Shaker High - Perspective Drawing Unit - Drawing

Raphael: The Artist and The Turtle
2/6/12
9th 12th Grade
Raphael: The Artist & The Turtle
Total Days: 17
Big Ideas /Key Concepts Essential Questions
Systems & Rules; Story-Telling; Perspective What are the ways we can draw the viewer into a work of art? How do different perspectives change the way we see objects? Students will first observe perspective first-hand by studying and drawing a still-life set-up of boxes at various angles. They will follow up this exercise with creating their own drawing that incorporates both a story and an intense perspective.
Project Goal
Primary Artwork(s) Studied

The School of Athens The Marriage of the Virgin Cover of Archie Adventure Series, No. 9 March Cover of Archie Adventure Series, No. 63 December What makes this important art to study? This artist and his work are one of the major cornerstones in Western Art History. Raphael is one of the Masters of the High Renaissance period. These works also depict a time in history when art was still very religious and craft-oriented in nature. It was during this time in history when artists were first starting to break away from this craft orientation and into a realm of self-expression; when the artist started to supersede the commissioner.
Genre/Type of Art/Media
Italian Renaissance/Fresco Italian Renaissance/Altar Piece/Oil PaintWood Panel Comics/Ink & Paper
Rationale
What makes it appropriate for my grade level? High School students are at an age where they will be able to understand different points of perspectives. They will also be able to think abstractly. These abilities will be help them apply what they have learned about perspective to create a unique creation that combines both observed reality and created reality in a constructed perspective scheme.
21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson
Drew Testa
2/6/12

Concept Map: Where Are We Going?
Days Day 1 The School of Athens, Raphael, Fresco Title of Artwork, Artist & Type of Art Marriage of the Virgin, Raphael, Fresco Cover of Archie Adventure Series, No. 9 March, TMNT, Peter Laird Italian Renaissance, Late 15th Century/16th Century Post-Modern, 20th Century System & Rules Perspective Space, Form, Line Day 2 Day 3-5 The School of Athens, Raphael, Fresco Cover of Archie Adventure Series, No. 63 December, Teenage Mutant Ninja Turtles, Dan Berger Cover of Archie Adventure Series, No. 9 March, TMNT, Peter Laird Cover of Archie Adventure Series, No. 63 December, Teenage Mutant Ninja Turtles, Dan Berger Italian Renaissance, Late 15th Century/16th Century Post-Modern, 20th Century System & Rules Perspective Space, Form, Line Perspective System & Rules Perspective Space, Color, Value Day 6
The Miraculous Draught of Fishes, Raphael, Fresco
Culture & Date
Post-Modern, 20th Century
Italian Renaissance, 16th Century (1515)
Big Ideas Visual Stuff Elements, Etc. Visual Organizati on Principles of Design
Space, Form, Line
Proportion, Scale Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics. Pencil & Paper 1-Point & 2-Point Perspective Worksheet Intro PowerPoint presentation of the Raphaels and perspective
Proportion, Scale Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics. Pencil & Paper
Proportion, Scale
Scale, Movement
Meaning Making
Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics.
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Pencil & Paper
Media & Tools
Pencil, Paper & Sharpie
Literacy Support
3-Point Perspective Worksheet
Drew Testa
2/6/12
Days Title of Artwork, Artist & Type of Art
Day 7-9
Day 10 The School of Athens, Raphael, Fresco
Day 11-17 The School of Athens, Raphael, Fresco Cover of Archie Adventure Series, No. 9 March, TMNT, Peter Laird Italian Renaissance, Late 15th Century/16th Century Post-Modern, 20th Century Story-Telling Perspective Space, Form, Line, Color & Value
The Miraculous Draught of Fishes, Raphael, Fresco
Culture & Date
Italian Renaissance, 16th Century (1515)
Cover of Archie Adventure Series, No. 9 March, TMNT, Peter Laird Italian Renaissance, Late 15th Century/16th Century Post-Modern, 20th Century Story-Telling Space, Form, Line, Color & Value
Big Ideas Visual Stuff Elements, Etc. Visual Organizati on Principles of Design
Perspective
Space, Color, Value
Scale, Movement
Proportion, Scale, & Movement If the viewer knows the symbols and references that the artist is using, then they can be involved in the story going on in the work. Pencil & Paper Story Brainstorming Worksheet
Proportion, Scale, & Movement Using different kinds of perspective, and both observed and created reality, students will be able to create story-telling images that are similar to both Raphaels images and images found in comics. Water Color & Sharpie
Meaning Making
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Water Color & Sharpie
Media & Tools Literacy Support
Drew Testa
2/6/12
Raphael: The Artist & The Turtle NYS Visual Arts/Intermediate

Standard 1: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. Students: produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences (a) know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art (b) use the elements and principles of art to communicate specific meanings to others in their art work (c) during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings (d) identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them (e). Standard 2: Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Students: develop skills with a variety of art materials and competence in at least one medium (a) use the computer and other electronic media as designing tools and to communicate visual ideas (b) take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art (c) understand the variety of careers related to the visual arts and the skills necessary to pursue some of them (d). Standard 3: Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. Students: discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language (a) identify, analyze, and interpret the visual and sensory characteristics that they discover in natural and human-made forms (b) compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms (c). compare the ways ideas, themes, and concepts are communicated through the visual arts in other disciplines, and the various ways that those ideas, themes, and concepts
Drew Testa
2/6/12
are manifested within the discipline (d). Standard 4: Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society. Students: demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures (a) demonstrate the ways in which some particular art works and artifacts reflect important aspects of the diverse cultures of the United States (b) create art works that reflect a particular historical period of a culture (c).
National ELA Common Core Standards

Reading Standards for Informational Text (Grades 9-10) Key Ideas and details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Writing Standards (Grades 9-10) Text Types and Purposes 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Drew Testa
2/6/12
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Speaking & Listening Standards (Grades 9-10) Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented Language Standards (Grades 9-10) Conventions of Standard English 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. Vocabulary acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech c. Consult general and specialized reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase
Drew Testa
2/6/12

Activities Schedule in Brief
Day 1: We will first go over 1-point and 2-point perspective with a PowerPoint presentation. This presentation will go over the origin of perspective, how artists have used it since its creation, and pertinent vocabulary words. Then it will be followed up by a worksheet packet that will put what we just learned from the presentation into practice. If students finish early they will have an extra credit activity that they can do. Day 2: Today we will follow up our discussion yesterday with a discussion of 3point perspective, its uses, its differences and how to use it. This will again be followed up by an activity worksheet that applies what they have just learned. If students finish early they will have an extra credit activity that they can do. Day 3-5: For these few days, the students will draw a still-life set up of boxes and other rectilinear forms. The students main concentration in this drawing will be capturing the correct angles at which they see these forms. This will be a graphite drawing on 12x18 paper. Day 6: Today we will go over the various aspects of atmospheric perspective and how these traits also lend to the illusion of space on a flat surface. After going over a few examples of Raphaels work that incorporates atmospheric perspective, we will complete a worksheet packet that reinforces our new knowledge. Day 7-9: During these days, we will be working on an abstract, 12x12 watercolor and ink drawing. This work will incorporate both atmospheric and one of the previous forms of perspective that we learned about. Students will also be introduced to watercolor medium and the techniques needed. Day 10: Today, we will look closer at a few of Raphaels frescos and discuss what is happening in them. We will discuss the stories that unravel from them once we know the symbolism used. Then the students will work on a brainstorming web worksheet to figure out what story they would like to tell with their final project. Day 11-20: For the last two weeks of the perspective unit the students will work on a final project that will tie in everything previously covered. It will be an 18x24, water color and ink, drawing that incorporates one of the learned perspective styles along with atmospheric perspective. It will also need to a dynamic chose of vantage point(s), asymmetrical balance, at least 5 created objects, 5 figures and 5 outside objects observed from life; all of these being correct within the chosen perspective style.
Drew Testa
2/6/12
Day 1 of 17 We will first go over 1-point and 2-point perspective with a PowerPoint presentation. This presentation will go over the origin of perspective, how artists have used it since its creation, and pertinent vocabulary words. Then it will be followed up by a worksheet packet that will put what we just learned from the presentation into practice. If students finish early they will have an extra credit activity that they can do. Teacher Materials List
PowerPoint Presentation Pencil & Paper Worksheet Packets Teachers Examples
Student Materials List

Pencil & Paper Straight-Edge
Concept & Content Categories

Primary Vocabulary
Concept Elaboration Vocabulary
Most important vocabulary are highlighted to indicate they will emphasized in lesson; and assessed for retention and understanding. Categories that are not needed on this day of the lesson may be deleted or left blank.
Art History
recall or research
That Raphael was an Italian Renaissance painter from the late 15th century. Space, Form, Line
Elements, Art Criticism
and/or things in image you want students to notice+ special adjectives
Visual organization
Principles and/or other composition terms + special adjectives
Proportion, Scale
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, line alone can give us a sense of space and form on a flat surface. Similar to Raphaels work, if used properly, 1-point and 2-point perspective will keep all objects in the correct proportion and scale.
Meaning-making:
Feels like, seems like, represents, suggests, implies, symbolic of, etc.
Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics. Pencil, Paper, Straight-Edge Carefully draw straight lines Draw correct lines Works carefully Patience
MakingArt
Media & Tools Techniques + Craftsmanship
Stewardship
Drew Testa
2/6/12
Closure (1 or more of)
Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?
Review vocabulary and main ideas introduced today Think about and discuss what we learned today about perspective and how we actually see.
Most Important Concepts/Skill s

Conceptual Gain
- Write the talk - Think in metaphor - Big ideas apparent
Assessment: you know students have gotten it when they

Explain how 1 and 2-point perspective create an illusion of space on a flat surface and also actively engages the viewer. Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, orthogonal, vanishing point, form, shape, horizontal, vertical, parallel, and perpendicular. Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
- Declarative Knowledge - Talk the talk
Media Skills
- Procedural Knowledge - Walk the walk
Self-Monitoring
Lesson Steps & Activities

1 . 2 . Introduce myself Mr. Testa, student teacher, College of St. Rose Introduce 4 week unit on perspective Material Distribution: Have students grab one worksheet packet, a 2H pencil, an eraser, and a straight-edge. At the beginning of the PowerPoint presentation, I will start a open discussion with the students about what they know about perspective and how they think it relates to the title of my lesson, Raphael: The Artist and The Turtle
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Cognitive Skills
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Drew Testa
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PowerPoint Presentation: Introduce the title and how it fits in with what we will be learning about perspective. Start brief history of perspective with Albertis treatises. Work based on Brunelleschi and Masaccio Break down Albertis method to perspective; introduce most of the vocab terms. As we go over vocabulary, students should be recording definitions on their worksheets Introduce Raphael and a brief bio on the artist. Check for learning: Break down Raphaels Marriage of the Virgin altarpiece with the assistance of the class Jump ahead in time and introduce how perspective schemes are still used today in various media especially comic books. Introduce 2-point perspective and compare it to 1-point Check for learning: Break down a TMNT comic book cover with the class to find the perspective scheme underneath. Worksheet Activity: After presentation, briefly go over the worksheet packet and what they will be doing. Have students start worksheet activity Walk around class room assisting any students that need help. For students that finish, they will start an extra credit exercise that emphasizes cylindrical forms. Clean-up: Announce that after they clean-up, they should sit back down. Since this is a departure from normal Have students put away their materials and hand in their packets. Students sit back down Closure: Ask students what they learned today about perspective that they either didnt know before or had forgotten. Start an open discussion about 1 and 2-point perspective and if the students feel like it is realistic or not. Which style is more realistic than the other and why?
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Day 2 of 17 Today we will follow up our discussion yesterday with a discussion of 3-point perspective, its uses, its differences and how to use it. This will again be followed up by an activity worksheet that applies what they have just learned. If students finish early they will have an extra credit activity that they can do. Teacher Materials List
Pencil & Paper Worksheet Packets Teachers Example


Primary Vocabulary
Art History
recall or research
In the 20th and 21st century, artists are still using perspective schemes to enhance their work and create the illusion of depth. Space, Form, Line Proportion, Scale
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, line alone can give us a sense of space and form on a flat surface. Similar to comic book environments, if used properly, 3point perspective will keep all
Art Criticism
Elements,
Visual organization
Drew Testa
11
2/6/12
objects in the correct proportion and scale. Meaning-making: Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics. Pencil, Paper, Straight-Edge Carefully draw straight lines Draw correct lines Works carefully Patience
MakingArt
Stewardship Closure (1 or more of)
Review vocabulary and main ideas introduced today Think about and discuss what we learned today about 3-point perspective and how it is different than the other two schemes we touched on yesterday. Also see if the students think this scheme is more realistic than the others or just different.

Conceptual Gain

Discuss the difference between 3-point perspective and the other two learned yesterday. Discuss who to draw cylinders in perspective Discuss how to break down organic shapes into basic 3-D components Understands and uses the following words properly during the lesson and closure: horizon line, orthogonal line, vanishing point, geometric shapes & volumes Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring
Drew Testa
12
2/6/12

Greet students at door. Introduce the second day of perspective. We will be learning about 3 point perspective and drawing nonrectilinear shapes in perspective. Everyone should pick up a worksheet packet, a pencil, an eraser and a straight edge. Check for any questions so all students are on similar page Does anyone have questions about the worksheets we did yesterday? Or anything about what we covered yesterday that they still think they need more clarity on? Demo of 3-point perspective Everyone come up to the front so you can see the white board. Bring a chair if you like. Ok, so yesterday we learned about 1 and 2 point perspective. If we look up at the board we can see the set up for a 2-point perspective drawing. We have the two vanishing points and a horizon line. Who can tell me where I should put the third horizon line in to make this a 3-point perspective drawing? Please come up and place the 3rd point. Now we can start creating a box in 3-point perspective. Our first line will be the only vertical line of this shape. It should be perpendicular to the horizon line. Next we should start drawing in our orthogonal lines. Draw in a few. Who would like to draw in a few more lines to finish off the shape? Ok so this is how you draw a rectilinear volume in 3-point perspective. Demo for Cylinders and Organic Shapes Most of you are probably thinking that perspective only comes in handy when you are drawing boxes right? Well you can use this skill of drawing boxes to create other more organic shapes. We can use the box that we just created to help create a cylinder. First we draw in the diagonals on the boxs two sides and the bisecting lines. These will help us draw the ellipses. Now remember, when you draw an ellipse there should be no points or flat spots on it. They should curve regularly all the way around. This is your first step to drawing non-box like shapes in perspective. Now before we go back to our tables and complete the packets we should go over one more thing, breaking down objects. So gather around the front table. You should be able to see this picture of a teddy bear. Break down picture into geometric volumes.
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Cognitive Skills
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Have students work on worksheets. Let them know that we will be moving on to something new tomorrow so they need to complete their worksheets during class time. Have students draw a non geometric form in perspective for extra-credit if they finish early. Ask students if they have any questions about what we covered today. See if anything was unclear about the demo. Now that we have looked at 1, 2, and 3-point perspective which one seems the most realistic? Any of them? None of them? Are there any instances where one scheme would be better than the other? Have students pick up and clean up their spaces. Wait for bell.
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Day 3 of 17 Today, students will start drawing a still-life set up of boxes and other rectilinear forms. The students main concentration in this drawing will be capturing the correct angles at which they see these forms. This will be a graphite and ink drawing on 12x18 paper. Teacher Materials List
Pencil & Paper Teachers Example

Pencil & Paper Straight-Edge Sharpie
Primary Vocabulary
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Drew Testa
2/6/12
Art History
recall or research
In the 20th and 21st century, artists are still using perspective schemes to enhance their work and create the illusion of depth. Space, Form, Line
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, line alone can give us a sense of space and form on a flat surface. Similar to comic book environments, if used properly, 3point perspective will keep all objects in the correct proportion and scale.
Visual organization
Proportion, Scale
Meaning-making:
Using various drawing perspectives can create the illusion of space and an engaging composition, similar to the works of Raphael and TMNT Comics. Pencil, Paper, Straight-Edge, Sharpie Carefully draw straight lines Draw correct lines Works carefully Patience
MakingArt

Conceptual Gain

Discuss how we see in multiple points of perspective, and not in 2 or 3 points. Discuss how drawing boxes in perspective will exaggerate what we actually see
Drew Testa
15
2/6/12
Vocabulary
Understands and uses the following words properly during the lesson and closure: multiple point perspective, horizon line, vanishing points Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Media Skills
Self-Monitoring

1 . Greet students at door. As students come in, have them go and get a drawing board and straight edge. Hand back the first worksheet packet. Offer help/chance to fix their work and hand it back in. Introduce the drawing that we will be doing today. Have everyone grab a 12x18 piece of drawing paper, two long strips of paper and a pencil. Tell students to head out to the gallery where our set up is. Set up Demo: Using a laser pointer, show students where my eye level, or horizon line is. Using my eye level, I can attach the wings to the back of the drawing paper. Have the students do the same. Once taped on, have them use their straight edge to draw their horizon line in. Should be long, across the paper and the wings Pencil Citing Demo: Once, everyone is set up with their horizon, have them come over to watch the demo on pencil citing. First, tell them we are going to start with the box straddling the horizon line. Draw in first vertical line for the front corner of the box. Now demo how to cite with a pencil, using the top of the pencil and the top of your thumb to measure sides and line Use those measurements that to start drawing the first box. Also, demo how to use the pencil to cite angles
Mi n
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Cognitive Skills
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Drawing Activity: Pace around gallery, helping students that need help. Announce certain tips out loud, if I notice any problem that seems to come a few times on the one on ones Give a couple of warnings before clean up. At 3 minutes and 1 minute before. Clean Up: Students take their supplies back to the room. Students put supplies away in room and put their drawings away in their folders. Closure: Have everyone gather around the white board. Have a sketch of a few boxes on the white board After we have drawn a few boxes, we should go back into our drawing to make sure our boxes are in perspective. Demo how to adjust the angles on the board. Call up a student to adjust the next box. Call up another student to the last one What happened to the boxes angles when we adjusted the perspective? Good they became slightly more exaggerated. Recap that some of the students will be at this stage in their drawings tomorrow and should start checking their angles like we just did.
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Day 4 of 17 Today, students will continue drawing the still-life set up of boxes and other rectilinear forms. The students main concentration in this drawing will still be to capture the correct angles at which they see these forms. This will be a graphite drawing on 12x18 paper. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, line alone can give us a sense of space and form on a flat surface. Similar to comic book environments, if used properly, 3point perspective will keep all objects in the correct proportion and scale.
Visual organization
Proportion, Scale
Meaning-making:
Drew Testa
MakingArt
Stewardship
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2/6/12

Conceptual Gain

Discuss how we see in multiple points of perspective, and not in 2 or 3 points. Discuss how drawing boxes in perspective will exaggerate what we actually see Understands and uses the following words properly during the lesson and closure: multiple point perspective, horizon line, vanishing points Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

1 . Greet students at door. As students come in, have them go and get a drawing board and straight edge. Also have them get their drawing supplies. Hand out the Sketchbook assignments for the quarter. Explain the first sketching assignment that will be due. As Ms. Chornyak goes over the second and third assignment, hand back the second worksheet packet. Offer help/chance to fix their work and hand it back in. Tell them what they will be doing for the day. Summary of the day. Tell students to head out to the gallery where our set up is.
Drew Testa
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Cognitive Skills
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Drawing Activity: Pace around gallery, helping students that need help. Announce certain tips out loud, if I notice any problem that seems to come a few times on the one on ones Give a couple of warnings before clean up. At 3 minutes and 1 minute before. Clean Up: Students take their supplies back to the room. Students put supplies away in room and put their drawings away in their folders. Closure: Have everyone sit back down for Fun Friday. Ok so this first picture is a drawing of a room in 2 point perspective. Similar to what your first sketchbook drawing will be. What do you notice about the orthogonal lines of the walls? How does in compare to what we have been drawing? Where is the horizon line? Show second picture of another drawing of a room in 2 point perspective. This one with a high horizon line. Now what do you notice about this picture? The perspective is right, but there is something off. Where would this person be in the room? Show third picture of Albert Durer print. What is this artist using to show value? What technique? This is a print by Albert Durer. Does anyone know how he created it? Every right answer is awarded by a prize. Students need to raise their hands to answer
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Day 5 of 17 Today, students will be finishing their drawings of the still-life set up. The students main concentration in this drawing will still be to capture the correct angles at which they see these forms. This should be a graphite drawing on 12x18 paper. We will close out the class with a discussion of how we see and how it is different than the schemes we just learned about. Teacher Materials List

Pencil & Paper Straight-Edge Sharpie

Primary Vocabulary
Art History
recall or research
Art
Elements,
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, line alone can give us a sense of space and form on a flat surface.
Drew Testa
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Visual organization Criticism

Proportion, Scale
Similar to comic book environments, if used properly, 3point perspective will keep all objects in the correct proportion and scale.
Meaning-making:
MakingArt

Conceptual Gain

Discuss how we see in multiple points of perspective, and not in 2 or 3 points. Discuss how drawing boxes in perspective will exaggerate what we actually see Explain how hatching and cross-hatching adds value and depth to drawings Understands and uses the following words properly during the lesson and closure: multiple point perspective, horizon line, vanishing points, cross-hatching Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring
Drew Testa
22
2/6/12

1 . Greet Class Have students gather the materials they will need to continue their drawings Review: Have students gather at the front of the room. A drawing of three boxes will be up on the white board but they will be wrong. Have the students look at the drawing and together we will work out what is wrong and how to correct the angles so the orthogonal lines meet at one point. Before they sit back down, briefly go over crosshatching. Announce that this is the last day we will be working in class on these drawings. They are due this Friday. Tomorrow we will be moving on to atmospheric perspective and a new class work. Drawing Activity: Pace around gallery, helping students that need help. Announce certain tips out loud, if I notice any problem that seems to come a few times on the one on ones Give a couple of warnings before clean up. At 3 minutes and 1 minute before. Clean Up: Students take their supplies back to the room. Students put supplies away in room and put their drawings away in their folders. Closure: Once all materials are away, have all students gather back up to the board. Go over which way orthogonal lines should go
Mi n
4
Cognitive Skills
2 .
3 .
26
4 .
5 .
Drew Testa
23
2/6/12
Day 6 of 17 Today we will go over the various aspects of atmospheric perspective and how these traits also lend to the illusion of space on a flat surface. After going over a few examples of Raphaels work that incorporates atmospheric perspective, we will complete a worksheet handout that reinforces our new knowledge. Time permitting; we will start the drawing portion of the next project. Teacher Materials List


Primary Vocabulary
Drew Testa
24
2/6/12
Art History
recall or research
That Raphael was an Italian Renaissance painter from the late 15th century. Space, Color, Value
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. If used correctly, color and value alone can give us a sense of space and form on a flat surface. Similar to Raphaels paintings, the use of scale and other atmospheric perspective techniques will create depth on a flat surface.
Visual organization
Scale, Movement
Meaning-making:
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Pencil, Paper, Straight-Edge Carefully draw straight lines Draw correct lines Works carefully Patience
MakingArt
Review vocabulary and main ideas introduced today Think about and discuss what we learned today about atmospheric perspective and how it also adds depth to our drawings.

Conceptual Gain

Discuss the elements of atmospheric perspective Discuss how those elements create the illusion of depth Understands and uses the following words properly during the lesson and closure: horizon line, vanishing points, gradation, color intensity, clustering Controls the water colors in a neat fashion. Drawn lines are at correct angles and flow to correct vanishing point Neat presentation
Drew Testa
Vocabulary
Media Skills
25
2/6/12
Self-Monitoring
Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

1 . Greet students at door. Have students grab a straight edge, a 12x12 piece of paper and pencil Introduce the next project. Once everyone has their materials and has settled. Introduce new aspect of perspective. Ok, so far we have covered 1 point, 2 point, 3 point and multiple point perspective schemes. Can someone tell what 1 point perspective is? Good! Who can tell me what 2 point perspective is? Great! Now what is the difference between 2 and 3 point perspective? Now we covered this last one in our drawings, what is multiple point perspective? How is it different? Atmospheric Perspective: So, now that we have all of that knowledge about perspective we are going to add one more aspect of perspective to our repertoire Show image of Miraculous Draught of Fish Today we are going to learn about atmospheric perspective. Does anyone know what that is or could anyone guess? This painting shows many of elements of atmospheric perspective. Can someone tell me what they notice about objects as they move back in the painting? Can someone tell me something else? Great! There are seven key things to remember about atmospheric perspective. Now we have two of them, can anyone name another possible key? Ok, so the seven points are size of objects; overlapping; spacing; focus; brightness; shadows; color intensity. Drawing Activity: Show students my example. Example will be started with pencil and completely drawn in. Explain to students that this is the first step of the new project. They should choose a perspective scheme, 2, 3, or multiple. They can create any composition they would like but it has to obey whatever scheme they decide to use. And they need to vary the depth of the shapes and objects.
Drew Testa
Mi n
3
Cognitive Skills
2 .
3 .
4 .
22
26
2/6/12
5 .
Clean Up: Students put supplies away in room and put their drawings away in their folders. Closure: Have students go out to the gallery and look out the long line of windows. Have students look for the elements of atmospheric perspective. Call on students as they raise their hand to announce what they see in the landscape that shows one of the elements of atmospheric perspective.
6 .
Day 7 of 17 Today, students will continue working on the drawings that they started yesterday. The students who finish their drawing and are approved to move on will start
Drew Testa
27
2/6/12
adding water color to their drawings. Teacher Materials List

Pencil & Paper Teachers Example Watercolor Brushes

Pencil & Paper Straight-Edge Watercolor Brushes

Primary Vocabulary
Art History
recall or research
Visual organization
Scale, Movement
Meaning-making:
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Draw correct lines Use the water color in an even and controlled manner Works carefully Patience
MakingArt
Review vocabulary and main ideas introduced today Think about and discuss what we learned today about atmospheric perspective and how it also adds depth to our drawings.
Drew Testa
28
2/6/12

Conceptual Gain

Discuss the elements of atmospheric perspective Discuss how those elements create the illusion of depth Understands and uses the following words properly during the lesson and closure: horizon line, vanishing points, gradation, color intensity, clustering Controls the water colors in a neat fashion. Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

1 . Greet students at door. Up on the board will be a list of the items they need for the day Introduce what we will be doing for today: finishing up drawings and starting watercolor. Drawing/Painting Activity: Reiterate the project for students that might not have been in Explain to students that this is the first step of the new project. They should choose a perspective scheme, 2, 3, or multiple. They can create any composition they would like but it has to obey whatever scheme they decide to use. And they need to vary the depth of the shapes and objects. Move around classroom to answer any questions and help any students that need it. Clean Up: Students put supplies away in room and put their drawings away in their folders. Any wet paintings need to go in the drying rack in the back corner. Brushes should be cleaned out and put back with any paints
Mi n
5
Cognitive Skills
2 .
31
3 .
Drew Testa
29
2/6/12
4 .
Closure: Have students go out to the gallery and look out the long line of windows. Have students look for the elements of atmospheric perspective. Call on students as they raise their hand to announce what they see in the landscape that shows one of the elements of atmospheric perspective.
Day 8 of 17 Today, students will continue working on the drawings that they started yesterday. The students who finish their drawing and are approved to move on will start adding water color to their drawings. Most students should be adding watercolor at this point. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Visual organization
Scale, Movement
Meaning-making:
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Draw correct lines Use the water color in an even and controlled manner
Art Making
Drew Testa
30
2/6/12
Works carefully Patience
Think about and discuss what we learned today about atmospheric perspective and how it also adds depth to our drawings.

Conceptual Gain

Discuss the elements of atmospheric perspective Discuss how those elements create the illusion of depth Understands and uses the following words properly during the lesson and closure: horizon line, vanishing points, gradation, color intensity, clustering Controls the water colors in a neat fashion. Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

1 . 2 . Greet students at door. Up on the board will be a list of the items they need for the day Introduce what we will be doing for today: finishing up drawings and starting watercolor. Drawing/Painting Activity: Reiterate the project for students that might not have been in Explain to students that this is the first step of the new project. They should choose a perspective scheme, 2, 3, or multiple. They can create any composition they would like but it
Drew Testa
Mi n
5
Cognitive Skills
31
31
2/6/12
has to obey whatever scheme they decide to use. And they need to vary the depth of the shapes and objects. Move around classroom to answer any questions and help any students that need it.
3 .
4 .
Clean Up: Students put supplies away in room and put their drawings away in their folders. Any wet paintings need to go in the drying rack in the back corner. Brushes should be cleaned out and put back with any paints Closure: Have students go out to the gallery and look out the long line of windows. Have students look for the elements of atmospheric perspective. Call on students as they raise their hand to announce what they see in the landscape that shows one of the elements of atmospheric perspective.
Day 9 of 17 Today, students will continue working on the paintings that they have been working on for the last week. All students are painting by this point. The last day to work in class on these is today. Students will be allowed to take paints home with them to work on these as needed. Teacher Materials List


Primary Vocabulary
Art History
recall or research
That Raphael was an Italian Renaissance painter from the late 15th century.
Drew Testa
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention.
32
2/6/12
Space, Color, Value
If used correctly, color and value alone can give us a sense of space and form on a flat surface. Similar to Raphaels paintings, the use of scale and other atmospheric perspective techniques will create depth on a flat surface.
Visual organization
Scale, Movement
Meaning-making:
Changing the size, color and clarity of objects in a composition can create the illusion of space, similar to the works of Raphael. Pencil, Paper, Straight-Edge, Watercolor, Brushes Use the water color in an even and controlled manner Works carefully Patience
MakingArt
Think about and discuss what we learned today about atmospheric perspective and how it also adds depth to our drawings.

Conceptual Gain

Discuss how we see in multiple points of perspective, and not in 2 or 3 points. Discuss how drawing boxes in perspective will exaggerate what we actually see Understands and uses the following words properly during the lesson and closure: multiple point perspective, horizon line, vanishing points Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Drew Testa
Vocabulary
Media Skills
Self-Monitoring
33
2/6/12

Greet students at door. Up on the board will be a list of the items they need for the day Introduce what we will be doing for today: Continuing to add watercolor to their drawings. Reminder: Paintings are due the Wednesday after we get back from break Students who need to work more can take paints home with them over break. Drawing/Painting Activity: Reiterate the project for students that might not have been in Explain to students that this is the first step of the new project. They should choose a perspective scheme, 2, 3, or multiple. They can create any composition they would like but it has to obey whatever scheme they decide to use. And they need to vary the depth of the shapes and objects. Move around classroom to answer any questions and help any students that need it. Clean Up: Students put supplies away in room and put their drawings away in their folders. Any wet paintings need to go in the drying rack in the back corner. Brushes should be cleaned out and put back with any paints Closure: Fun Friday Activity: Quiz students on the vocabulary words that we have learned since the beginning and how they refer to what we have been doing. Each right answer gets a reward. Usually a piece of candy. Only one per student. Announce the project that we will be starting when we get back.
Mi n
Cognitive Skills
1 .
2 .
31
3 .
4 .
Drew Testa
34
2/6/12
Day 10 of 17 Today, students will start working on a final project that will tie in everything previously covered. It will be a 15x24, water color and ink, drawing that
Drew Testa
35
2/6/12
incorporates one of the learned perspective styles along with atmospheric perspective. It will also need to a dynamic chose of vantage point(s), at least 5 created objects, 5 figures and 5 outside objects observed from life; all of these being correct within the chosen perspective style. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Students will be incorporating all Space, Form, Line, Color, learned element in this last project, Value to help tie everything together. Proportion, Movement Students will be incorporating all Scale, learned principles in this last project, to help tie everything together.
Visual organization
Meaning-making:
If the viewer knows the symbols and references that the artist is using, then they can be involved in the story going on in the work. Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Thoughtfully composes their final project with the various needed components. Works carefully Patience
MakingArt
Discuss ways how one image can convey a sense of a story Discuss how the use of symbols also helps with this storytelling scheme.
Drew Testa
36
2/6/12

Conceptual Gain

Discuss ways how one image can convey a sense of a story Discuss how the use of symbols also helps with this story-telling scheme. Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, vanishing points, atmospheric perspective, characters, plot, setting, problem/resolution Thoughtfully fills in their story brainstorming map Carefully works on a sketch for their final project Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

Greet students at door. Go over a brief schedule for the day Intro new project Go over story-telling image Worksheet & Planning Draft Closure Story-Telling: Tell students about final project and how it will incorporate everything that we have learned in the previous weeks together Project an image of one of the first frescos that we looked at together by Raphael, The School of Athens. Open up a discussion about what is going on in this image or what they think might be happening. Talk about what the image is portraying to its audience and how images can portray a story in a single image. Hand out Story-Map worksheet Worksheet & Planning Draft: Explain the Story Map worksheet and how they should fill it out Once each student has the worksheet filled out and has an idea of their story, they should run their idea by me before starting on their draft/sketch Students will roughly layout a sketch of their final drawing/painting on a piece of drawing paper before they move onto the bigger, nice watercolor paper
Drew Testa
Mi n
Cognitive Skills
1 .
2 .
3 .
26
37
2/6/12
5 .
Clean Up: Students put supplies away in room and put their drawings away in their folders. Closure: Students will take turns sharing with the class the stories that they are creating and discuss any symbols that they might be using to tell their story.
6 .
Drew Testa
38
2/6/12
Day 11 of 17 Today, students will start/continue to work on their sketch for the final project. The final project is a 15x24, water color and ink, drawing that incorporates one of the learned perspective styles along with atmospheric perspective. As students finish their sketches and are approved to move on, they will start carefully laying out their final drawing/painting. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Students will be incorporating all Space, Form, Line, Color, learned element in this last project, Value to help tie everything together. Students will be incorporating all Proportion, Scale, learned principles in this last Movement project, to help tie everything together. Using different kinds of perspective, and both observed and created reality, students will be able to create story-telling images that are similar to both Raphaels images and images found in comics. Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Thoughtfully composes their final project with the various needed components.
Visual organization
Meaning-making:
Art Making
Drew Testa
39
2/6/12
Works carefully Patience
Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.

Conceptual Gain

Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner. Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, vanishing points, atmospheric perspective, characters, plot, setting, problem/resolution Carefully works on a sketch/drawing for their final project Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

1 . Greet students at door. Go over a brief schedule for the day Work Time Closure Drawing/Planning Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. As students finish their drafts and get approved to move on, they will start creating their final drawing/painting Move around the classroom to help any students in need
Mi n
4
Cognitive Skills
2 .
32
Drew Testa
40
2/6/12
3 .
Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.
4 .
Day 12 of 17 Today, students will continue to work on their sketch for the final project. Most, if not all, students should be finishing their drafts today. The final project is a 15x24, water color and ink, drawing that incorporates one of the learned perspective styles along with atmospheric perspective. As students finish their sketches and are approved to move on, they will start carefully laying out their final drawing/painting. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Art
Elements,
That Raphael was an Italian Renaissance painter from the late 15th century. Space, Form, Line, Color, Value
Even though separated by centuries, artists today still use engaging perspectives to grab their audiences attention. Students will be incorporating all learned element in this last project, to help tie everything together.
Drew Testa
41
2/6/12
Visual organization Criticism

Meaning-making:
Students will be incorporating all Scale, learned principles in this last project, to help tie everything together. Using different kinds of perspective, and both observed and created reality, students will be able to create story-telling images that are similar to both Raphaels images and images found in comics. Proportion, Movement Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Thoughtfully composes their final project with the various needed components. Works carefully Patience
Art Making

Conceptual Gain

Vocabulary
Media Skills
Self-Monitoring

Drew Testa
Mi n
Cognitive Skills
42
2/6/12
1 .
2 .
Greet students at door. Go over a brief schedule for the day Work Time Closure Drawing/Planning Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. As students finish their drafts and get approved to move on, they will start creating their final drawing/painting Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.
32
3 .
4 .
Day 13 of 17 Today, all students should be starting to work on the drawing portion of the final project. The final project is a 15x24, water color and ink, drawing that incorporates one of the learned perspective styles along with atmospheric perspective. Teacher Materials List


Primary Vocabulary
Drew Testa
43
2/6/12
Art History
recall or research
Students will be incorporating all Space, Form, Line, Color, learned element in this last project, Value to help tie everything together. Students will be incorporating all Scale, learned principles in this last project, to help tie everything together. Using different kinds of perspective, and both observed and created reality, students will be able to create story-telling images that are similar to both Raphaels images and images found in comics. Proportion, Movement Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Thoughtfully composes their final project with the various needed components. Works carefully Patience
Visual organization
Meaning-making:
Art Making

Conceptual Gain

Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner. Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, vanishing points, atmospheric perspective, characters, plot, setting, problem/resolution Carefully works on a sketch/drawing for their final project Neat presentation
Drew Testa
Vocabulary
Media Skills
44
2/6/12
Self-Monitoring
Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

1 . Greet students at door. Go over a brief schedule for the day Work Time Closure Drawing Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.
Mi n
4
Cognitive Skills
2 .
32
3 .
4 .
Day 14 of 17 Today, all students will continue to work on the drawing portion of the final project. As they finish their drawings, they can move on to adding watercolor. Most students should finish up their drawings at this point and start applying some watercolor. Teacher Materials List
Drew Testa

45
2/6/12

Primary Vocabulary
Art History
recall or research
Visual organization
Meaning-making:
Art Making

Conceptual Gain

Drew Testa
46
2/6/12
Vocabulary
Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, vanishing points, atmospheric perspective, characters, plot, setting, problem/resolution Carefully works on a sketch/drawing for their final project Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Media Skills
Self-Monitoring

1 . Greet students at door. Go over a brief schedule for the day Work Time Closure Drawing/Painting Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. As students finish drawing, they will get the approval to move on to the painting portion of the project. Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.
Mi n
4
Cognitive Skills
2 .
32
3 .
4 .
Day 15 of 17 Today, all students should be painting and adding atmospheric depth to their final work. Students can use a mixture of both watercolor and sharpie. Either medium
Drew Testa
47
2/6/12
can be used first; the students should use whichever medium they feel most comfortable with more. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Visual organization
Meaning-making:
Art Making
Drew Testa
48
2/6/12

Conceptual Gain

Vocabulary
Media Skills
Self-Monitoring

1 . Greet students at door. Go over a brief schedule for the day Work Time Closure Drawing/Painting Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. As students finish drawing, they will get the approval to move on to the painting portion of the project. Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner.
Mi n
4
Cognitive Skills
2 .
32
3 .
4 .
Drew Testa
49
2/6/12
Day 16 of 17 Today, all students will be painting and adding atmospheric depth to their final work. Students can use a mixture of both watercolor and sharpie. Either medium can be used first; the students should use whichever medium they feel most comfortable with more. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Visual organization
Meaning-making:
Art Making
Stewardship
Drew Testa
50
2/6/12

Conceptual Gain

Vocabulary
Media Skills
Self-Monitoring

1 . Greet students at door. Go over a brief schedule for the day Work Time Closure Painting Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used.
Drew Testa
Mi n
4
Cognitive Skills
2 .
30
3 .
51
2/6/12
4 .
Closure: Discuss with peers any issues or problems that they are having with their final project. See if their peers have any solutions to their problems or know ways to go about their problem in a different manner. Remind students that tomorrow will be the last day to work on these in class and we will be having a mini critique to wrap everything.
Day 17 of 17 Today, most students should be finishing painting their final work. We will wrap up this unit with a bit of review and a mini critique. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Students will be incorporating all Space, Form, Line, Color, learned element in this last project, Value to help tie everything together. Students will be incorporating all Scale, learned principles in this last project, to help tie everything together. Using different kinds of perspective, and both observed and created reality, students will be able to create story-telling images that are similar to both Raphaels images and images found in comics. Proportion, Movement
Visual organization
Meaning-making:
Drew Testa
52
2/6/12
Art Making
Pencil, Paper, Straight-Edge, Watercolor, Brushes Carefully draw straight lines Thoughtfully composes their final project with the various needed components. Works carefully Patience
Review everything we have learned in our linear perspective unit Mini Critique

Conceptual Gain

Can talk about and discuss about all aspects of linear perspective covered in this unit Can reflect and help their peers with constructive criticism during critique Understands and uses the following words properly during the lesson and closure: linear perspective, horizon line, vanishing points, atmospheric perspective, characters, plot, setting, problem/resolution Carefully works on a sketch/drawing for their final project Neat presentation Listens Carefully to directions Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

Greet students at door. Go over a brief schedule for the day Work Time Clean up Closure with Mini Critique
Mi n
3
Cognitive Skills
1 .
Drew Testa
53
2/6/12
2 .
Painting Activity: Have students get out the materials out that they will need. Most materials will be laid out in front of the classroom. Move around the classroom to help any students in need Clean Up: Students put supplies away in room and put their drawings away in their folders. Students should also return any materials up to the front desk that they used. Closure: Lead Mini-Critique Have students volunteer to go, let them know if there are no volunteers then I will do the choosing. Explain what constructive criticism is and how its helpful Student critiques should incorporate newly acquired knowledge about linear and atmospheric perspective.
21
3 .
4 .
17
Teaching Visuals: Project 1
Drew Testa
54
2/6/12
Drew Testa
55
2/6/12
Student Examples: Project 1
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Drew Testa
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2/6/12
Drew Testa
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2/6/12
Teaching Visuals: Project 2
Drew Testa
59
2/6/12
Drew Testa
60
2/6/12
Drew Testa
61
2/6/12
Drew Testa
62
2/6/12
Drew Testa
63
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Drew Testa
64
2/6/12
Drew Testa
65

Shaker High - Perspective Drawing Unit - Drawing

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Shaker High - Perspective Drawing Unit - Drawing

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Raphael: The Artist and The Turtle

9th 12th Grade

Raphael: The Artist & The Turtle

Big Ideas /Key Concepts Essential Questions

Primary Artwork(s) Studied

21st Century Skills

Raphael: The Artist and The Turtle

Raphael: The Artist & The Turtle

The Miraculous Draught of Fishes, Raphael, Fresco

Culture & Date

Post-Modern, 20th Century

Italian Renaissance, 16th Century (1515)

Space, Form, Line

Media & Tools

Pencil, Paper & Sharpie

3-Point Perspective Worksheet

Raphael: The Artist and The Turtle

Days Title of Artwork, Artist & Type of Art

Day 10 The School of Athens, Raphael, Fresco

The Miraculous Draught of Fishes, Raphael, Fresco

Culture & Date

Italian Renaissance, 16th Century (1515)

Space, Color, Value

Media & Tools Literacy Support

Raphael: The Artist and The Turtle

Raphael: The Artist & The Turtle NYS Visual Arts/Intermediate

Raphael: The Artist and The Turtle

National ELA Common Core Standards

Raphael: The Artist and The Turtle

Raphael: The Artist and The Turtle

Raphael: The Artist & The Turtle

Raphael: The Artist and The Turtle

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

Elements, Art Criticism

and/or things in image you want students to notice+ special adjectives

Media & Tools Techniques + Craftsmanship

Raphael: The Artist and The Turtle

Closure (1 or more of)

Most Important Concepts/Skill s

Assessment: you know students have gotten it when they

Lesson Steps & Activities

Raphael: The Artist and The Turtle

Raphael: The Artist and The Turtle

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

and/or things in image you want students to notice+ special adjectives

Raphael: The Artist and The Turtle

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Most Important Concepts/Skill s

Assessment: you know students have gotten it when they

Raphael: The Artist and The Turtle

Lesson Steps & Activities

Raphael: The Artist and The Turtle

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

Raphael: The Artist and The Turtle

Elements, Art Criticism