Beruflich Dokumente
Kultur Dokumente
Title: __Faces
Length:___variable_______________
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
All students have worked with the face as subject matter before. Have observed students struggling with facial proportions and drawing an image
that is larger than it is in their source.
Discuss before this lesson:
-Why do artists spend time studying the face?
-Why are faces so hard to draw?
-In class period before lesson, ask students to write down short answer to questions:
What are 3 things that all faces have in common?
What is the difference between scale and proportion?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
The lead photo editor for Time magazine was just fired after the photo she edited won the #1 spot on the top 10 biggest Photoshop fails of all
time list and disgraced the magazines artistic reputation. You have worked here for a while and are now competing for the job as the new lead
photo editor for Time magazine. In order to get hired you need to prove to your boss that you poses the artistic understanding of the basic human
facial proportions necessary to reclaim the magazines artistic reputation
Below is the photo that caused the last photo editor to lose their job
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Scale, proportion, observation, culture, composition, expression, shape, prior knowledge, space, perception, alignment, relationships
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but also demonstrate why this
relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.
-Scale does not affect the way proportion functions. (Standard: 4 GLE: 2 -PGC: Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social
activities, mass media, and careers in art and non-art related arenas
-Composition of individual elements effects how the whole product is perceived. (Standard: 1 GLE: 2,3 PGC: Explain, demonstrate, and interpret a range of purposes of art and design,
recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives)
Prior knowledge of a subject is evident in the way one expresses their ideas. (Standard: 3 GLE: 2,3 PGC: Recognize, interpret, and validate that the creative process builds on the
development of ideas through a process of inquiry, discovery, and research)
1. SWBAT identify the similarities in alignment of features that all human faces have in common (Blooms: Applying -Standard: 1 -GLE: 3 Art learning: Concept/Ideation)
2. SWBAT create an accurately proportioned face at a larger scale (Blooms: Creating Standard: 3 GLE: 2 Standard: 2 GLE: 1,3Art learning: Material/tools/technique)
3. SWBAT make connection between the art of drawing and painting faces accurately to contexts outside of art. (Blooms: Analyzing Standard: 1 GLE: 2 Art learning:
History/culture)
4. SWBAT define the difference between scale and proportion. (Blooms: define Standard: 4 GLE: 2 Art Learning: Reflection/assessment)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
What is the difference between being good at something and being great at something?
Why are faces so hard to draw?
Why is it so hard to draw someone you know?
-Video on facial recognition in brain- https://www.youtube.com/watch?v=vYdykU9zrSY
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
Day
1
Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be
taught.) Identify instructional methodology.
1.) Allow time for students to arrive and get settled in their seats
2.) Discuss what makes someone a great painter?
-Knowledge of materials
-Compositional understanding of space/proportion
How does someone become great at something?
-Practice
-Production
-Skill
***Solid foundation
3.) Introduce Todays objective: Today we are going to strengthen out foundations as artists by figure out
how the basic structure of the face.
-Show slides of face studies done by known artists. Why did these artists spend so much time studying the
face? Is it important for artists to learn about things other than art?
1)
2) Students begin thinking
more about what it means to
be involved in the broader
practice of art before starting
activity that focuses heavily
on foundations
3) Begin to zero in on
connection between
underlying structure and
finished product in art Get
students to think deeper
about something they may
not have considered in
depth- the importance of the
layout of the human face
Time
1.
2.
3.
4.
5.
6.
7.
8.
5 min
5 min
5 min
5-10
min
10 min
10min
10
5
Day
2
This lesson would most effectively be used as a precursor to any 2-D project that had an emphasis on portraiture.
It could easily be applied to a wide range of project prompts. However, this information should be presented in
isolation from a larger project in order to first make sure the connection is made between how these concepts are
relevant in and outside of the classroom
Day
3
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Find someone from another table and place your tracing paper diagram on theirs, now place yours on their photo
-What do both linear drawings have in common?
-Do this with the other pair at your table; are the commonalities still the same?
- As a group list as many things as you can that all of your diagrams have in common, winning table gets candy
-Each group will read their list of observations (while they are reading I will write observations down on board)
-Why is this information helpful?
*The size and placement of all components are dependent on each other
-Now if you were going to draw a face with out a picture how would you go about it?
PART 2 TEST: as a group, pick one of the pictures at your table and show me that you can draw an accurately proportioned face on a larger piece of paper. Each student has a
different color marker and only they are able to use that color. All colors must be present for that group to get credit
What are 3 things that all faces have in common?
What is the difference between scale and proportion?
Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan?
How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey