shawnaechesser.files.wordpress.com€¦ · Web viewGrade 7 HCPSS Visual Arts Unit Plan: DRAFT. Course Title: Grade 7: Developing Visual Memory and Meaning UNIT TITLE: Themed Playing

Grade 7 HCPSS Visual Arts Unit Plan DRAFT

Course Title: Grade 7: Developing Visual Memory and Meaning

UNIT TITLE: Themed Playing Cards

OVERVIEW (Problem Statement): Using pencil and Adobe Photoshop Elements, students will create a face card playing card design inspired by historical playing cards that shows their knowledge of gesture, proportion, theme, composition and balance.

TIME FRAME: 15-19 50 minute class periods

ESSENTIAL QUESTIONS:How do artists make artworks look realistic?How do designers affect the way we look at or use the objects in our lives?

COURSE OBJECTIVES:

RESPONDING: The synthesis of meaning context and process through interaction with the visual world.

1. Compare and evaluate personal responses to art problems with those of master artists.

2. Develop an awareness of how visual images can be perceived and used to influence an audience.

3. Explore how themes, mood, techniques, and concepts utilized by master artists can create personal meaning.

4. Recognize how artists use different tools, materials, processes, and techniques to create symbolic meaning.

5. Explore how understanding the culture and context of a work of art can influence our response to art.

6. Describe works of art using appropriate art vocabulary.

CREATING: The process of conceiving and developing personal ideas through art making

1. Use sketchbooks/journals and creative writing to record possible solutions that are personally meaningful to solve a given art problem.

2. Use observational studies, images drawn from imagination, memory, verbal description, and experimentation to devise personal symbols and solutions to art problems.

3. Explore a variety of media and organizational strategies in preparation for developing a refined piece of artwork.

4. Combine ideas and selected techniques and tools to generate innovative ideas for art.

5. Revise work in response to self-evaluation and new ideas for conveying intended meaning.

PRESENTING: The relating of personal artistic intent through reflections, thoughtful presentation and/or exhibition of work.

1. Explain how personal experiences, cultural heritage, interests, and gender informed the meaning of the work.

2. Explain how technical approaches and compositional devices were used for communicating meaning and personal expression.

3. Reflect upon the success of the choices and refinements made throughout the artistic process and develop a plan for continued growth.

4. Describe how perseverance, diligence, and vision can see a work to completion.

5. Collaborate with peers for the purpose of giving and receiving feedback in response to criteria.

6. Explore personal artistic style to be used in a work of art.

7. Collaborate with peers throughout the art making process.

8. Select and use a variety of tools, materials, processes, and techniques safely to solve specific visual problems.

9. Persevere in problem solving by evaluating work in progress to identify areas in need of improvement and possible solutions.

10. Manage work time effectively in order to complete work within an established time frame and in accordance with established criteria.

ASSESSMENT

Assessing Student Planning:

A minimum of 3 themes of poses, clothing and accessories.

A minimum of 4 gesture drawings. An accurate measurement of their own

proportions.

Assessing Student Products:

Display a high level of realism through the use of observational study of the human figure

Design shows creativity in making clothing, pose, and accessories fit a common theme.

Design shows use of Adobe Photoshop Elements to create a composition and add color

Design shows balance in objects and color

Drawing shows good studio habits (craftsmanship and taking risks).

Assessing Student Reflections:

Written Reflection shows knowledge and understanding of gesture, proportion, and master playing card designers’ use of a balanced composition.

Written Reflection discusses the student’s development of Ideas, how they chose to organize the page, and their personal choices.

VOCABULARY AND CONCEPTS

Art Vocabulary:Composition – the way an artwork is put together

Process Vocabulary:Suit – part of a playing card design (hearts, spades,

Historical/Cultural Vocabulary:

Balance – when objects in an artwork match each other for size, shape, or color across the pageEvidence – Description of images, placement, or colors seen in an artworkTheme – a main idea behind an artwork, something in common with all the elements of an artworkDynamic – full of energyBrainstorming – coming up with multiple solutions to a problem

Art Concepts: In order to create an accurate observational drawing, artists carefully observe and study forms.Artists gain inspiration from artists that have gone before them.

diamonds, clubs)Gesture – a pose of the body that shows movement or emotion, also a first sketchy drawing of a human in a poseProportion – parts correct in relation to the whole, also an artwork that has accurate sizeAccessories – items that a figure might carry or wear to show their purposeRotate – to turn an image around, either at 90 degree intervals or manuallyFlip – to make an picture it’s mirror imagePixels – the smallest part of a digital imageResize – to change the size of an image or the canvas (background) it is onGrayscale – a digital wiping of all color data in an imageLayers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerMagic Wand – a tool that is used to select a similar color in an imageFont – the style of lettering usedEyedropper – a tool used to pick a similar color to an imagePaint Bucker – a tool used to fill in shapes with a solid color.Transparency – to make things see throughOpacity – the amount of transparency in an imageJpeg – a type of image fileCriteria – Established guidelines/ expectations for the successful solution of an art problemRubric – Grading sheet used to evaluate success in meeting criteria for an assignment

Process Concepts:Observational drawing helps artists become aware of the elusive as well and obvious qualities of the subject.Designers can use hand-drawn images to create a digital artwork.

Historical/Cultural Concepts: Playing card images have changed based on the society that creates them.

Computers can be used to change an alter an artwork in different ways.Craftsmanship is neatness and attention to detail when using art materials.

INTERVENTIONS & ENRICHMMENT: Tracing paper and use of anatomy books to help students understand how to draw body parts. Use of a head ruler for their paper – or pre-made lines on their paper – to show the lengths of body parts. Photograph with laptop to allow student to gesture in two dimensions or to use Photoshop to draw guidelines Teacher draws what student is drawing to show them how to break down complex forms.

INTERDISCIPLINARY CONNECTIONS: Science – Human anatomy and how muscles and bones effect the way a body looks Math – Proportion in math versus proportion in art – discussion of the similarities and differences History – Playing cards as reflections of the values or thoughts of a time period

RESOURCES & BIBLIOGRAPHY: Wayne, Chidy (2009). Essential Fashion Illustration: Men. Rockport Publishers. Lafuente , Maite (2006).Essential Fashion Illustration. Rockport Publishers Watanabe , Naoki (2009). Contemporary Fashion Illustration Techniques. Rockport Publishers. Schider, Fritz (1957) An Atlas of Anatomy for Artists. Dover Publications. Sheppard, Joseph (1992) Anatomy: A Complete Guide for Artists. Dover Publications. Dawson, Tom (2000) The Hochman Encyclopedia of American Playing Cards. U.S. Games Systems. Teacher-prepared visuals: process/product step posters, concept posters PowerPoint presentation : Playing Card Design PowerPoint presentation : How to make a playing card in APE

MIDDLE SCHOOL CCSS OBJECTIVES

LITERACY STANDARDS(Reading)

1. Read closely to determine what

LITERACY STANDARDS(Writing)

1. Write arguments to support

LITERACY STANDARDS(Speaking)

1. Prepare for and participate

MATH STANDARDS

1. Make sense of problems and

the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

10. Read and comprehend complex literary and informational texts

claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources to assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

persevere in solving them. 2. Reason abstractly and

quantitatively. 3. Construct viable arguments and

critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of

structure. 8. Look for and express regularity in

repeated reasoning.

independently and proficiently. frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

UNIVERSAL DESIGN FOR LEARNING

Multiple Means of Engagement:

Small and large group discussions Gallery walks In-process / final critiques One-on-one interactions, demonstrations

with learners Introduction and practice with new materials Choice of subject matter within a theme

Multiple Means of Representation:

Teacher modeling/demonstration of idea generation and execution, process and materials

Student participation in-process critiques to discuss their image and what is essential in their compositions

Student generated research/ brainstorming/peer expert presentations

Process visuals Providing multi-media exemplars and

representations (video, web-sites, images, objects, posters, magazines, audio, teacher generated visual resources, and texts)

Showing a wide variety of master and student solutions to posed problem

Multiple Means of Action & Expression:

Creating sketches of ideas and exploring different solutions.

Persevering, refining ideas/meaning, compositions, and artistic techniques

Personal artworks (final artwork) Manipulating materials and media Writing reflections Presentations Self assessment

DAILY LESSON SEQUENCE:

LESSON 1: Introduction to Playing Card DesignDESCRIPTION:

1. Students access prior knowledge about playing cards by completing a written warm up.2. Class discussion/reminders of how to “cite examples” from an “artwork” text, and of the roles in a group discussion.3. Table discussions where students look at three different playing card designs and compare and contrast them4. (Depending on group dynamics) Jigsaw where each table group shares with the class.5. Class wide discussion lead by teacher on the answers to the compare and contrast questions.6. (Optional depending on time) Slide show of student work from their project and discussion about successes and failures.7. Closure: Exit ticket or class discussion about what they discovered.

DAILY OBJECTIVE: Students will be able to compare and contrast artworks by master artists using evidence to determine criteria for an interesting playing

card designDAILY OBJECTIVE ASSESSMENT: Student participation in group activity and exit ticket/participation discussing master artworksSUPPLIES: 3 large images per table of historical playing cardsGroup Venn Diagrams with questions (optional laminated)Wet-erase markersPrevious examples of projectLaptop/LCD projector with Playing Card PowerPointRESOURCES:

Dawson, Tom (2000) The Hochman Encyclopedia of American Playing Cards. U.S. Games Systems. Teacher-prepared visuals: process/product step posters, concept posters PowerPoint presentation : Playing Card Design

VOCABULARY:Composition – the way an artwork is put togetherBalance – when objects in an artwork match each other for size, shape, or color across the pageEvidence – Description of images, placement, or colors seen in an artworkTheme – a main idea behind an artwork, something in common with all the elements of an artworkSuit – part of a playing card design (hearts, spades, diamonds, clubs)


LESSON 2: Gesture DrawingDESCRIPTION:

1. Students access prior knowledge about the vocabulary word gesture and what gestures can show.2. Class discussion of the word gesture and what gesture means when referring to art.3. Teacher demonstration of a gesture drawing and student-led discussion about the criteria that makes a good gesture drawing.4. Circle activity – Gesture charades – where students practice drawing models posing in the middle of the circle5. Gesture Partner activity – students pick a partner and complete 4 gesture drawings each on large paper.6. Closure – class discussion about what they learned about gesture drawing.

DAILY OBJECTIVE: Students will be able create gesture drawings that can show movement and emotion and will pick a dynamic pose for their playing card design.DAILY OBJECTIVE ASSESSMENT: Students participation in circle activity and completion of 4 gesture drawings with a partner.SUPPLIES:Large drawing paperPencilsErasersGesture Charades – emotions or movements to draw out of a hat/box/bag

Student sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:

Teacher-prepared visuals: process/product step posters, concept posters PowerPoint presentation : Playing Card Design

VOCABULARY:Gesture – a pose of the body that shows movement or emotion, also a first sketchy drawing of a human in a poseDynamic – full of energy


LESSON 3: Proportion MeasurementsDESCRIPTION:

1. Students access prior knowledge about the vocabulary word proportion and why it is important in artwork2. Class discussion of the word proportion and what proportion means when referring to art.3. Measuring activity – student create head rulers and measure their proportions with help of a partner.4. Closure – class discussion of measuring activity and common misconceptions

DAILY OBJECTIVE: Students will be able to measure their own proportions in preparation to use their measurements in their playing card drawings.DAILY OBJECTIVE ASSESSMENT: Students completion of proportion measurement worksheet and student participation in end of class discussion.SUPPLIES:Proportion measurements worksheetPencilsErasersScrap paper for head rulersScissorsStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Proportion – parts correct in relation to the whole, also an artwork that has accurate size


LESSON 4: Brainstorming a Theme

DESCRIPTION:1. Students access prior knowledge about playing card design and the vocabulary word theme.2. Class discussion of the word theme and what it means when referring to an artwork.3. Review of master artist’s themes and student exemplars4. Individual brainstorming of multiple themes with matching clothing and accessories for each.5. Closure – Gallery walk of classroom looking at others brainstorming.

DAILY OBJECTIVE: Students will be able to brainstorm several different themes in clothing and accessories for their playing card designs.DAILY OBJECTIVE ASSESSMENT: Students completion of brainstorming page in their sketchbooks with 3 themes of clothing and matching accessories.SUPPLIES:Pencils3 large images per table of historical playing cardsErasersStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Theme – a main idea behind an artwork, something in common with all the elements of an artworkSuit – part of a playing card design (hearts, spades, diamonds, clubs)Brainstorming – coming up with multiple solutions to a problemAccessories – items that a figure might carry or wear to show their purpose


LESSON 5: The Skeleton of Drawing a Human – Gesture and Proportion (2-3 classes)DESCRIPTION:

1. Students access prior knowledge about gesture and proportion2. Class review of gesture drawing and measuring proportions3. Teacher demonstration of the first steps of drawing a human4. Class discussion and teacher demonstration about the difference in body types between male and female5. Individual work time where students use peers as models for gestures6. Individual work time where students use proportion measurements to fix drawing.7. Closure: Peer share with praise, question, polish

DAILY OBJECTIVE: Students will be able to use their knowledge of gesture and proportion to create a model for their final design.DAILY OBJECTIVE ASSESSMENT: Students completion of final drawing of model with dynamic pose and correct proportions based on student

measurements.SUPPLIES:PencilsFinal Drawing PaperProportion measurements worksheet – completedErasersStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Theme – a main idea behind an artwork, something in common with all the elements of an artworkGesture – a pose of the body that shows movement or emotion, also a first sketchy drawing of a human in a poseProportion – parts correct in relation to the whole, also an artwork that has accurate size


LESSON 6: Clothing the Model (2-3 classes)DESCRIPTION:

1. Students access prior knowledge about clothing and theme.2. Class discussion about drawing clothing on gesture drawing.3. Teacher demonstration of how to make gesture drawing more realistic.4. Individual work time where students use visual resources to make drawing detailed and accurate – including playing card suit in overall theme.5. Closure: Gallery Walk with post-its

DAILY OBJECTIVE: Students will be able to use observation and visual resources to add realistic clothing and accessories to their final drawing.DAILY OBJECTIVE ASSESSMENT: Students completion of final drawing with realistic clothing, appropriate accessories and card suit.SUPPLIES:PencilsFinal Drawing PaperVisual Resources of fashion design and the human figureErasersStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:

Teacher-prepared visuals: process/product step posters, concept posters

PowerPoint presentation : Playing Card Design Wayne, Chidy (2009). Essential Fashion Illustration: Men. Rockport Publishers. Lafuente , Maite (2006).Essential Fashion Illustration. Rockport Publishers Watanabe , Naoki (2009). Contemporary Fashion Illustration Techniques. Rockport Publishers. Schider, Fritz (1957) An Atlas of Anatomy for Artists. Dover Publications. Sheppard, Joseph (1992) Anatomy: A Complete Guide for Artists. Dover Publications.

VOCABULARY:Theme – a main idea behind an artwork, something in common with all the elements of an artworkGesture – a pose of the body that shows movement or emotion, also a first sketchy drawing of a human in a poseProportion – parts correct in relation to the whole, also an artwork that has accurate sizeSuit – part of a playing card design (hearts, spades, diamonds, clubs)


LESSON 7: Preparing the drawing for scanningDESCRIPTION:

1. Students reflect on the choices they have made for their drawing.2. Class review of criteria for finished drawing3. Individual work time where students use thin-line sharpie to trace their drawing4. Individual work time where students use eraser to clear their drawing of pencil marks5. Closure: Self Evaluation of drawing with checklist

DAILY OBJECTIVE: Students will be able to prepare their drawing for scanning by tracing it with sharpie and erasing all pencil marks.DAILY OBJECTIVE ASSESSMENT: Student completion of final drawing and self evaluationSUPPLIES:PencilsFinal Drawing PaperErasersStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointExtra Fine or Ultra Fine Point Sharpies or Gel PensRESOURCES:


VOCABULARY:Criteria – Established guidelines/ expectations for the successful solution of an art problemRubric – Grading sheet used to evaluate success in meeting criteria for an assignment


LESSON 8: Adobe Photoshop Elements – Isolating a drawingDESCRIPTION:

1. Students access prior knowledge of computer lab procedures2. Class discussion of computer lab procedures3. Teacher demonstration of first steps of getting started with APE4. Individual work time where students use teacher generated PowerPoint to work at their own pace to use APE to load and isolate their drawing.5. Teacher demonstration of how to save project.6. Closure: Class discussion about problems encountered on first day using APE

DAILY OBJECTIVE: Students will be able to isolate their drawing from the larger scanned image to be able to start their playing card composition.DAILY OBJECTIVE ASSESSMENT: Student creation of Photoshop file with drawing without background and flipped to the correct orientation.SUPPLIES:Final Drawing .jpeg fileTeacher generate PowerPoint with step by step directions and imagesAdobe Photoshop Elements (APE)Computer for each studentStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:

PowerPoint presentation : Playing Card Design PowerPoint presentation : How to make a playing card in APE

VOCABULARY:Rotate – to turn an image around, either at 90 degree intervals or manuallyFlip – to make an picture it’s mirror imagePixels – the smallest part of a digital imageResize – to change the size of an image or the canvas (background) it is onGrayscale – a digital wiping of all color data in an imageLayers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerMagic Wand – a tool that is used to select a similar color in an image


LESSON 9: Adobe Photoshop Elements – Creating a Playing Card CompositionDESCRIPTION:

1. Students access prior knowledge about compositional elements seen in Master Artist’s Playing Cards2. Class review of balance and other elements of composition used.3. Individual work time where students use teacher generated PowerPoint to work at their own pace to use APE create their composition using their drawn

image.4. Closure: Partner share of in-process work.

DAILY OBJECTIVE: Students will be able to use APE to flip and move their drawing in order to create a playing card compositionDAILY OBJECTIVE ASSESSMENT: Student completion of Photoshop file with drawing duplicated, flipped, and arranged to create a balanced composition.SUPPLIES:Final Drawing .jpeg fileTeacher generate PowerPoint with step by step directions and imagesAdobe Photoshop Elements (APE)Computer for each studentStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Rotate – to turn an image around, either at 90 degree intervals or manuallyFlip – to make an picture it’s mirror imagePixels – the smallest part of a digital imageResize – to change the size of an image or the canvas (background) it is onLayers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerMagic Wand – a tool that is used to select a similar color in an image


LESSON 10: Adobe Photoshop Elements – Adding Text and SuitsDESCRIPTION:

1. Students access prior knowledge about criteria for their final playing card2. Class review of balance and other elements of composition used as well as text and suits.3. Individual work time where students use teacher generated PowerPoint to work at their own pace to use APE create their composition using text and

chosen playing card suit.4. Closure: Musical Chair Gallery Walk with comments

DAILY OBJECTIVE: Students will be able to use APE to add text and images to their playing card compositionDAILY OBJECTIVE ASSESSMENT: Student completion of Photoshop file with text and playing card suit added to their balanced composition.SUPPLIES:Final Drawing .jpeg fileTeacher generate PowerPoint with step by step directions and imagesAdobe Photoshop Elements (APE)Computer for each studentStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Rotate – to turn an image around, either at 90 degree intervals or manuallyFlip – to make an picture it’s mirror imagePixels – the smallest part of a digital imageResize – to change the size of an image or the canvas (background) it is onLayers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerMagic Wand – a tool that is used to select a similar color in an imageFont – the style of lettering used


LESSON 11: Adobe Photoshop Elements – Picking a Color Scheme and Adding Color (2-3 classes)DESCRIPTION:

1. Students access prior knowledge about color criteria seen in Master Artist’s work.2. Class review of color balance, theme, and color scheme.3. Individual work time where students use teacher generated PowerPoint to work at their own pace to use APE color their playing card4. Closure: Musical Chair Gallery Walk with comments/partner share/class discussion of difficulties run into.

DAILY OBJECTIVE: Students will be able to use APE to select colors that match their theme to color of their final design showing balance.DAILY OBJECTIVE ASSESSMENT: Student completion of Photoshop file with balanced color added.SUPPLIES:Final Drawing .jpeg file

Teacher generate PowerPoint with step by step directions and imagesAdobe Photoshop Elements (APE)Computer for each studentStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Layers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerMagic Wand – a tool that is used to select a similar color in an imageEyedropper – a tool used to pick a similar color to an imagePaint Bucket – a tool used to fill in shapes with a solid color.


LESSON 12: Adobe Photoshop Elements – Experimenting with Layer EffectsDESCRIPTION:

1. Students access prior knowledge about vocabulary words Layers and Opacity.2. Class discussion about layers and opacity3. Individual work time where students use teacher generated PowerPoint to work at their own pace to use APE to experiment with transparent layers to add

visual interest to their playing cards.4. Teacher demonstration of saving and turning in digital files.5. Closure: self check for all criteria met.

DAILY OBJECTIVE: Students will be able to use APE to experiment with layer effects to add dimension and interest to their final design.DAILY OBJECTIVE ASSESSMENT: Student completion of Photoshop file and saved .jpeg file.SUPPLIES:Final Drawing .jpeg fileTeacher generate PowerPoint with step by step directions and imagesAdobe Photoshop Elements (APE)Computer for each studentStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:


VOCABULARY:Layers – similar to a collage on a computer, images that are stacked to create a final designZoom – a tool represented by a magnifying glass that can make an image bigger or smallerTransparency – to make things see throughOpacity – the amount of transparency in an imageJpeg – a type of image file


LESSON 13: Self Evaluation and ReflectionDESCRIPTION:

1. Students access prior knowledge about criteria for their final playing card design after receiving a print out of their final design.2. Individual reflection using checklist for self grade.3. Individual reflection artist statement writing assignment using evidence4. Closure: Class wide Critique of Final Designs

DAILY OBJECTIVE: Students will be able to reflect on their final design and write an artist statement explaining their choices.DAILY OBJECTIVE ASSESSMENT: Student completion of rubric for their final design and artist statement paragraph.SUPPLIES:Final Design PrintoutSelf Evaluation ChecklistArtist Statement worksheetStudent sketchbooks, or white drawing paperLaptop/LCD projector with Playing Card PowerPointRESOURCES:

PowerPoint presentation : Playing Card DesignVOCABULARY:

Criteria – Established guidelines/ expectations for the successful solution of an art problemRubric – Grading sheet used to evaluate success in meeting criteria for an assignment

Documents

shawnaechesser.files.wordpress.com€¦ · Web viewGrade 7 HCPSS Visual Arts Unit Plan: DRAFT. Course Title: Grade 7: Developing Visual Memory and Meaning UNIT TITLE: Themed Playing