Year: KS3Teacher: AT

Date: 2/3/12

Set:No of Pupils: 18

Period/time: 9 am

Subject: Art and Design

Topic: Perspective

Subject Learning Objectives and Learning outcomes: by the end of the lesson pupils will be able

to understand/know…All / Most / Some

To know and understand more about one, two and three point perspective and to be able to use this knowledge to create an innovative and imaginative collage in groups

To be able to use materials effectively to create a collage inspired by the style of the artist Claes Oldenburg and to add your own ‘perspective’ and ideas in the collage. These additional images in perspective could be from your own imagination, upbringing and culture etc

To understand how to use perspective creatively to make a collage and add your own perspective images

Learning outcome:

All – will have completed a collage in groups of 4 or 5 using the techniques of perspective gained from the discussion and Powerpoint. They will also draw their own ideas and concepts from imagination or real life experiences using pencil. As well as created a title for their work.

Most – will have participated in the group collage to create images in perspective as well as adding further images with pencil and colour’s.

Some –will have completed the collage and then added further details and additions of images from their imagination or real life using different materials.

Key Words (BP)One point perspective: One-point perspective exists when a scene which is composed entirely of linear elements that intersect only at right angles

Two point perspective: Two-point perspective can be used to draw the same objects as one-point perspective, rotated: looking at the corner of a house, or looking at two forked roads shrink into the distance, for example.

Three point perspective: Three-point perspective is usually used for buildings seen from above.One-point, two-point, and three-point perspectives appear to embody different forms of calculated perspective. The methods required to generate these perspectives by hand are different. Mathematically, however, all three are identical: The difference is simply in the relative orientation of the rectilinear scene to the viewer.

Vanishing point: is a point in a perspective drawing to which parallel lines not parallel to the image plane appear to converge. The number and placement of the vanishing points determines which perspective technique is being used. The concept was first used by Renaissance artists such as Donatello, Masaccio and Leonardo da Vinci.

Horizon line: In 'real life', the horizon is where the land (or sea) and sky meet. In painting perspective, it's the level your eyes are at, an imaginary line to which things recede. It's important to know where it is if you're painting a realistic scene, and it needs to be put in straight, as you need to apply perspective rules to the objects in relation to this.

Accuracy: Spending time looking at the sushi images and making sure it is in proportion and weaving accurately.

Detail: looking carefully at every shape, outline, imperfections of the sushi and capture the texture.

Assessment opportunities Individual: Looking at own drawings and collages from their interpretation of perspective and identifying what has been successful and what progress needs to be madeGroup: Discussion of work completed during the lesson, what is successful, what has been learned? Have you represented perspective accurately? Have your drawings from imagination and based on how you want to represent perspective been successful why and what can be improved? Look at national curriculum levels.Teacher: Continual verbal feedback throughout the lesson and demonstrate and explain aims of the lesson

DifferentiationEAL: Having a powerpoint with images to aid understanding on the topic of

perspective and putting pupils in groups with students from a range of abilitiesG&T: Having higher level questions to ask the pupils about the topic and questions to develop higher analytical and evaluative skillsof their work and ask them to help students who may need more support.SEN: Making sure to have images to aid understanding as well as questions aimed to their ability to facilitate understanding. As well as putting them in groups with pupils with higher levels.Resources: (Including opportunities for ICT and Health and Safety Issues):

A3 paperPencilsColouring pencilsGluerubber

Personal, social and moral links:Students are developing the ability to critique each others work in a positive way, to accept and appreciate differences, understanding of students from other cultures

Home Learning (H/W)N/A

N/A

Bell Activity (5 minutes)Register.

Outline of lesson – plan or sequence of events

*Welcome and introduction discuss what perspective is (2 mins)*Explain learning objectives and learning outcomes and go through the powerpoint presentation with questions and answers (5-10 mins)* Show pupils the exemplar work that I made showing perspective and images from my understanding and imagination based on the topic of perspective (3 mins)*Pupils to work in groups of 4 or 5 to create their collages from everyday images from the envelope. As well as add further images/drawings using pencil or coloring pencil (12 mins)*Gather around again with work completed and ask questions what is successful, what has been learned? Have you represented perspective accurately? Have your drawings from imagination and based on how you want to represent perspective been successful why and what can be improved? (5 mins)*Students tidy up (5 mins)

1) Connect - Overview (Big Picture), prior learning links and learning objectives and outcomes shared

Welcome and introductionGo through the powerpoint presentation .Mention the learning objectives and learning outcomes of the lesson:

To know and understand more about one, two and three point perspective and to be able to use this knowledge to create an innovative and imaginative collage in groups

To be able to use materials effectively to create a collage inspired by the style of the artist Claes Oldenburg and to add your own ‘perspective’ and ideas in the collage. These additional images in perspective could be from

Gp/Pair/Ind.

GpGp

Time

2min5-

10min

your own imagination, upbringing and culture etc To understand how to use perspective creatively to make a collage and add

your own perspective images

Learning outcome:

All – will have completed a collage in groups of 4 or 5 using the techniques of perspective gained from the discussion and powerpoint. They will also draw their own ideas and concepts from imagination or real life experiences using pencil. As well as created a title for their work.

Most – will have participated in the group collage to create images in perspective as well as adding further images with pencil and colour’s

Some –will have completed the collage and then added further details and additions of images from their imagination or real life using different materials.

Ind

Gp

10min

2 mins

6) Consolidate- Plenary & links to future learning

Plenary questions to think about once gathered around a table with their work: -what is successful, what has been learned? Have you represented perspective accurately? Have your drawings from imagination and based on how you want to represent perspective been successful why and what can be improved?

Tidying up and rewards for good work.

Gp

ind

5-10

5

EVALUATIONRe: Pupil Learning Re: Own Teaching

Hand-out: