alphabet in sign language, and why is it important? Can you use these letters to spell out your name? - What element of design can you add to a 2D drawing of a hand to make it appear more 3D? - What is observational drawing? Can you use observational drawing to draw and shade your own hand in signs to produce the letters that spell your name? Behavioral Objectives: Students will be able to recognize art by Henri Matisse, identify the types of shapes used in his work, and discuss how his disability changed how he created artwork Students will be able to recognize the alphabet in sign language and discuss its importance. Students will be able to sign their names using the alphabet Students will be able to use shading to create value in their 2D drawing of a hand to make it appear more 3D Students will be able to identify and describe the benefits associated with observational drawing. Students will be able to use observational drawing to draw and shade their own hand in various signs to produce images of the letters that spell their names

Watkins 2 Pennsylvania State Academic Standards: 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts 9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms 9.1.8.E: Communicate a unifying theme or point of view through the production of works in the arts

Materials and/or Equipment: 2 sheets of white paper (12x18) Pencils/erasers Ebony pencils Colored construction paper Glue bottles and sticks Scissors American Sign Language reference sheets Still life objects

Modifications for Individual Differences: One-on-one assistance will be provided to all students as necessary. Students who are struggling with the project will be provided with assistance by partners and may also choose to create a project featuring a shorter nickname if their name is too lengthy. Gifted and talented artists will be encouraged to incorporate various objects into their drawings (rings, watches, bracelets, pencils, nail designs, etc.)

Activities and Procedures: DAY ONE: Anticipatory Set: Introduction to Matisse: 1. Use PowerPoint to present an image of Henri Matisses late work to students. Have students describe the artwork including the colors, lines , and shapes 2. Identify Matisse as the artist of the work and identify the shapes he used as organic or biomorphic 3. Show other examples of Matisses work to the class. Explain Matisses handicap that developed later in life and how this caused his transition to creating his paper cut outs 4. Have students discuss other handicaps that individuals might overcome Lesson Sequence: Example Project: 5. Show students an example project

Watkins 3 6. Point out the various colors in the background featuring organic or biomorphic shapes reminiscent of Matisses 7. Explain to students that they will be using this class period to create a cut paper collage featuring organic or biomorphic shapes for the background of their projects Demonstration and Student Work Time 8. Obtain a piece of white 12x18 paper. This will serve as the base for the background collage 9. Obtain various colors of construction paper 10. Use scissors to cut the construction paper into various organic or biomorphic shapes 11. Use a glue bottle to glue these shapes down on to the white paper. Students may need to glue down larger pieces of construction paper first and then lay shapes down on top. Students may also need to cut out shapes featuring right angles or straight edges for the corners of their paper 12. Continue cutting and gluing shapes until the entire piece of white paper is covered in organic shapes DAYS TWO-FOUR: Anticipatory Set: 13. Provide students with a sheet of scratch paper. Have students look an object positioned in the center of their table. Have students draw the object without looking down at their paper 14. Ask students to explain what it felt like to draw a subject from real life and to not look down at their paper 15. Explain to students that many artists use observational drawing in order to create a realistic and lifelike representation of an image Lesson Sequence: Sign Language Introduction: 16. Have students obtain a reference sheet of the American Sign Language Alphabet 17. Ask students to explain why sign language is important 18. Have students look to find how to sign the letters that spell their names. Have them practice signing these letters 19. Explain to students that they will be using observational drawing to create images of their hands in these signing positions Demonstration and Student Work Time: 20. Start with the first letter of your name. Place your hand in the position to sign this letter. Pay close attention to the shapes that your hand creates as well as where the light and shadow falls 21. Sketch your hand in this position. If students are right handed, they will need to draw the same hand that they would sign with. Students may use the sign language reference sheet as a guide and switch their hands back and forth between drawing and observing. If students find this to be too difficult, then they will be given the option to draw their left hand instead 22. Create value within the 2D sketch of the hand to make it appear more 3D. Use the pencil to shade in darker areas. The pencil may be used on the tip or titled on an angle. Encourage students to start off light and then add darker shading. Have students blend their shading with their hands and use the erasers to add highlights if necessary. Encourage students to draw some of their wrist connected to their hands

Watkins 4 23. Sign and draw the remaining letters of your name remembering to use observational drawing skills to draw and shade them accurately 24. Once all letters of the name are drawn, have students use scissors to carefully cut around their drawings of their hands 25. Arrange the hands in the correct order on the background page. Encourage students to create a creative layout with their drawings. 26. Once students have determined their layout, have them use a glue stick to glue down their hand drawings. Remind students to be careful not to rub off their shading when gluing. They may place a paper towel over their drawings or press them down with a glue stick cap Closure: DAY ONE: 27. Have students recall the types of shapes featured in Matisses work 28. Have students discuss whether they like Matisses earlier paintings or later paper cut outs better and why DAYS TWO-FOUR: 29. Have students practice signing the alphabet 30. Have students explain what element of design they are using when they shade their pencil drawings . What areas typically feature shadows? What areas typically feature highlights? 31. Ask students to compare and contrast observational drawing from real life with drawing from a picture or their heads. Which do they like better, and why? Evaluation: Students will be evaluated on their creation of the backgrounds, their drawing and shading abilities, as well as their letter choice and layout of their hand drawings

Assignments: There will be no assignment for this lesson Cooperating Teacher Reflection:

Student Teacher Reflection:

Resources: Sign Language Reference Sheets: lifeprint.com/asl101/topics/wallpaper1.htm Henry Matisse: www.henri-matisse.net/cut_outs.html

Watkins 5

Name: _______________________________________ Period:______

Sign Language Hand Drawings

Basic High 8 Proficient 9 Advanced 10

1. Background: Features organic or biomorphic shapes Features various colors of construction paper Construction paper completely covers background so that no white spaces remain

Not Done 0-5

Below Basic 6

Basic Low 7

2. Drawing and Shading: Used observational drawing to create realistic images of hands Used shading accurately to depict highlights and shadows, making the hands appear more 3D Drawings are consistent and complete

0-5

10

3. Sign Language: The hands are drawn in the correct position of the letter being signed Hands spell out name The drawings of hands are glued down to the paper in the correct order to properly spell name

0-5

10

______/ 30 Points

Compare and contrast observational drawing with drawing from a picture or from an image in your head. Which do you prefer and why?