LESSON PLAN

Grade Level/Course Title Project Identification Source

Materials

Design Space Day 2 Hobbs, J., Salome, R. A., & Vieth, K. (2005). The Visual Experience. Worcester, MA: Davis Publications

Visual Experience Textbook Chapters 6.1-6.3

Images 1.1-1.5 Activity worksheets Pencils Erasers Vocabulary Positive/Negative Space, Picture Plane, Overlapping, High/Low Placement, Linear, Perspective, Vanishing Point, 1 and 2-point Perspective, Eye Level, Aerial Perspective Goals Discuss the use of space in 3-D artwork. Work collaboratively and think critically in small groups. Work responsibly as a collective in regards to the whole class. Essential Questions How do artists utilize space, both in and around their art? How can space be manipulated to convey a message? How can space be manipulated to convey an emotion? Process 1. Greet students 2. Have students move into five groups and hand out worksheets 4. Instruct them clearly and thoroughly that they will be working in groups to answer a question. Each group has a different question. When they are done they will have to share their answers with the rest of the class. 5. Introduce one question by giving information on the work in the corresponding image and question them about the image in relation to space 7. Instruct them to read the new chapter in groups to learn more about the image 6. Assign a group reader and writer or have them choose each 7. Allow them to work individually and then collaboratively - Monitor their dialogue to help right any straying or wrong thoughts. 8. Once group work is done have each group reader share their groups find ings with the rest of the class - Have groups take notes for each other question 9. Collect worksheets Production Completed worksheets Evaluation Participation and comprehension grading Assessment Informal during the collaborative work and discussion

Formal through graded worksheets

Name: Group Reader:

Date: Group Writer:

Hour:

1) Pictured here is the National Gallery of Art in Washington. Originally the ceiling for this atrium was going to be the underside of another floor and made of concrete panels. How would the sense of space changed if the skylight windows were concrete panels?

Name: Group Reader:

Date: Group Writer:

Hour:

2) Pictured here is the National Gallery of Art in Washington. How would you describe this circular space? In what ways is it different from a rectilinear space?

Name: Group Reader:

Date: Group Writer:

Hour:

3) Pictured here is a 3-D sculpture by Barbara Hepworth. It is said that the holes, or the space, in this sculpture are just as important as the material, or mass. That in 3-D sculpture what is removed from the piece is just as important as what is there. Do you agree or disagree with this statement? Why?

Name: Group Reader:

Date: Group Writer:

Hour:

4) Pictured here is the Oklahoma City National Memorial. The design of this memorial wanted to emphasize place, a moment of time, and the passage of time. How have they achieved this goal?

Name: Group Reader:

Date: Group Writer:

Hour:

5) Pictured here is the Oklahoma City National Memorial. Describe the space created by each individual sculpture. Describe the space pictured here created by the combination of the sculptures.

Rationale For this lesson chapters from the standard art classroom textbook used in all of the Design (Intro to Art) classes are read. The Visual Experience is used for instruction in vocabulary and introduction to artistic principles, elements, and techniques. The students Popcorn Read certain chapters, fill out a worksheet on the main subject of the chapter, take additional notes on the chapters subject, and then finally take a test over the information in their notes and on their worksheet. Generally the text is not used in regards to a deeper comprehension of the subjects presented inside it; that is discovered through the art making projects. This lesson shows that the text can help students understand how to use the artistic elements, principles, and techniques in a deeper way before moving on to the art making project, and thus make their finished projects more compelling as works of art. At the beginning of the lesson it is important to address the students prior knowledge. Showing one of the images to be examined and asking leading questions of the class in regards to the vocab introduced in previous chapters accomplishes this. Once these knowledge-based questions have been addressed it is important to introduce more complex questions. Working from Blooms Taxonomy (Cooper, 2011) the lesson questions the imagery in regards to varying levels of comprehension and critical thinking. This aims to show that their own art can be created in regards to a deeper level of critical thinking. This will also address the students Visual Thinking Skills. To answer the presented question they must examine the image and ask what the image is presenting, what within the image makes them say that, and what more than can discover about the image. By reading the text they will also learn more about the image and be able to read it with a deeper comprehension. To answer the questions they must work on both their text and visual literacy. For the activity the students must collaborate and answer a question corresponding with an image taken from the assigned chapter. Each image pertains to a certain part of the text, which assists in answering the question. With each group of students being given unique images and questions they share their findings with the class in a Jigsaw (Aronson, 2011) reading of the chapter. Each group will read the chapter to find the information that helps answer their question, but each group will also reinforce different portions of that chapter. The students will feel they have more responsibility within the classroom, as it is now their job to help the rest of the class comprehend the material. Working as a group also turns reading into a social activity (Buehl, 2011). Those with a better understanding of the text material can help instruct students with a weaker understanding while reinforcing their own knowledge base. The same goes for those with a better understanding of the visual material. Students can share their differing opinions on the text and artwork, and their own knowledge bases, to enhance those of their fellow students. Through this collaboration the group gains a collective understanding of the text and visual material.

Reference Aronson, E. (2011). Overview of the technique. Retrieved from www.jigsaw.org Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International Reading Association. Cooper, J. M. (2011). Classroom teaching skills. Belmont, CA: Wadsworth, Cengage Learning Hobbs, J., Salome, R. A., & Vieth, K. (2005). The visual experience. Worcester, MA: Davis Publications.