Art Lessons





Lesson : Hidden Image Illusion                                 2-80 Minute periods.
Concept:  Illusion and how lines, shapes and colors, play a role in creating it.

Student Outcomes: Students will create an original 18 x 12 inch artwork,  using pencil and chalk pastels, to create the illusion their original image is not there or is hidden.

Anticipatory Set: Give each student a note card.  Ask them to write, in their own words, what an illusion is.  Discuss student responses and give formal definition. 
illusion
1.something that deceives by producing a false or misleading impression of reality.
2.the state or condition of being deceived; misapprehension.
3.an instance of being deceived.
4.Psychology . a perception, as of visual stimuli (optical illusion)  that represents what is  perceived in a way different from the way it is in reality.

Procedure:  Begin by discussing the various examples of artists’ illusions.  Discuss and show examples of artists that used illusion (M.C. Escher, Istvan Orosz). 
          How do you think the artist created this illusion? 
          Why do you think certain colors appear as they do?
          “Seeing isn’t always believing.”
Discuss with students how contrasting colors work to create illusion and how Elements and principles of design are used in Artwork to create illusion.
Students will begin this project by first creating an 8x11 inch practice art piece.  Students will see, through teacher demonstration, the steps to creating an illusion.
First, they must draw a small object (house, car, tree, flower) using only contour lines.  The object should fill up 75% of the paper.
Next, students will use pencil lines to break up, overlap, go behind, and go in front of their image.  The lines they use should be similar to the lines used in their image.  Example: an image with various curves should have curvy lines used throughout.  Additionally students will create shapes with their lines that should resemble attributes to their original image.
Finally, students will color in their artwork using two complementary colors.  Each shape that was created by their lines is to be colored with both of their complementary colors using one color on the side of a shape and blending into the other color they chose.

Closure of 20 minute demonstration: Ask students to write on the back of their note cards: How did you use Line, color, and shape to create the illusion that your original image was lost or became part of the entire composition?
(answers may vary, explain that we don’t always see everything in an image.  Our brain fills in gaps because over millions of years of evolution being programmed to fill in those gaps.  The illusions of today’s artwork is that at first glance our brains don’t recognize the hidden image because of the use of lines, shapes, and colors.)
The class will do an art critique of each student’s work, learning what works and what doesn’t.  Students will use this opportunity as a way to develop a second piece of artwork; this time on 18x12 inch paper. 

Accommodations: For those students who cannot draw their image, there will be options for tracing a printed image.  Some students may require more time for completion.

Materials: White 8”x11” paper and white 12”x18”paper, Erasers, Pencils, Chalk Pastels

Handouts: Rubric.

Assessment:  Informal Critiques, Weekly Effort and Accountability Grades Self-Assessment/Teacher Assessment Rubric upon completion of Project.

Closure:  Each period, individual students and class as a whole are asked about current activity & progress into assignment to check for clear understanding.


NJCCS:      Standard 1.1: The Creative Process
                                       1.1.5.D

                     Standard 1.3: Performance
                                       1.3.12.D.1
                                       1.3.12.D.2


http://www.nj.gov/education/cccs/standards/1/


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Lesson 1 (Color Grid Design)    City Block.  5 – 80 Minute periods.
Concept:  Color mixing/creation

Student Outcomes: Students will create a Color Grid using colors of the color wheel.  They will learn how to mix and create colors.

Focusing Event:  Teacher introduces the color wheel and discusses with students the Primary, analogous, and complimentary colors.

Procedure:  1. Introduce the students to some of the artworks hanging in the classroom.  Have a classroom discussion about color in some of the artwork.  “how does this color make us feel?”  “Why would the artist use these colors in this image?”  Show examples of Van Goghs work and allow students to express how colors make them feel.
2.  Explain to students that although there are a certain number of colors on the color wheel, we can make various Tints and Shades of each color to add to the number of colors.  Explain that we can also mix colors such as yellow and blue to make green, and mix orange and red to make redorange. 
3.  Show the students examples of the Color Grid they will be making.  The color grid should consist of 12 4”x4” squares on a piece of thick paper.  Each square represents a color, such as Red, Blue, Yellow, Green, Violet, Orange, Blueviolet, Redorange, Bluegreen, YellowGreen, Yelloworange, Redviolet.  In Each grid students need to break it down into an additional 10 spaces, this can be done with simple line or by creating some design or an image.
4.  Demonstrate to students how to mix colors, how to create 10 distinct tints and shades of their color and how to apply it with a brush to their work.  Allow students to get their paper and begin laying out their grid design.

Vocabulary :  Complimentary Color,   Analogous Colors,   Primary Colors,   Tints,  Shades 

Materials: White 12”x18”paper, Newsprint Paper, Rulers, Erasers, Pencils,

Assessment:  Informal Critiques, Weekly Effort and Accountability Grades Self-Assessment/Teacher Assessment Rubric upon completion of Project.

Closure:  Each period, individual students and class as a whole are asked about current activity & progress into assignment to check for clear understanding.


Lesson 2 (Shattered Image, Color Oil Pastels)    3 – 80 Minute periods.
Concept:  Color theory/line

Student Outcomes: Students will create a 18x24 shattered image using oil pastels.

Focusing Event:  Have the students complete the Do now on the board.  “With pencil, draw an outline of  an object then using lines try and hide or camouflage the object.

Procedure:  1. Discuss the Do now and hold up examples of the student work.  Talk about what a Contour line is and how we can use line to break images and composition up.
2. Teacher introduces the color wheel and discusses with students the Primary, analogous, and complimentary colors. Introduce the students to some of the artworks hanging in the classroom.  Have a classroom discussion about color in some of the artwork.  “how does this color make us feel?”  “Why would the artist use these colors in this image?”  Show examples of Van Goghs work and allow students to express how colors make them feel.
 3.  Teacher Demonstration.  Show students how they will use a contour line to draw an object in the center of their paper.  The using lines that relate to their object, break the image up in various ways.  Be sure to draw lines around, behind and over the object.  Once the image has been broken up, demonstrate how to use oil pastels effectively.  Demonstrate the methods of application and how to blend the two colors they will use.

Vocabulary :  Contour Lines,   Complimentary Colors , Analogous Colors,   Primary Colors,   Oil Pastels

Materials: White 12”x18”paper, Oil Pastels, Erasers

Assessment:  Informal Critiques, Weekly Effort and Accountability Grades Self-Assessment/Teacher Assessment Rubric upon completion of Project.

Closure:  Each period, individual students and class as a whole are asked about current activity & progress into assignment to check for clear understanding.

NJCCS:      Standard 1.1: The Creative Process
                                       1.1.5.D

                     Standard 1.3: Performance
                                       1.3.12.D.1
                                       1.3.12.D.2


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Lesson: Commercial Art/Food Packaging Design                           3-4 – 80 minute periods
Concept: Designing a box for a food product. 

Student Outcomes:  Students will design and illustrate a box for a food product. 

Focusing Event:  Students will be exposed to examples of food product designs, such as Ritz crackers, cereal boxes, etc.  Students will be given a planning sheet where students will develop their ideas for their project by picking foods and coming up with adjectives to describe them.

Procedures:
  1. Announcements:  Sketchbooks due, please hand in before end of block.
  2. DO NOW: (on board) Write 3 food products that you think are fantastic.
  3. Discussion:  Teacher facilitates discussion with questions like:
    1. What products did you pick?, Why?,  What fonts stand out?, What are the prominent/standout colors?
  4. Examples: Show students examples of common food products that are packaged in boxes.  Have a discussion with them about the following: fonts, colors, designs, and interesting points. 
  5. Group Activity:  Break students into groups and assign task.  Students will make an 8 by 11 cover for a food product.  Each group will be assigned their specific product:
    1. Children’s Sugar Cereal                                e. Organic Granola Cereal
    2. Diet Frozen Dinner                                         f.  Frozen Cheesy Pizza
    3. Fluffy Pancake Mix                                         g.  Energy Protein Bars
    4. Diet Morning Shakes
  1. Upon completion, students will present their work to the class.
  2. Hand out the planning worksheet.  Upon completion of worksheet, students will create 4 sketches of possible designs.  They will select one design to use for their final project and get teacher approval.
  3. Have students written a paragraph explaining what their product is, the font, colors, and design they will use and explanation of their marketing.
  4. Give a demonstration on how to make templates for their boxes.
  5. Students will create their own boxes and design.
Closure/Assessment:  Self-assessment rubric, teacher assessment rubric, class presentation, written paragraph. 

Materials: colored pencils, markers, colored paper, pen and pencil, box examples, printout examples, planning worksheet, 80 weight paper. 


NJCCS:      Standard 1.1: The Creative Process
                                       1.1.5.D.1
                                       1.1.5.D.5
                     
Standard 1.3: Performance
                                       1.3.8.D.3
                                       1.3.8.D.5
                                 




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