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Move to Modernity Industrialism through Architecture

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Grade 12 U Drawing
Developed by Stephanie Bondi
Inspiration
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After years of studying western art history with a focus on ancient Greek and
Roman architecture as well as Gothic architecture, turned my attention to the
new structural wonders springing up around the globe!
As a resident of the G"A, and a fre#uent visitor to "oronto, am always
captivated by the $ity%s many modern structures! am also intrigued by the
&u'taposition of the new buildings made of glass and steel sitting only feet away
from a hundred(year(old home made of brick!
Although appreciate art movements like )'pressionism and mpressionism, with
styles generally more loose and painterly, also appreciate the precision and
detail re#uired to create architectural structures as well as the patience and time
it takes to create architectural drawings!
*+urst ,-./
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Rationale
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"he ndustrial Revolution not only transformed the world and how we live our
lives, but it also played an instrumental role in how we create art and what is
considered art! 0any artists from the late ,1
th
and .2
th
centuries looked to
industry as inspiration for their works! Artists, such as Andy 3arhol, looked to
the development of the assembly line! 3arhol even called his studio "he
+actory! 4ean "inguely also addressed issues of mass production through his
work! 5ther artists and architects were inspired by the structure of factories and
by the products they produced, like steel! )ven today, when looking at
cityscapes and architecture, we can credit the ndustrial Revolution for providing
inspiration!
6Accounts of the history of twentieth(century design were dominated by
investigations into the 0odern 0ovement 789
"he 0odernists saw themselves as the creators of a :machine
age% aesthetic 789 which 789 e'plored new forms and materials
that were felt to be symbolically, if not actually, compatible
with the mass(production capacity of a progressive industrial culture!;
*3oodham .1/
"he course of this unit is inclusive of four disciplines< art production, aesthetics,
art criticism, and art history! Students make real(world connections to enrich
their understanding of the unit%s content= they will have to construct their own
meaning as opposed to passively accepting and memori>ing those of others!
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Unit Summary
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er!ormance "as# Description$
"he cumulative task for this unit is designed to encourage students to think about
the impact industrialism has made on our world! +urthermore, students will
develop their own understanding of industrialism and what it means to them! +or
instance, students of different cultures, of different religions, from other countries,
or &ust from different towns and cities within $anada may see industrialism very
differently= 6art attains and constructs meanings in the conte't of its use in
particular groups or cultures! ?eople make and receive art because it tells them
important things about themselves and others; *Anderson ''iii/!
5n a field trip to "oronto, students will have the opportunity to photograph
different architectural structures representing industrialism! @ltimately, students
will have to combine at least two of their personal photographs *but may seek out
additional photos, for reference, on the internet/! Students% combined photos
should create a meaningful narrative, which captures the essence of what
industrialism means to them! Students will then have to create a large(scale
rendering of their concept and draw it using graphite, contA, andBor charcoal!
Student rior %nowledge$
Students will need a good understanding of the principles and elements of
design, and be able to apply them to their own work! )'perience in drawing, as
well as knowledge of perspective, and positive and negative, space is also a
re#uirement!
Ministry &'pectations
A,!,, A,!., A.!,, A-!.
B,!., B,!C, B.!,
$,!,, $-!,
Materials !or Unit$
Darge, good #uality sketchbook for each student
Selection of sketching pencils
$ontA
)rasers
Stonehenge or 0ayfair paper
-2 ?ostcards depicting industrialism and art
Eiewfinders
Digital pro&ector
Digital cameras
Assessment(&valuations !or Unit<
Rubrics, minor summatives, anecdotal notes
Suggested )ist o! Applica*le Artists+ Architects+ Institutes+ Movements$
Artists Architects nstitutes 0ovements
Andy 3arhol +rank Gehry "he Bauhaus +uturists
"he )ames Faha Gadid De Sti&l
Antonio SantH)lia Daniel Dibeskind
@mberto Boccioni
?iet 0ondrian
4ean "inguely
?aul Strand
Resources<
Anderson, "om and 0elody I! 0ilbrandt! Art for Dife! Jew Kork, Jew Kork<
0cGraw Gill, .22.!
Beard, $harles! "he ndustrial Revolution! Dondon, )ngland< George Allen L
@nwin Dtd!, ,1.M!
Betti, $laudia and "eel Sale! Drawing, A $ontemporary Approach! +ort 3orth,
"e'as< Gardcourt Brace and $ollege ?ublishers, ,11M!
Bondi, Stephanie! Sample art piece! 4uly .2,2!
$armel(Author, 4udith! Bauhaus! Dondon< $arlton Books, .222!
Dickens, Rosie! "he @sborne Book of Art! Dondon, )ngland< @sborne
?ublishingDte!, .22N!
+urst, Arthur K! "he Art of Architectural llustration! 0assachusetts< Resource
3orld ?ublications, nc!, ,11-!
Gaff, 4ackie! .2
th
$entury Design< ,122(.2 ! Great Britain< Geinemann Dibrary,
,111!
Gaff, 4ackie! .2
th
$entury Design< .2s and -2s ! Great Britain< Geinemann
Dibrary, ,111!
Gude, 5livia! 6?laying, $reativity, ?ossibility!; Gandout from $yrel "roster, 4uly
.2,2!
Gude, 5livia! 6?rinciples of ?ossibility< $onsiderations for a .,
st
O$entury Art
and $ulture $urriculum!; Gandout from $yrel "roster, 4uly .2,2!
Gauffe, "homas! Design< +rom the ndustrial Revolution to the .,
st
$entury !
Dondon, @I< Dumont 0onte, .22,!
0athewson , $asey $!0! +rank 5! Gehry, Selected 3orks< ,1P1("oday! @nites
States< +irefly Books Dtd! .22M!
0odern "imes! Dir! $harles $haplin! ?erf! $harles $haplin! $BS +o' Eideo,
Beverly Gill, $A! ,1-P! DED!
Stokstad, 0arilyn! Art Gistory! Jew 4ersey< ?rentice(Gall, nc! and Garry J!
Abrams, nc!, .22.!
6"he ndustrial Revolution!; Qhttp<BBessentialhumanities!netBs_his_indrev!
htmlR! .22S(.2,2!
6"he Seven(Beer Snitch!; "he Simpsons! +o'! April -, .22N!
3oodham, 4onathan, 0! "wentieth($entury Design! Jew Kork< 5'ford @niversity
?ress, ,11M!
"eaching()earning Strategies
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)esson 1
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ 3hat is ndustrialism
Gistorically and "odayT
"ime ,rame$ S2 min
Speci!ic -urriculum &'pectations$
.2/1 analy>e, on the basis of research, the function and social impact of different kinds of art
works in both past and present societies
0verview$ Students will learn about industrialism in a historical conte't and begin to develop
their own understanding!
Materials ("ools$ +rank Gehry image to display, the $harlie $haplin movie
0odern "imes, and sketchbooks for students
Artists(Artwor#s$ +rank Gehry, $harlie $haplin
Set 1Up$ Digital pro&ector and laptop, or television and DED player, and selected readings *see
appendi'/
2otes$
"eaching Activities ( Strategies
U n#uiry ndependent study 4igsaw ?resentations
U "hink B?air B Share Simulation U Eideo B +ilm ?0 analysis
+our $orners U Dg! Grp! Discussion Sm!Grp! Discussion $omputer lab
U Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper 5ther<
Multiple Intelligences$
U Dinguistic
Jaturalistic
U ntrapersonal
DogicalB0athematical
Spatial
BodilyBIinesthetic
U nterpersonal
0usical
D.&A Approach$
Art ?roduction
Art Gistory
Art $riticism
U Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
,N min
,N min
,2 min
C2 min
?ost an image depicting +rank Gehry%s architecture on the board *or on a
slide/Windustrial architecture at its best! Alongside the picture write a statement
on industry *showing an alternative perspective/! +or e'ample, one could write
the following #uotation *see appendi' for additional #uotations/<
63e 789 spend millions on machine(made ornaments, and so(called art which is
not art= if they only knew so much as that a machine can only copy, it cannot
make or create a beautiful thing at all! "he hand of man, worked by the brain of
man, is needed for that!; *Beard i'/
Ask class what they know about industrialism, and have them do a think(pair(
share! Students are encouraged to write down some of their thoughts in their
conceptBsketchbooks!
Show a portion of the video 0odern "imes with $harlie $haplin!
After the clip spend some time discussing the film and how it translates to
today!
"hen, provide the students with a few short readings about the industrial
revolution, sky scrapers, and architecture *see appendi'/!
Allow the students the remainder of the class to read the documents, and &ot
down point form notes! "heir notes should be done in their
conceptBsketchbooks! An accommodation could be to have the students conduct
their own research via book or internet, or to have the students complete and
discuss the readings in a &igsaw style!
As students research, ask them to also consider what industrialism means to
them, and what industrialism looks like today! "hey should respond to this in
their sketchbooks!
Assessment 4 &valuation$
Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate 5ther<
5omewor#$
Re!lections ( -omments$
)esson 2
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ 3hat Does ndustrialism
0ean to KouT
"ime ,rame$ S2 min
Speci!ic -urriculum &'pectations$
.1/2 deconstruct with increasing skill and insight the visual content and the use of elements
and principles of design in their own art work and the work of others
.1/6 describe in detail and reflect on with increasing insight the #ualities of their art works and
the works of others, and evaluate the effectiveness of these works using a wide variety of
criteria
-1/1 e'tend their understanding of the elements and principles of design, and use terminology
related to these elements and principles correctly and appropriately when creating or analy>ing
a variety of art works
0verview$ Students will e'pand on their own understanding of industrialism and start relating
industrialism to art and architecture!
Materials ("ools$ Appro'imately -2 postcards depicting art and architecture with an industrial
influence, digital pro&ector, image slideshow, and sketchbooks for students
Artists(Artwor#s$
Artists< Andy 3arhol, "he )ames, Antonio Sant%)lia, @mberto Boccioni, ?iet 0ondrian,
4ean "inguely, ?aul Strand
Architects< +rank Gehry, Faha Gadid, 0ichael Dee($hin
nstitutes< Bauhaus
0ovements< +uturists
Set 1Up$ Spread out the selection of postcards on a table, face up, so the students
can easily choose one! Also, set up the pro&ector and slideshow
2otes$
"eaching Activities ( Strategies
n#uiry ndependent study 4igsaw ?resentations
"hink B?air B Share Simulation ' Eideo B +ilm ?0 analysis
+our $orners U Dg! Grp! Discussion U Sm!Grp! Discussion $omputer lab
Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper 5ther<
Multiple Intelligences$
U Dinguistic
Jaturalistic
U ntrapersonal
DogicalB0athematical
Spatial
BodilyBIinesthetic
U nterpersonal
0usical
D.&A Approach$
Art ?roduction
U Art Gistory
Art $riticism
U Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
N min
,. min
,- min
,2 min
C2 min
n a small group discussion, students will share their responses from last day and
each will spend a minute or so discussing what they feel industrialism is and
what it looks like today!
ntroduce several artistsBinstitute who look to industrialism in their art *Andy
3arhol, the )ames, the Bauhaus, +rank Gehry, etc!/ by putting postcards of their
work on a desk!
Ask students to choose a postcard that :speaks to them%! n their
sketchbooks, have the students independently answer the following #uestions<
,/ 3hat is the image ofT
./ 3hat are the principles and elements of design that are most prominentT
-/ 3hat would you hear if you were part of this imageT
C/ Gow does this piece make you feelT
N/ Do you think this work has a purposeT f so, what is itT f not, whyT
P/ 3hat does the image make you think of, or remind you ofT
M/ 3hat colour do you feel is most important and whyT
S/ 3hat materials did the artist useT
1/ Do you believe the artist has gained inspiration from industrialism or the
ndustrial RevolutionT 3hy or why notT
,2/ 3hat would you title the pieceT
,,/ 3hy were you drawn to the postcard you choseT
Students will have a reflective discussion and take turns sharing their
responses with others at their table! )ach group will be asked to come up with
three words to best describe industrialism *in an art conte't, as opposed to a
historical conte't/!
Students will then be asked to sketch their post card image ne't to their
responses!
"he last half of the class will consist of a slide show! "he slide show will
feature many of the same works that were depicted on the postcards! )ach
student will be encouraged to briefly talk about the particular image that was on
the postcard heBshe had chosen! "he teacher will help fill in some facts about
the specific images and art movements!
3hile the students listen, they will also be asked to do a #uick thumbnail
sketch of five of the images and write two points of information regarding the
corresponding image!
f time allows, show "he Simpsons clip featuring +rank Gerhy!
Assessment 4 &valuation$
Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate 5ther<
5omewor#$ Selected readings on the +uturists, de Sti&l and the Bauhaus
Re!lections ( -omments$
)esson 7
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ Drawing from Reality "ime ,rame$ S2 min
Speci!ic -urriculum &'pectations$
A1/2 apply, with increasing fluency and fle'ibility, the appropriate stages of the creative
process to produce two( and three(dimensional art works using a variety of traditional and
contemporary media
A2/1 apply the elements and principles of design with increasing skill and creativity to produce
two( and three(dimensional art works that e'press personal feelings and communicate specific
emotions
0verview$ Students will complete a drawing e'ercise to help them :warm up% for their cumulative
task!
Materials ("ools$ $hairsBstools, selection of sketching pencils, erasers, sketchbooks,
and viewfinders
Artists(Artwor#s$ ?aul Strand 6$hair;
Set 1Up$ Arrange the chairs and stools in an interesting composition in the centre of
the classroom
2otes$
"eaching Activities ( Strategies
n#uiry U ndependent study 4igsaw ?resentations
"hink B?air B Share Simulation Eideo B +ilm ?0 analysis
+our $orners U Dg! Grp! Discussion Sm!Grp! Discussion $omputer lab
Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper 5ther<
Multiple Intelligences$
Dinguistic
Jaturalistic
ntrapersonal
U DogicalB0athematical
U Spatial
U BodilyBIinesthetic
nterpersonal
0usical
D.&A Approach$
U Art ?roduction
Art Gistory
Art $riticism
U Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
N min
MN min
Arrange chairs and stools into an interesting composition in the centre of the
classroom!
?ost an image of ?aul Strand%s 6$hair; on the board and have a short
discussion about its architectural #ualities and his use of line, shape, space,
value, etc!
*Stockstad ,2SN/
Students will have the remainder of class to complete three sketchbook
studies pertaining to industrialism and architectural form! "he three studies will
be of the chairsBstools set up in the room! "he three studies will also be timed
and students will have .2 minutes for each of the first two sketches, and -N
minutes for the third sketch!
Between drawings, encourage the students to move around the room to view
and sketch the 6still life; from different angles!
"o create interest, students may wish to >oom in on a particular section of the
still life and capture it from an interesting angle *remind students of ?aul Strand%s
piece/!
Students should also consider looking at the negative space
Assessment 4 &valuation$
Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate U 5ther< minor
summative
5omewor#$
Re!lections ( -omments$
)esson 6
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ Drawing on Site "ime ,rame$ ,P2 min *. periods/
Speci!ic -urriculum &'pectations$
A1/2 apply, with increasing fluency and fle'ibility, the appropriate stages of the creative
process to produce two( and three(dimensional art works using a variety of traditional and
contemporary media
A2/1 apply the elements and principles of design with increasing skill and creativity to produce
two( and three(dimensional art works that e'press personal feelings and communicate specific
emotions
0verview$ Students will go outdoors to complete two architectural drawings to help them
prepare for their cumulative task!
Materials ("ools$ Selection of sketching pencils, erasers, sketchbooks,
and viewfinders
Artists(Artwor#s$ See book< "he Art of Architectural llustration by Arthur +urst
Set 1Up$
2otes$ Remember to bring pencil sharpeners outside!
"eaching Activities ( Strategies
n#uiry U ndependent study 4igsaw ?resentations
"hink B?air B Share Simulation Eideo B +ilm ?0 analysis
+our $orners U Dg! Grp! Discussion Sm!Grp! Discussion $omputer lab
Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper 5ther<
Multiple Intelligences$
Dinguistic
U Jaturalistic
ntrapersonal
U DogicalB0athematical
U Spatial
U BodilyBIinesthetic
nterpersonal
0usical
D.&A Approach$
U Art ?roduction
Art Gistory
Art $riticism
U Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
,N min
,CN min
Show students some of the images from the book "he Art of Architectural
llustration! Be sure not to stress the students, as many of the drawings are very
detailed! 0ake sure the students know that they will have &ust under S2 minutes
per drawing!
Review with students that they should pay attention to line, shape, value,
form, positive and negative space, and perspective! Also encourage students to
>oom up on a particular detail of the building *especially if they are feeling
overwhelmed/
5n the first day of sketching, students will draw and sketch freehand=
however, on the second day, students should make use of a ruler! "he drawings
are to be done in their sketchbooks!
Assessment 4 &valuation$
Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate U 5ther< minor
summative
5omewor#$
Re!lections ( -omments$
)esson 8
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ $apturing mages "ime ,rame$ , full day *field trip/
Speci!ic -urriculum &'pectations$
A1/2 apply, with increasing fluency and fle'ibility, the appropriate stages of the creative
process to produce two( and three(dimensional art works using a variety of traditional and
contemporary media
0verview$ Students will be taken on a field trip to "oronto to take photographs of architecture
and imagery representing industrialism! "heir photos will be used for their cumulative task
Materials ("ools$ )ach student should bring a digital camera! f they do not have a camera,
students can share cameras or borrow a school camera!
Artists(Artwor#s$
Set 1Up$ +ield trip prep
2otes$
"eaching Activities ( Strategies
n#uiry ndependent study 4igsaw ?resentations
"hink B?air B Share Simulation Eideo B +ilm ?0 analysis
+our $orners Dg! Grp! Discussion Sm!Grp! Discussion $omputer lab
Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper U 5ther< +ield "rip
Multiple Intelligences$
Dinguistic
Jaturalistic
ntrapersonal
U DogicalB0athematical
U Spatial
U BodilyBIinesthetic
nterpersonal
0usical
D.&A Approach$
Art ?roduction
U Art Gistory
Art $riticism
U Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
Students arrive at school at 1<.2 am
"he bus leaves the school at 1<C2 am
"he bus arrives in outside the R50 at ,,<22 am
3alk through $ity and photograph sites *i!e! R50, AG5 5$AD, etc/
Remind students to be creative in their picture taking and try to >oom in on
architectural detailing, taking photos from interesting anglesBperspectives,
changing the orientation of the camera, etc!
)at lunch at ,<22p m *packed lunch or fast food/
At ,<-2 pm have bus drive class to additional sites that are not within walking
distance *i!e! the Distillery District, the "D Bank "ower, the ?ower ?lant art
gallery, "oronto $ity Gall, etc/ to take more photos!
At -<22 pm leave $ity and head back to school
Assessment 4 &valuation$
Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate U 5ther<
5omewor#$ Students should print a selection of their photos to bring in ne't day
Re!lections ( -omments$
)esson 9
"eacher$ Stephanie Bondi Date$
Unit$ ndustrialism through Architecture Grade$ ,.
)esson "opic$ ndustrialBArchitectural
Drawing
"ime ,rame$ "hree weeks
Speci!ic -urriculum &'pectations$
A1/1 use various strategies, individually andBor collaboratively, with increasing skill to generate,
e'plore, and elaborate on original ideas and to develop, reflect on, and revise detailed plans for
the creation of art works that address a variety of creative challenges
A1/2 apply, with increasing fluency and fle'ibility, the appropriate stages of the creative
process to produce two( and three(dimensional art works using a variety of traditional and
contemporary media
A2/1 apply the elements and principles of design with increasing skill and creativity to produce
two( and three(dimensional art works that e'press personal feelings and communicate specific
emotions
A7/2 use with increasing skill a wide variety of traditional and current materials, technologies,
techni#ues, and tools to create original art works for a variety of purposes and audiences
.1/2 deconstruct with increasing skill and insight the visual content and the use of elements
and principles of design in their own art work and the work of others
.1/6 describe in detail and reflect on with increasing insight the #ualities of their art works and
the works of others, and evaluate the effectiveness of these works using a wide variety of
criteria
.2/1 analy>e, on the basis of research, the function and social impact of different kinds of art
works in both past and present societies
-1/1 e'tend their understanding of the elements and principles of design, and use terminology
related to these elements and principles correctly and appropriately when creating or analy>ing
a variety of art works
-7/1 demonstrate an understanding of legal and ethical issues related to the appropriation of
virtual, intellectual, or physical property, and apply legal and ethical practices when creating
and displaying art works
0verview$ Students will begin their cumulative task
Materials ("ools$ Sketchbooks, selection of sketching pencils, erasers, rulers, half a
sheet of Stonehenge or 0ayfair paper for each student
Artists(Artwor#s$
Set 1Up$ ?rint students% photos *for those that do not have access to a
printer at home/
2otes$
"eaching Activities ( Strategies
U n#uiry U ndependent study 4igsaw ?resentations
"hink B?air B Share Simulation Eideo B +ilm ?0 analysis
+our $orners Dg! Grp! Discussion Sm!Grp! Discussion $omputer lab
Brainstorming Seminar "e'tbook Socratic
Round(Robin Vuestioning Dibrary $ase Study
Dearning $entres Role(play 3orkshop $onference
Debate ?ass(the(?aper U 5ther< Assignment
Multiple Intelligences$
Dinguistic
Jaturalistic
ntrapersonal
U DogicalB0athematical
U Spatial
U BodilyBIinesthetic
nterpersonal
0usical
D.&A Approach$
U Art ?roduction
Art Gistory
Art $riticism
Aesthetics
)esson 0rgani3ation$
"ime
+rame
Specifics
Students will be asked to think about the impact industrialism has made on
our world! Students are then to develop their own understanding of industrialism
and what it means to them! "hey will have to demonstrate their understanding
and thoughts through their summative drawing!
Students will use the photographs they took on the field trip and, ultimately,
combine at least two of their personal photographs! Students may choose to
focusB>oom(in on a particular detail of an image, and e'emplify that in their work!
"hey may seek out additional photos, for reference, on the internet, but are not to
copy any one image e'actly! "he final drawing should have the images overlaid
or arranged in an interesting composition!
Students% combined photos should create a meaningful narrative, which
captures the essence of what industrialism means to them!
Students will then have to create a large(scale rendering *no smaller than ,N;
' ..;/ of their concept and draw it using graphite, contA, andBor charcoal!
. periods
.!N weeks
, period
"o begin, students will be re#uired to create at least three well(developed
sketchesBconcepts in their sketchbook! f students wish, they may input their
chosen images into ?hotoshop, and compose their concepts! n this scenario,
they must print their ?hotoshop documents and paste them into their
conceptBsketchbooks!
?roduction of summative piece
"he completed piece will be submitted with an artist%s statement
"he class will have a group criti#ue! Students will comment on what they like
about each other%s art, what was successful, how pieces could have been even
more successful, and any additional thoughts or interpretations!
*S! BondiWe'ample/
Assessment 4 &valuation$
U Assignment Self(assessment U 5bservation "est B Vui>
?ortfolio ?eer(assessment 4ournal $hecklist
?resentation U ?articipation 5ral Vuestioning Discussion
3orksheet Gomework Debate 5ther<
5omewor#$
Re!lections ( -omments$
Appendi'
________________________________________________________________
_______

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