Jamie Daylor Dislocation 1 Studio Class Missouri GLEs: Strand 1: Product and Performance Use a ruler to create parallel,

perpendicular, and converging lines Demonstrate proficiency using 3 drawing media (e.g., pencil, charcoal, conte, pastel, oil pastel, marker, pen and ink, colored pencils, scratchboard) Create a range of 4 smoothly graduated values through varied pressure Communicate ideas through the creation of a: portrait still life landscape nonobjective architecture Combine subject matter in original art- works to communicate ideas (e.g., figure and/or architecture in a landscape) Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) Strand 2: Elements and Principles Identify and use weighted contour, parallel, and perpendicular lines Identify and use complex shapes Identify and create simulated textures from observation Identify and use a range of values to create the illusion of complex forms Use elements to create com- positional balance *Identify and use emphasis (focal point) through isolation and location Identify and create unity through elements and principles

Strand 3: Artistic Perceptions Define aesthetics as the branch of philosophy that deals with the nature and value of art Discuss personal beliefs about the nature of art Compare and contrast two artworks: describe artwork analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, message communicated) Judge the work from various perspectives Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism) Strand 4: Interdisciplinary Connections Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Strand 5: Historical and Cultural Contexts Compare and contrast two artworks on: Time Place Artist Subject matter Theme Characteristics Material/ Technology Ideas and beliefs of culture Function of art in culture/society National Visual Arts Standards:
1. Content Standard: Understanding and applying media, techniques, and processes

c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. Content Standard:

Using knowledge of *structures and functions

d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Rational and Goals for this lesson: This lesson will be a review of what they learned in middle school. We will go over one point and two point perspective, and talk about how these can create meaning in their work. How each one gives a different meaning and changes the meaning of objects in the room. By the end of this lesson my artists will have an in depth knowledge of one point and two point perspective. Enduring Big Idea: Location, perspective and distortion and how different types of perspective can change the meaning of an image or artwork are the big ideas for this lesson. Essential Questions: How does the location or perspective of an object or image change its meaning? What meaning does one point perspective portray? What meaning does two-point perspective portray? Knowledge Base and Key Concepts:

Students will know how to draw in one point and two point perspective from this lesson. They should already know one point and two-point perspective from elementary and middle school. If they do not and I see from the formative assessment from this lesson more instruction will be given. They will go over the artwork of Julian Beever. Objectives: The student will create one sketch in both one point and two-point perspective. The student will discuss how perspective and location changes meaning. The student will learn the work of Julian Beever. Vocabulary: Perspective One point perspective Two-point perspective Vanishing point

Lesson Vignette: We will start the class by having a artist journal prompt about the artist Julian Beever. The prompt would be, how do you think perspective and location changes the meaning of an object or image? We would then discuss this as a class. We would also discuss how breaking perspective can add meaning to an artwork, however, also that the students must understand how to create correct perspective in order to break the rules of perspective to add meaning. This discussion would introduce the big idea for the unit. We would then do a short review of one point

perspective. I would ask the students to draw my desk as if they were standing directly in front of it in one point perspective. I would give them ten minuets to do this. Then I would have them picture their bedroom or a room in their house and ask them to draw it in two-point perspective. I would give them about 15 minuets to do this. On this day I would give them an exit slip that asked if they had any questions or struggles with any the two perspectives. I would also collect their sketches. I would use this as formative assessment. If there needed to be more instruction on these two techniques I would give an extra class period or portion of a class period to explaining this more thoroughly. Assessments/ Rubrics: This lesson will have formative assessment only. Students will hand in sketches and exit slip so I can gage their understanding of perspective. I will want them to be able to correctly render something in one point and two-point perspective before moving on to more advanced types of perspective. Student Engagement and Adaptations for Special Needs: I will engage all types of students with the journal prompt and discussion. This is based on their own thoughts and there is no wrong or right answer. This will keep students interested and incorporate all types of learners. Students who are highly challenged will have the chance to create multiple sketches or create more detail in their sketches. Those who finish early will create more sketches. Materials, Teaching Resources/ References: I will use projected images of Julian Beevers artwork. The students will use graphite and charcoal on paper for their sketches.

Teacher Reflection: I will know this lesson is successful if students are engaged and they make thoughtful comments in their artist journals. I will also look at their sketches and exit slips for understanding of one point and two point perspective.

Julian Beever