Author: Kathrine Chris
Date created: 12/13/2018 1:43 PM EST ; Date modified: 12/13/2018 2:17 PM EST
VITAL INFORMATION
Subject(s) Art
Topic Value and Space
Grade/Level Grade 7, Grade 8, Grade 9, Grade 11
Materials and resources:
Resources
https://menloparkart.wordpress.com/inspireme/
STANDARDS & ASSESSMENT
NJ New Jersey Core Curriculum Content Standards for Visual and Performaing Arts (2016)
Standard: 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in
dance, music, theatre, and visual art.
Strand: D. Visual Art
Standards Indicator: 1.3.P.D.5 Demonstrate planning, persistence, and problemsolving skills while working independently, or with others, during the creative process.
Indicator: 1.3.P.D.6 Create more recognizable representations as eyehand coordination and fine motor skills develop.
Indicator: 1.3.2.D.1 Create two and threedimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art
mediums and application methods.
Learning Objective(s) Students will apply the concepts of shape and space while trying to create an image of pipes that appear to link and overlap in a 3D space
(Learning Target(s)) with 85% accuracy.
Knowledge of
All art classes are inclusive. There is usually an aid for each class that stays with their class for specials. Other modifications include: assigned
Stdnts/Universal Design
seating arrangements, demonstration and modeling, one on ones, and hand over hand scaffolding.
for Learning
Assessment Plan Students will be assessed on the worksheet based on their ability to create shape and space (the illusion of 3D forms) on a 2D surface.
IMPLEMENTATION
This sub lesson is planned for a level one art class. Depending on the school you are in, some lower level high school students may have little
to no experience with value and space so this lesson can be used for higher level middle school students as well as lower level high school
Lesson Rationale students.
This lesson is perfect for getting kids to practice their value skills and spatial skills. Though they probably need an introduction to this topic
before hand. This sub lesson is great for using after students have gotten their feet wet and as a way to refresh or refine their skills.
Model of Instruction Direct Instruction
Subject Specific
Shape, Space, Value
Language
Instructional Materials
Pencils, Pens
(handouts, etc.)
Please place 3 or 4 copies of each worksheet in the middle of every table.
Students will reuse these all day as they are just the example and instructions.
The provided paper for the assignment can be placed on the front table for students to grab themselves.
Please ask students to grab a piece of paper as they come into the classroom.
Once they have come in and settled please explain to them that they will be using the instructions in the middle of the table to draw a
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collection of connected pipes on their paper.
Procedure Students will be required to draw pipes that make sense. Pieces cannot be floating in the air.
They must establish a light source by keeping all shadows on the same side of the pipes.
One set of pipes must overlap each other as in the example sheet to show space and depth in their drawing.
Students may sketch in pencil first, but are required to ultimately use pen for the drawings.
Extra pens and pencils are available on the desk.
They are NOT to copy the example drawing and will get no credit if they copy it.
Papers must be collected at the end of class, even if students are not finished.
COMMENTARY
EvidenceBased
Reflection
Sample Student Products
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