DAY 1
PROJECT/UNIT DESCRIPTION/EXPEDITION:
As you continue to build your space, it is now time to transfer your 2-D space into a 3-D model. You must create plans that will show the size of certain things as well as where things will go in your space based on the given dimensions. You can break the boundaries of the given space but your final project must use the majority of the given space. You will then take your plans and sketches to translate your ideas into a model.
As you continue to build your space, it is now time to transfer your 2-D space into a 3-D model. You must create plans that will show the size of certain things as well as where things will go in your space based on the given dimensions. You can break the boundaries of the given space but your final project must use the majority of the given space. You will then take your plans and sketches to translate your ideas into a model.
ESSENTIAL UNDERSTANDING:
Decisions about art - making can be developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. |
INQUIRY/LEARNING TARGET:
Students will plan and create a 3-D environment that their 3-D character will live in. |
KEY CONCEPTS:
Space Line Artistic Intention Artistic Expression |
SKILLS:
Making relationships between 2 things Express an idea |
ART FOCUS:
Create a 3-D model of an environment that your character would live in using found objects and the given space. |
LITERACY FOCUS:
Students will be participating in group discussions as well as in-progress critiques. They will also be completing reflection worksheets. |
DOCUMENTATION:
Today the students focused on transforming materials into new spaces. the students were instructed to paint the entirety of the cardbaord space they have.
Here the student is creating their environment plan. She has envisioned exactly what her character's environment will look and has solved the artistic problem of how to make it look representational. She decided on certain brushstrokes and techniques that create texture. The student is experimenting and exploring with color, technique, and texture. The teachers were walking around asking inquiry connections, which ultimately enables the student to make connections to their character.
Here the student was making artistic decisions about color choices. He was taking prior knowledge that he learned in the color mixing lesson and demo and applying it on his environment. He chose warm colors because his environment is going to be hot and fiery. This student is making connections with art to the real world. He is learning about color mixing and figuring out what kind of textures look hot or cold.
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During the student check in, the students had the opportunity to talk a little bit about their costume. This allowed to students to debrief and get out a little excitement, while also learning some more interests about their classmates.
This student is using optical mixing techniques to create a look that is representing water. The student is using cool colors to establish a watery look, also making connections to real world situations. Also, the student is learning how to stretch and explore with materials by using different applications of paint. The student is also learning how different layering techniques create texture.
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