Nicole Fisher

February 2016

HUGHES HIGH SCHOOL INTERSESSION PART II:

ART EDUCATION COLLABORATIVE TEACHING & LESSON PLAN 2015 CONTINUED

A Part of a larger interdisciplinary intercession and initiative by the university of Cincinnati

LESSON 2: SENSE OF SIGHT

CONCEPT OF PERCEPTION VISUAL & BEYOND

INFORMATION:

ACTIVITY #1:

ACTIVITY #2:

Time, ILOs Materials, Tasks,

Color Interpretation

Honeycomb

Time Layout (loose schedule)

Introduction

Introduction:

Ben Gross
Everyone take out their
notebooks
Sit in classroom circle
We will look at a series of
Colors on the projector

Kelly Tobias

2-3 min Introduction

5-7 min
Activity #1: Color Interpretation
5 min Discussion
5-7 min
Activity #2: Create Honeycombs
5 min Discussion & Reflection
10 min Conversation Intersession
Expectations

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ILOs (Intended Learning Outcomes):

Students will develop reflective skills

Students will participate in collaboration
Students will understand and be able to
explain perception
Students will demonstrate ability to
respect and listen to others
Students will build upon descriptive
language
Students will build upon using visual
language
Students will demonstrate ability to
engage in critical thinking
Students will understand art in different
contexts
Students will experience art in a different
context

Materials:

Notebooks
Writing Utensils
Color Pencils
Honeycombs (Pre-cut paper)
Tape

Tasks:
Activity #1:
Ben Gross
Introduction &
Instruction
Patrick Carnes
Discussion
Nicole Fisher
Discussion &Time
Keeper

Activity #2:

Kelly Tobias
Introduction &
Instruction
Frances Newberry
Discussion &
Conclusion
Kelly Bartholomew
Discussion &
Conclusion

A color will appear on the

board
Use a pen or pencil
Draw and/ or describe your
interpretation of that color

Discussion

Respond to the words and broader

concepts / topics taken from the intercession
experiences - on the honeycomb shapes:

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PERCEPTION
What does the word perception mean?
What words can be derived from and
related to perception?
Perceive, perspective, view,
observation

What are the different ways we can

perceive an experience? Do the words
we read / hear, colors or visual imagery
we see impact our perception of
someone or something?

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o

RESPECT
What is respect?
How does we / people show respect?
In what ways do we expect to be
treated with respect?

Nicole Fisher & Patrick Carnes

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Questions for
conversation:
[Hold up your notebooks]
What is similar / different
and why?
What makes you say
that?
Do you like (or dislike)
that color? Why?
What makes you like,
prefer or become
attracted to a color?
Why?
How do artists use color?
How do we use color in
everyday life and
symbolism: stop sign,
traffic lights, labels and
signs

*CRITICAL THINKING: How

and why can RED represent
love, signify us to stop,
symbolize bloodwhen, how,
why and what enables us to
know the differences in
meaning through perception
of color and visuals.

Language & behavior

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EXPECTATIONS OF INTERSESSION
What is / was your expectations?
Where do you think this experience is
going?
Why are (the) senses important?

Can your senses be isolated into basic

groups of smell, touch, taste, sound &
sight

How does your perception play a part?

What role has it played in our classes so
far?

Discussion & Conclusion:

Frances Newberry & Kelly Bartholomew

What stands out in the honeycombs?

Explanation
United all Perceptions:

What is involved in Perception?

What have we talked about and learned
so far in intersession?