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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Cermanski
Week of: December 1 to December 8, 2015

Course/Grade: AP Art
Unit Name: Foreshortened

Common Core/ NM Content Standards: NMVA 1,2,4,5,6


Essential Question(s):
Connections (prior learning/prior knowledge):
What is foreshortening?
Students will be familiar with
foreshortening from comics such as batman
How can I distort perspective and
and Spiderman, which utilize a lot of
proportions through foreshortening?
foreshortening
How can I choose a unique figure pose to
render?
Other considerations (modifications,
Resources/Materials
accommodations, acceleration, etc.):
Teacher: Images of artworks using foreshortening
-Struggling students will get more one-on-one
Students: Pencil, charcoal, pastel, colored pencil
instruction
-Advanced students will be encouraged to work
in a series
Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: Daily observations of sketches/paintings as they are being developed
This Week: Completion of the sketch
Unit: Final piece and participation in critique
Time allotted
TUESDAY DECEMBER 1
Learning Target- TSW learn how to
foreshorten a figure. TSW know this
once he/she has completed his/her
foreshortened sketch.

Lesson activities for instructor and students


Do Now: Lift your arm and put it out straight in front of your
face. Sketch the view you see from your shoulder to your
hand.
Write on board: foreshorten: 1. To shorten the lines of an
object in a drawing or other representation so as to produce
an illusion of projection or extension in space.
Elements and Principles Focus: Perspective, Proportion,
Value, Contrast
Assignment: Create an art piece that uses foreshortening as a
key component in the composition. Think about distortion and
perspective in the space. Choose a challenging point of view
from which to create your piece. Familiarize yourself with the
correct way to see in order to draw the challenging
foreshortened figure. Use color to enhance the feeling of the
subject matter coming out of the picture plan. Include a
background, and if appropriate, middle ground.
--Discuss proportions in the human body and how it changes
in foreshortening
--Demonstrate shading
--Students can take photos of each other in different

WEDNESDAY DECEMBER 2
Learning Target-TSW learn how to draw
correct proportions in a figure. TSW
know this when his/her proportions are
drawn correctly.

THURSDAY DECEMBER 3
TargetTSW learn how to use value to
show 3-dimensioality. TSW know this
when his/her drawing has at least 6
values.

FRIDAY DECEMBER 4
TargetTSW learn how to be sure
his/her piece has sufficient contrast.
TSW know this when the colors and
forms in the piece display adequate
contrast.
MONDAY DECEMBER 7
TargetTSW learn to be sure his/her
piece is unified. TSW know this once
his/her piece has a sense of completion.

TUESDAY DECEMBER 8
TargetTSW participate effectively in a
critique. TSW know this when he/she
makes several constructive comments in
the critique.

foreshortened positions, either with my cameras or their


phones.
--Start sketching
(1F)Embedded Formative Assessment: one-on-one check in
on sketch
(1B)Closing Activity: Cold call on definition of
foreshortening
Do Now Finalize sketch and show to me
Choose mediumcolored pencil, pastel, charcoal or
pencil
Work on piece, focusing on correct proportions
(1F)Embedded Formative Assessment: One on one check
in on medium choice
(1B)Closing Activity: Review how to draw the figure
proportionally correct
Do NowTake out piece and work with person next to you
on these questions: does the person have enough shading and
values to show 3-dimensionality?
Work on piece, ensuring the piece has at least 6
values
(1F)Embedded Formative Assessment: One on one check
on value variety in artwork
(1B)Closing Activity: Students share pieces
Do NowTake out piece and work with person next to you
on these questions: Is there enough contrast in the piece? If
not, how can that be achieved?
Work on piece, incorporating feedback from peer
(1F)Embedded Formative Assessment: one on one check on
contrast
(1B)Closing Activity: Student shares piece
Do NowTake out piece and work with person next to you
on these questions: Do all elements in the piece feel unified?
If not, what can be done to improve?
Last day to work on piece. Focus on unity
(1F)Embedded Formative Assessment: One on one check
on unity
(1B)Closing Activity: Student share
Critiquefocus on value, 3-dimensionality,
perspective, proportion
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: What did you learn from the
critique?