Lesson 1: Day 2
Project/Unit Description/Expedition:
Attention Researchers: Your Creative Thinking Labs are up and running successfully! Well done. Your first mission is to research, design and create a brand new planet for Earth’s inhabitants to live on after the meteor hits! All researchers will need to come together to decide what 5 characteristics the new planet will need for the inhabitants to survive… Then each researcher will design and create their new world by planning/sketching, drawing and finally painting their brand new Ideal World and Habitat they would want to live in!
Today, students will be continuing their brainstorming in their sketchbooks in response to the prompt above. They will also create a complete rough draft in color in their sketchbooks, learn about depicting form using light and shadow, mixing colors with acrylic paint, and begin drawing out their final product with pencil on canvas.
Essential Understanding (s):
Inquiry/Learning Target:
Students will design a new, habitable world in their sketchbooks and create an acrylic painting of it.
Key Concepts:
Skills:
Art Focus:
Students will sketch and brainstorm in their sketchbooks to create a new habitable planet. They will be practicing drawing skills and developing creative ideation skills.
Literacy Focus:
Students will be learning vocabulary terms including shading, light direction, highlight, cast shadow, and primary/secondary colors. They will also be encouraged to brainstorm with a list of ideas and discuss these ideas with the teachers and peers, and at the end of each day we will have a written reflection to post on the discovery board.
Documentation:
Attention Researchers: Your Creative Thinking Labs are up and running successfully! Well done. Your first mission is to research, design and create a brand new planet for Earth’s inhabitants to live on after the meteor hits! All researchers will need to come together to decide what 5 characteristics the new planet will need for the inhabitants to survive… Then each researcher will design and create their new world by planning/sketching, drawing and finally painting their brand new Ideal World and Habitat they would want to live in!
Today, students will be continuing their brainstorming in their sketchbooks in response to the prompt above. They will also create a complete rough draft in color in their sketchbooks, learn about depicting form using light and shadow, mixing colors with acrylic paint, and begin drawing out their final product with pencil on canvas.
Essential Understanding (s):
- Planning and refinement is an essential component in creating art in all its forms.
Inquiry/Learning Target:
Students will design a new, habitable world in their sketchbooks and create an acrylic painting of it.
Key Concepts:
- Improvisation
- Space / Time / Energy
- Artistic Intention
Skills:
- Generating or assessing solutions
- Listening critically, thinking independently, and giving reasons and evaluating evidence
Art Focus:
Students will sketch and brainstorm in their sketchbooks to create a new habitable planet. They will be practicing drawing skills and developing creative ideation skills.
Literacy Focus:
Students will be learning vocabulary terms including shading, light direction, highlight, cast shadow, and primary/secondary colors. They will also be encouraged to brainstorm with a list of ideas and discuss these ideas with the teachers and peers, and at the end of each day we will have a written reflection to post on the discovery board.
Documentation:
This students described her work based off of the criteria created by the class. Last week they voted to require water, shelter, air and plants in their worlds. She stated that "the tree creates the water, no one knows where it comes from. The tree produces everything the people need to live." This representation was very different from her last depiction; rather than focusing on how the world looked as a whole, this student brought the representation of its functionality to a new level of detail. Her focus on how things would work demonstrated the critical thinking ability to generate solutions and compare possible problem-solving alternatives.
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This student also took the idea of how his world would work and decided to illustrate it on a new page for detail. Jonathan talked a lot about light source and shadow, therefore in order to create a light source, this student has one end of his house provide the light for this particular "village." When clicking through the slideshow, pay attention to where his finger is moving. The town is the dark shape in the middle, and the towns people jump onto a trampoline and eventually land in their home, defying normal gravity. In the last image, you can see the student start to add color to show where the light will be provided from the houses. His ideation was creative and original, without showing dependence upon the ideas of his peers. Also, his focus on comprehending and showing light direction demonstrated his practice of engaging and persisting, as well as developing artistic craft. |
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In the video above, you can see the beginnings of student discovery. As Jonathan leads them through the discussion of light and shadow, the students begin to understand how it works and the importance of showing this imagery in their works of art.
At the end of each lesson, we have a reflective activity that allows students to verbalize one thing they will take away from class today. To the right are a few examples of what students wrote. |
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