Jamie Daylor Dislocation 4 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 teach students two entirely new types of perspective as well as how to break the rules of perspective. They will learn zero point/ atmospheric perspective and isometric grid perspective. Both of which use no vanishing points. By learning this students will have learned all types of perspective and will have a very good base in perspective and will be ready to learn how to break the rules of perspective in order to create meaning. 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 atmospheric and isometric grid perspective portray? Knowledge Base and Key Concepts:

Students will know how to draw in atmospheric and isometric gird perspective from this lesson. They should already know one point, two point, three-point, four-point and five-point perspective from the previous lesson. 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 Anthony Waichulis and Paul Nobel. Objectives: Students will create sketches in zero point/ atmospheric and isometric grid perspective. The student will discuss how perspective and location changes meaning and mood. Student will learn and recognize the work of Paul Nobel and Anthony Waichulis. Vocabulary: Perspective Zero-point/atmospheric perspective Isometric grid perspective Lesson Vignette: The class will begin with an artist journal prompt. It will look at the work of Paul Nobel to discuss isometric grid perspective. By this point in the unit we will have discussed many types of perspective and will begin to discuss how to alter perspective. We will discuss the journal prompt as a class and talk about how isometric grid breaks perspective. I will then give a short instructional lesson on how to create a drawing in isometric grid perspective. I will then hand out an isometric grid for reference, but I will have them create a sketch using isometric gird perspective. This will be a short sketch of about 15 minuets. We would then look at

the work of Anthony Waichulis, and talk about atmospheric perspective. I will give a short instruction on atmospheric perspective. We will then go outside, hopefully to a park or area near the school to draw a landscape with atmospheric perspective. This will take until the end of class. I will collect their sketches at the end of class and review them. Assessments/ Rubrics: This lesson will have formative assessment only. Students will hand in sketches and exit slips so I can gage their understanding of perspective. I will want them to be able to correctly render something in atmospheric and isometric grid perspective and their meaning before moving on to breaking the rules 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: We will look at projected images of Anthony Waichulis and Paul Nobel. I will have a hand out of an isometric grid. 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 perspective.

Paul Noble, Sin City Central

Paul Noble, Sin City

Anthony Waichulis