Action Research Visual Art Scheme
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The document outlines a first-year art project titled 'My Room, My View,' aimed at helping students create a painting based on their favorite room, either real or imaginary, while exploring various artistic techniques and theories related to perspective, color, and composition. The project includes lesson plans detailing objectives, teacher and student tasks, assessment methods, and supports for a diverse classroom, emphasizing creativity, personal reflection, and the historical context of art. Throughout the course, students will engage in brainstorming, drawing, and critical evaluation, culminating in an original artwork that incorporates their personal experiences and observations.
Action Research Visual Art Scheme
- 1. 1 AC 1st YR project scheme –My Room, my point of view (real or imaginary) Name of student teacher: Angela Clarke Class: 1st year Title of Scheme: My Room, My View (real or imaginary) – The Long Composition Aim of Scheme: To design and create a painting through the exploration of line, shape,form, texture, pattern, colour, photo and one point perspective based on the theme of my favourite room (real or imaginary), incorporating their own objects and the use of research sketchbooks. Class size,profile and details: 24 mixed ability, pupils, 1 with SNA Duration of lessons:75 minutes, (Fridays Periods 1 and 2) Lesson No Content LearningOutcomes Teachertasks and Pupils Task Support studies and Visual Aids Evaluation/ Assessment Procedures 1/8 14/11/16 Introduction to scheme and to images of rooms Study the illusion of spatial depth in a two- dimensional surface through one- point perspective- Draw a road Explore perspective with string, pins and a grid on foam-board Drawing /Analysing a pencil sharpener through perspective techniques and shading from primary source Pupils will be able: To analyse andcompare relationships, such as function andmeaning between examples of different images of rooms. To Identifyartworkcreated by Carl Larsson in terms of style characteristics, line, colour andform. Knowledge (cognitive domain) To contrast andcompare Carl Larsson’s work with his contemporaries at that time andto be aware of his role in art history and culture as a recordof human achievement. To recognisethe importance of thepersonal environment as a stimulus for art making. Attitudes (affective domain). To make connections between the work ofCarl Larsson andpossible ideas for their artwork developingthe theme My favourite room (real or imaginary). To engage in preliminary mind-mappinginvolving critical thought and specifically decidingon their own idea basedon the Introduce the scheme and discuss the room as a theme in works of art from a personal and critical viewpoint andits function in art history and that of today. Discuss the difference between Forgery, appropriationand interpretation. Explain Types of paintings- Watercolour, oil, acrylic etc. Think, Pair, Share square. Discuss the theme My favourite room as a startingpoint for their artwork, using visual aids, artist examples andmindmaps. Discussion to ascertain prior knowledge on perspectives, vanishingpoints andhorizons through the use of photographs. Define and evaluate perspective, through images, Geometric rules. Examples of the work Post- Impressionist artist Vincent van Gogh- “Thebedroom’, Arts andcraft Artist Carl Larsson andmodern artist, Brett Whiteley: Self-portrait in the studio’. Discuss the life, history andart of each with three examples andhow they contributedto art history. Examples of paintings of other rooms by-Pieter De Hooch, M. C. Escher, Alison Rector, Jeremy Geddes, Wassily Kandinsky Vocabulary worksheet Mind maps Biographies of artists lives and works Examples of images showing perspective Support studies My drawingof a continuous line drawing of a chair Examples of ideas generatedfrommy drawing of the pencil sharpener Formative Assessment: Informal- Guiding questions- Photoofa road Focus on the drawing of the road; can you describe what is happeningtoit? Is this what happens in reality? Why do youthink this might be happening? What is happeningto the buildings andtrees? Show a photo ofroad andinteriorof a church - Can yousee any similarities between the two photos? What is happeningto the columns and the floortiles? Where do you think the photographer was standing? What is the point of perspective? DISCUSS ideas for next week. Questions on PB- Which
- 2. 2 theme. To create the illusionof three-dimensional space andform through drawing), skills (psychomotor domain) Demonstrate step-by-step modellinga road. Findthe centre of your page, this can be done by foldingit evenly in four, andplace a dot there: the vanishingpoint. From each corner of the paper with a ruler draw lines recedingto the dot. Drawthe horizon.Drawin a roadwith lines goingto the vanishingpoint. What is happening? Draw in parallel vertical lines-can we turn these lines into buildings? Don’t draw too hard andshowhowto holda ruler. Explore perspective with elasticstring, pins and a grid on foam board Pupils create their own study on perspective. Can they see the 3D effect yet? Could they do anything different? Mid-lesson reflection note in sketchbooks- Purple pens Introduce the room as 3-D space in which objects can be viewedfrom different angles andexplore views from different close up sections. Positiona pencil sharpenerso all the pupils will have a good view. Discuss what is seen from individual points of view. The further away the object, the smaller it appears. Demonstrate how to lightly sketch the entire still life Visual aids Presentation boards of the history ofart, Contemporary artists demonstrating their styles and discuss their different processes andmaterials. Discuss the interpretationof the roomin different art forms as based on the theme. Key Vocabulary terms – Forgery, appropriation, interpretation, linear perspective, proportion, view point, vanishing point, horizonline, parallel lines, recede, light source, reproduction, imitate,observe, transfer, foreshortening, foreground, middle ground, background, landscape, The paintingby Van Gogh- the bedroom to be given as a hand- out – Point out considerations i.e. the relationship between the parts of the drawing, its position, the scale of the work, and the proportions. Discuss what is meant by light source. Where is the light source in the painting? Is it natural or artificial? Value tonal scales using a variety of techniques: hatching, crosshatching, and stippling. Examples that demonstrate highlights, reflectedlight, core of shadow, paintingshows lots of emotion andmovement? Which painting uses thick paint andstrong brush strokes? What might the artists have been thinking when they paintedthese pictures? Howare line, shape, form, texture,pattern andcolour used in each image? Howdo they effect the composition of the overall image? What words would describe these images- graphic, abstract, symbolic, fresh, clean, modern, smoothor textured? Can they define vocabulary relatedto perspective? Special considerations for mixed ability groups. Worksheet with pre prepared images of perspective drawings. Give half a perspective drawing andask pupil to complete remainingpart. What ideas did youget while drawing the pencil sharpener? Have they observedthe pencil sharpener from all angles? Look at the structure of the pencil sharpener andits position in space. Where can usee areas of negative space? What shapes are createdin the negative space?
- 3. 3 i.e.t he pencil sharpenerandits surroundings, using one point perspective. Suggest ways to draw the pencil sharpenerin perspective. Which part ofthe pencil sharpener is closest? Which is furthest? Which parts shouldyoudraw larger? Smaller, lighter? Darker? Pupils Task, Pupils will draw the pencil sharpener with backgroundto create visual interest. Pupils will OBSERVEthe pencil sharpener from three different angles, front, bottom and enlarged section… they will do the same in continuous line and then finally one colourstudy observing the object in a section close up. As they draw, pupils will take note of ideas and possibilities for the theme. Ask pupils to sketch a rough drawing of their favourite room Class discussion andevaluation of sketchbooks. cast shadows Examples that convey realism anddiscuss howit is achieved Observe the effect light has on objects in the classroom. Sketchbooks, Pencils, erasers, elastic, string, rulers etc. Exit Notes for next lesson Have they successfully drawn a close up section? Examinethe appearanceof objects in magazines, photographs, and reproductions of artworks. Ask pupils to brainstorm items in their rooms that they might include andwrite these on the board. 2/8 21/11/16 ‘Make It big’ Introduction to the grid Creatinga room using scale, ratio measurement and a grid Introduction to Research, exploration and ideation Introduction To source images from newspapers andmagazines in relation to perspective- rooms, objects andresearch that will informtheiridea. To recogniseanduse the visual arts as a way to illustrate ideas fromdirect observation,imagination andpersonal experience. Attitudes (affective domain). To be aware of scale, ratio andmeasurement for enlargement,perspective Entrance Note in sketchbook about Previous lesson-ideas, difficulty or questions. Introduce and demonstrate how to plan the grid Pupils write their own learning intentions for the project- Key messages, skills or ideas Creatinga room Examples of drawings and diagrams showing perspective and visual examples of interiorscenes. Key Vocabulary terms The work by the supportingartists as an examplethat helps explain 3-D illusion of perspective, Formative Assessment: Observation and recording of pupils’ skills Informal questions- Have they been connectingwith the idea generationand using their imaginations? Howdid the artist include an image of his own reflection?
- 4. 4 to drawing complex objects in perspective Distorted perspective- Analytical drawingand tonal studies andproportionwhen using a grid anduse correct vocabulary terms To make a Value gridusing line to five shades. To be aware of howthe illusion of form anddepth can be createdthrough shadingtechniques To knowthe component parts of value shadedforms to include highlights reflectedlight.Core of shadowandcast shadow. Knowledge (cognitive domain) To be able to translate their observations of one object into realisticallyshaded drawings. ), Skills (psychomotor domain) recalling previous session’s discussion on linear perspective, foreshortening andreceding, apply it here using the grid Demonstrate Contour drawing on one reflective object Demonstrate how to introduce tonal value to the drawing usinga value scale. Demonstrate stippling, hatching, and cross hatching. Demonstrate how to make a value grid with at least 5 different shades andtextures. Demonstrate the illusion of depth Know, Wonder, Learnt. Group work. Brainstorm possible meanings of illusion. Group discussion. Sketchbook Prompts Will be given half way through class to explore quietly for 20 minutes only Pupils practice shading using a variety of techniques. Mid-lesson reflection note in sketchbooks Pupils will then proceedto do a tonal drawing. Class discussion andevaluation of sketchbooks. discuss briefly its purpose in art. Investigate the ways in which they represent interiors. Examples of reflectiveobjects i.e. Christmas ball, mirror etc. Examples that demonstrate highlights, reflectedlight, core of shadow, cast shadows Examples that convey realism anddiscuss howit is achievedRange of images- Pages from theIkea catalogue, Photographs of landscapes and interiors, reproductions of paintings, tracing paper, ruler anda pencil Worksheet: Value tonal scales. Grid worksheets, Hand-outs on perspective Homework: Pupils to collect a range of images of interiors- different types of rooms – bedrooms, kitchens, sitting rooms etc. explainingwhy they find it attractive for next class Do youknowof other famous paintings where youcan see an image of the artist? What objects would be suitable to reflect your image? How would they distort your face? Howcan line be used to define form? In what ways can art create illusions? Howcan the illusion of form be created through shading techniques on a 2-D surface Howcan tone be used to shift the viewer’s eye aroundthe composition? What other ways can we improve the composition? Evaluate pupils’ ideas - are the ideas relevant to the theme? Evaluate drawings on howwell they exploredand observedtheir objects
- 5. 5 3/8 23/11/ 16 Memory Drawing Exploration - Cut out,re- arrange images and layout. Development and Construction of drawing ‘My favourite room’ –What is special about your room? To engage in preliminary mind-mappinginvolving critical thought and specifically decidingon their own idea basedon the theme. To recogniseanduse the visual arts as a way to illustrate ideas fromdirect observation,imagination andpersonal experience. Attitudes (affective domain). To make connections between their previous drawings andnewideas suitable for creatingan original artwork. To have usedtheir imaginations tolook for newways of interpreting ideas. To observe howline can be used to define pattern, texture andform. Knowledge (cognitive domain) To criticallyevaluate their own work to date through discussion andto be able to look at their design ideas to see what needs to be added to improve their design To create thumbnail sketches with written notes, using line andvalue to express ideas (psychomotor domain) Sketchbook Prompt: 1. Close your eyes and imagine you experienced the room onlyby feeling things?Drawwhat you feel. 2. Whatifyou were hiding?Where wouldyou hide?Draw whatyou can see from your hiding spot. 3. Whatifyou were sotall your head reached the ceiling oras small as your shoe? Drawwhat the room looks like. 4.What if you were a fly? Would your vision be distorted?Drawhow the room looks different. Entrance Note in sketchbook Pupils Choose the Success Criteria for a perspective drawing Pupils Choose the Features of quality (specifications for awarding achievement) expected within the Success Criteria for a perspective drawing Introduce the students to the drawing from memory process.Ask pupils to close their eyes and visualise their rooms. Bringin their senses- sight, touch, hearing, and smell. Discuss the key concepts of layout, space, colour, texture andpattern and get them tothink about fabrics and furniture. When they have consideredthese features, theyare ready to draw their rooms from memory in their sketchbooks.On their drawings, pupils can add written notes on texture,sound, andsmall, and other factors that cannot be represented visually. Discuss howdifferent textures are createdandhow to build up Compare the works of the three supportingartists. Identify objects of personal significance. Explain howit would feel to be in these rooms. What can we see/learn about the artist’s lives? Remind howthe artists have created perspective by referringto gradatingsize, scale, colour and use of angle Tracingpaper Watercolour paper, range of secondarysource materials suitable for brainstorming Worksheets - thumbnail sketches Tracingpaper Mixedmedia- markers, pens, colouredpencils, crayons, chalk, pastels etc. Homework; To draw up final layout on tracing paper after choosingfinal design layout Mid-lesson reflection note in sketchbooks Class discussion andevaluation of sketchbooks.Exit Notes for next lesson Formative Assessment: Checklist to guide pupils Plans. Informal -Group discussion lookingat each others designs, consider which work best for a collagaph design. Consider the most effective use of the pattern for their final design Who has used the boardgames most imaginatively? Can I recognise any designs that use the line, shape, form, pattern or colours of the boardgames? Have they collecteda range of art materials at home such as markers, gel /felt pens, colouring pencils, wax crayons, water colour paints. Who has generatedthe widest range of textures? Who has used the objects most imaginatively? Can yousee any ideas in presentation boards that would help in their designs? Compare the use the line,
- 6. 6 5. Imagine you were colour blind, or could only see in one colour,like a dog. Draw what the room looks like. 6. Whatdoes your room smell like?Does itsmell good or bad? Put somethingin the picture that communicates that. 7. Whatifyou were a famous artistfrom the art historybook? Draw what your room would look like if they painted it. 8. Whatifyou could see your reflection on an object within theroom? Draw what that looks like. 9. Whatifyourroom had a door into another dimension?Drawwhat you can see. 10.What if your room has somethingnotnormally found in a room? Draw what you imagine. 11.What if there was no gravity in your room? Draw what would happen in your room. 12.What if you room is not real and was just a dream?Draw whatyou dream. layers. Discuss what features make theirown rooms special i.e. favourite object, photographs, pictures, views Double Entry Log- Ideas on left/Thoughts on right. Brainstorming andidea generationin groups of two. Usingthe presentation boards andthe black board gather as many ideas as possible. Discuss the ideas collectively.First showtwo outline design layouts made in advance. Demonstrate how to transfer drawing to watercolour paper using tracingpaper Sketchbook Prompts Will be given half way through class to explore quietly for 20 minutes only Teacher demonstrates howto drawup possible design layouts with the use of hand-outs on perspective Howto experiment with a variety of design layouts keepingin mind different media andtechniques that they producedon drawing the sharpenerbefore startingonfinal artwork Pupils will Perceive their shapes and colours or the textures and patterns in the prints andthat of the board games. What art materials might be best used to interpret the ideas? Have they considered possible plan layouts? Who has exploreda theme and sourced imagery? Formative Assessment: formal: one-to- one- Consider the different compositional studies in pupils sketchbooks and discuss individually which might be most effective in their design
- 7. 7 own rooms (real or imaginary and select objects for inclusion in their artwork .When drawing from a viewpoint, consider their fieldof vision. What is in the foreground, middle ground andbackground? Pupils will sketch out three design plans for their chosen room using perspective andthe arranged objects, using their imaginations and their previous drawings to help them. To experiment with a variety of design layouts keepingin mind different media andtechniques that they producedwhen drawing the chair before startingon final artwork. Finally pupils will draw up layout on tracing paper after choosingfinal design layout 4/8 28/11/ 16 Colour theory and schemes Design a printed or woven textile for curtains or upholstery. To be aware that the elements ofart can express moods andfeelings. Attitudes (affective domain). To confidentlyexpress their observations andopinions about artwork usingcorrect vocabulary terms. Knowledge (cognitive domain) To be aware how watercolour canbe manipulatedandcombined to createtones andto be aware that watercolour techniques can enable Entrance Note in sketchbook Fine tuningof ideas idea for class critique and teacher approval for suitability. Discuss the concept of expressing distance through colour theory Discuss the impact of colour A range of secondary sources to make a collages e.g. scissors, etc. Consider theme, design and function of their plans. Colour wheels Watercolour paper, gum tape andstretching boards. Formative Assessment: observation and documentation of pupils exploration, engagement and skill Informal - Question them on the colour choices of the supporting artists. Do u think theylike their rooms? Which steps go first? What
- 8. 8 realisationof theirroom design. Skills (psychomotor domain) on feelings Demonstrate how to stretch watercolour paper Pupils task; Pupils will create a colour wheel andexplore colour schemes Class discussion andevaluation of sketchbooks. Exit Notes for next lesson considerations are important? Pupils’ self- reflection worksheets Questions for demonstration Does colour choice conveya message? How are we meant to readthis mage? Rate the elements in order of importance- Pictures, words, Symbols? 5/8 30/11/ 16 Final compositiona l studies Transferof drawingto watercolour Introduction to watercolour techniques To effectivelydevelop the layout of the roomplan To recogniseanduse the visual arts as a way to illustrate ideas fromdirect observation,imagination andpersonal experience. Attitudes (affective domain). To effectivelymake a finisheddrawingof their favourite room.Skills (psychomotor domain) To transferan image. Knowledge (cognitive domain) To explore watercolour techniques Discuss the size and composition offinal painting and look at contour line in the work of supporting artist Carl Larsson. Explain why we will usecontour line when creating a watercolour painting. If objects areleft with unfinished outlines this can give the illusion ofshifting planes, and can cause the painting to look confusing tothe viewer. Discuss why it is important to close theoutlines ofobjects and remind students ofthe rules of perspective, which we covered in previous lessons. Discuss the final composition in terms ofbalance and unity. Pupils willchoose from previous thumbnail sketches the most suitable to work layoutfor their final drawing Teacher Key Vocabulary terms –balance, unity, Forgery, appropriation, interpretation, linear perspective, proportion, view point, vanishing point, horizon line, parallellines, recede,converge, light source, reproduction, imitate, observe, transfer, foreshortening, foreground, middle ground, background, landscape. Visual Aids My water example of a room in one- point perspective, Book and student hand-out on carl Larsson. Support Studies Examples ofthe work ofcarl Larsson and Van Gogh, Images on one-point perspective, hand- out on linear perspective. . Group Work- Take the ‘Hot seat’ discussfinal ideas Formative Assessment: Informal questions on the elements and principles of art. Howdid the artist createa balanced composition? Howcan line be used to define form? What do you see first when youlook at this room? What does your eye go to first? Did the artist achieve a sense of unity in this composition? In what ways can art create illusions? Howcan the illusion of form be created through line and colour on a 2-D surface Howcan tone or colour be used to shift the viewer’s eye aroundthe composition? Evaluate pupils’
- 9. 9 Task/s: - Demonstrate drawing a frame for the interior painting on the watercolour paper. To Transfer a layout and images to final artwork PupilsTask/s; Pupils willcreate a final contour drawing ofa room recalling previous session’s discussionon linear perspective, foreshortening and receding, apply it here using the grid if required. Pupils can ifthey wish draw directly on to the watercolour paper or they can transferif desired. Teacher will give an introductioninto basic watercolour techniques; Pupils willthen proceed to explore watercolour techniques in their sketchbooks until end oflesson as some students may stillbe working on final drawing. Pupils will explorethe technique of watercolour keeping in mind this watercolour study that they could incorporateinto their painting. ideas - are the ideas relevant to the theme? Evaluate drawings on howwell they exploredthe composition before final artwork? Have they drawn a window frame andis the room interiordrawn clearly.
- 10. 10 6/8 5/12/1 6 Exploration of watercolour techniques. Watercolour Painting To be aware of the development and construction ofa painting andhowit can be used as a way for the expressing ideas andfeelings. Attitudes (affective domain). To make a study usingline andwatercolour toexplore different tones. Skills (psychomotor domain) To be aware of tonecan be createdthrough watercolour paintingtechniques To make connections between the previous watercolour andvalue studies andpossible ideas for realisation offinal watercolour painting. Knowledge (cognitive domain) To knowhowtoselect suitable ideas for detail from previous studies for their paintingbasedon the theme. Entrance Note in sketchbook about Previous lesson-ideas, difficulty or questions. Look at the colour wheels createdin a previous lesson andexplain what is a tone andtheir function in watercolour painting. TeacherTask/s: - Demonstrate howto make different tones of one colour. Explain that intensity is the saturationor purity of a colour (hue is the name of a particular colour) that determines its relative brightness or dullness. Start with one colour andfill in an area createdby taking a line for a walk. Then addin a small amount of another colour. Shoe howcolours can be pre-mixed or if first colour is let dry, a secondcolour can be layer over, this technique is calledglazing andcan build up different tones of the same colour. Explain that we won’t be creating tints (colour plus white), or shades (colour plus black) in this project.Explain harmonious and complementary colour schemes. Discuss warm (advancing) colours andCool (receding) colours. Focus on which colours shouldbe used first andhowthe can create form, moodand texture. Demonstrate how to start the colour Materials- drawings on watercolour paper, pre-mixed watercolour paint, Sketchbooks, Pencils, brushes, pallets, newspaper andplastic cups etc. Examples of the supportingartists work that demonstrate highlights, reflectedlight, core of shadow, cast shadows Look at examples that convey realism anddiscuss howit is achieved The work by the supporting artists as examples that helps explain 3-D illusion of perspective and atmospheric perspective through the use of colour. The work of Carl Larsson as my influence for the visual aid andthe other supporting study artist forthis project.Howare line, shape, form, texture,pattern andcolour usedin the examples of their work? How do they effect the composition ofthe overall image? What might the artists havebeen thinkingwhen they paintedthese pictures? Key Vocabulary terms – harmonious, complementary, intensity,tint, tone, shade, Forgery, appropriation, interpretation, linear perspective, proportion, view point, vanishing point, horizonline, Formative Assessment: Can u see the shadows in this painting? What function do they serve? Can you name two types of shadows? What happens to an objects shadowif I'd thrown it in the air? Do you needshadows in youartwork? Where will they go? Howcan colour be used to define form? In what ways can colour create illusions? Howcan the illusion of form be created through shading techniques on a 2-D surface? Howcan tone be used to shift the viewer’s eye aroundthe composition? Informal - Divide into groups. Discuss each other’s designs ideas, consider as a group howit can be improved, possibilities for colour and where there will be problems and howthey can be overcome. Peer evaluation worksheets Have they made gooduse of the colour?
- 11. 11 process- Demonstrate how to addextra colour to create layers. Remember to put newspaper underneath artwork Pupils discuss their own learning intentions and success criteria for adding colour Pupil Task; Pupils practice creating different tones using a one colour first To create a watercolour painting parallel lines, recede, converge, light source, reproduction, imitate,observe, transfer, foreshortening, foreground, middle ground, background, landscape. Class discussion andevaluation of painting. Exit Notes for next lesson 7/8 7/12/1 6 Watercolour Painting To recogniseanduse the visual arts as a way to illustrate ideas fromdirect observation,imagination andpersonal experience. Attitudes (affective domain). To be aware of watercolour in relation to realisingof their room design. To be aware of howthe illusion of form anddepth can be createdthrough watercolour techniques. Knowledge (cognitive domain) To be able to use masking fluid to block areas in watercolour painting. Skills (psychomotor domain) To reflect upon andassess the characteristics and merits of theirwork andthe work of others Class discussion andevaluation of paintings on ways to improve final look. Introduce the concept of blockingout and maskingoff areas from an extra layer of watercolour paint. Show examples of paintings that were created using masking fluid. Teacher Task/s: - Demonstrate how to use masking fluid. Demonstrate how to build up layers of watercolour. Demonstrate how to remove the maskingfluid. Know, Wonder, Learnt. Pair work. Discuss which areas shouldbe masked out before adding extra layers of watercolour for the rooms. Pupil Task; Pupils practice using masking fluid in their sketchbooks, Artist statement hand-out for writingin sketchbook- Homework Materials- maskingfluid, brushes, Sketchbooks, Pencils, watercolour paints etc. Key Vocabulary terms – harmonious, complementary, intensity,tint, tone, shade, forgery, appropriation, interpretation, linear perspective, proportion, view point, vanishing point, horizonline, parallel lines, value, texture, recede, converge, light source, reproduction, imitate,observe, transfer, foreshortening, foreground, middle ground, background, landscape. Class discussion andevaluation of paintings with class discussion on ways to improve final look. Exit Notes for next lesson Formative Assessment: Informal questions on final watercolour paintings. Where is the light source? What didyou want me to see first? What does this paintingtell me about you? Howcan you add to the illusion of form through shading techniques on a 2-D surface Howcan tone or texture be used to shift the viewer’s eye aroundthe composition? Formative Assessment: Observation and recording of pupil’s skills Informal questions- Have they been connectingwith the idea generationand using their imaginations? What other ways couldthey
- 12. 12 Pupils will then proceedto develop their watercolour painting, masking out key areas before building up areas of watercolour. improve the composition for the future? Evaluate pupil’s ideas - are the ideas relevant to the theme?
- 13. 13 8/8 12/12/ 16 Realisation of finished painting Presentation Classroom Critique To be able to effectively make a watercolour paintingby applyingmedia, techniques andprocesses. Skills (psychomotor domain) To use the elements of art andprinciples of design in creatingart. Knowledge (cognitive domain) To reflect upon andassess the characteristics and merits of theirwork and the work of others. Attitudes (affective domain). To confidentlyexpress their observations andopinions about artworks createdby themselves andthose by their peers,using vocabulary accurately. Attitudes (affective domain). To Display artwork Classroom Presentation of work to date- Students will verbalize and presenttheir thoughts inorder to present a summaryof learning about the topic andto suggest ways to improve paintings. Discuss-ideas, difficulty or questions. Pupils are to be encouragedto choose or add colours that suit or improve their final realized room design TeacherTask/s: - Demonstrate howadd detail as discussed and suggested in the peer evaluationat the start of lesson to improve paintings. Pupils Task/s: Pupils proceedto finish paintings then complete a self evaluation, andreflect on their own research on rooms anditems in those rooms andthe use of their sketchbooks. Students present their paintings, givingan account of the creative process to date, idea development, use of art materials andtechniques, andrealisation of ideas. Watercolours, Worksheet: Colour mixing worksheet brushes Self-evaluation worksheets Final group critique Summative Assessment- Each pupil must be evaluated accordingthe success criteria on research drawings, ability to brainstorm, development of ideas, and features of quality in final composition and the executionof the painting design in colour. Have pupils effectively interpretedthe theme intotheir designs and utilizedthe medium and form of watercolour paintingtobest suit their images andexpression. Summative assessment of final watercolour paintings
- 14. 14 Appendix C: Project lesson plan example AC 1st YR project scheme – My room, my point of view (real or imaginary) LessonPlan Aim of Scheme To design and create a watercolour painting through the exploration of drawing through line, shape, form, texture, pattern, colour, and one point perspective based on the theme of my favourite room (real or imaginary), incorporating their own objects and the use of research sketchbooks. Details LessonNumber. (3/8) Class Profile & Details 1st year 23 pupils, mixed ability Duration of Lessons 75mins Date 23/11/16 Initials AC Lesson Learning Outcomes To engage in preliminary mind-mapping involving critical thought and specifically deciding on their own idea based on the theme. To recognise and use the visual arts as a way to illustrate ideas from direct observation,imagination and personalexperience. Attitudes (affective domain). To make connections between their previous drawings and new ideas suitable for creating an original artwork. To have used their imaginations to look for new ways of interpreting ideas. To observe how line can be used to define pattern,texture and form. Knowledge (cognitive domain) To critically evaluate their own work to date through discussion and to be able to look at their design ideas to see what needs to be added to improve their design To create thumbnail sketches with written notes,using line and value to express ideas. Skill (psychomotordomain) Lesson Delivery Introduction; Greeting, roll call, Entrance Note in sketchbookabout Previous lesson-ideas,difficulty or questions. Body of the Lesson;
- 15. 15 Pupils discuss their own learning intentions for the project- Key messages,skills or ideas-Cards. Pupils Choose the Success Criteria for a perspective drawing Pupils choose the Features of quality (specifications for awarding achievement) expected within the success criteria for a drawing of a room Introduce the students to the drawing from memory process. And to creating thumbnail sketches.Ask pupils to close their eyes and visualise their rooms. Bring in their senses-sight,touch,hearing, and smell. Discuss the key concepts of layout, space,colour, texture and pattern and get them to think about fabrics and furniture. When they have considered these features when they looked at their rooms, they are ready to draw their rooms from memory in their sketchbooks. On their drawings, pupils can add written notes on texture, sound,and small, and other factors that cannot be represented visually. Discuss how different textures are created and how to build up layers. Discuss what features make their own room’s special i.e. favourite object, photographs,pictures,views etc. Materials- Sketchbooks,Pencils, erasers, elastic, string, rulers etc. Key Vocabulary terms – Forgery, appropriation, interpretation, linear perspective,proportion, view point, vanishing point, horizon line, parallel lines, recede, converge,light source, reproduction,imitate, observe,transfer, foreshortening,foreground, middle ground, background,landscape. The work by the supporting artists as an example that helps explain 3-D illusion of perspective, discuss briefly its purpose in art. Investigate the ways in which they represent interiors. Double Entry Log- Ideas on left/Thoughts on right. Brainstorming and idea generation in groups of two. Formative Assessment: Informal questions on the elements and principles of art. How did the artist include an image of his own reflection? Do you know of other famous paintings where you can see an image of the artist? What objects would be suitable to reflect your image? How would they distort your face? Teacher Task/s: - Teacher demonstrates how to draw up possible design layouts using thumbnail sketches.How to experiment with a variety of design layouts and compositions, keeping in mind different media and techniques that they produced on drawing the sharpenerbefore starting on final artwork, using Key Vocabulary terms Class discussion. Pupils will Perceive their own rooms (real or imaginary and select objects for inclusion in their artwork. When drawing from a viewpoint, considertheir field of vision. What is in the foreground, middle ground and background? Mid-lesson reflection note in sketchbooks Pupils will sketch out three design plans for their chosen room using perspective and the arranged objects,using their imaginations and their previous drawings to help them. To experiment with a variety of design layouts keeping in mind different media and techniques that they produced when drawing the object before starting on final artwork. Finally pupils will draw up layout on tracing paper after choosing final design layout
- 16. 16 Pupils will then proceed to explore texture and pattern for next lesson if time available. Class discussion and evaluation of sketchbooks. Exit Notes for next lesson Formative Assessment: Observation and recording of pupil’s skills Informal questions-Have they been connecting with the idea generation and using their imaginations? What other ways can we improve the composition? Evaluate pupil’s ideas - are the ideas relevant to the theme? Evaluate drawings on how well they explored and observed their objects? Conclusion; Homework: Pupils to collect a range of images of interiors- different types of rooms –bedrooms, kitchens, sitting rooms etc. explaining why they find it attractive for next class. Pupils will draw up room layout after choosing final design. Differentiation: Special considerations for mixed ability groups. Range of images- Pages from the Ikea catalogue, Photographs ofinteriors, reproductions of paintings,tracing paper, ruler and a pencil Teacher will make adaptations of the final outcome for those with learningneeds or advanced learners. Health and safety: All classhealth and safety precautions that will be taken; entry and exit procedures will becarefully monitored. Numeracy and literacy: Use of language and appropriate art vocabulary. Numeracy in measurement and observation of geometric shapes and angles. Visual Aids My water example of a room in one-point perspective,Book and student hand-out on carl Larsson. The project brief for students to take hone to read. PP presentation on perspective Support Studies Examples of the work of carl Larsson and Van Gogh, Images on one-point perspective, hand-out on linear perspective. Class Evaluation of Lesson and Task with pupils – Continuous teacher on-going formative assessment through observing and questioning on demonstration and about the direction that they might take with their project. Can they define vocabulary related to perspective? What ideas did you get while drawing the pencil sharpener? Evaluate drawings on how well they explored perspective, and did they use their imaginations. Have they observed the pencil sharpenerfrom all angles? Look at the structure of the pencil sharpenerand its position in space.Where can u see areas of negative space? What shapes are created in the negative space? Cross curricular link: Understand the visual arts in relation to history,and cultures. Assessment procedures: In keeping with the JC assessment curriculum, a check-list will be designed by teacher and linked directly to the Learning Outcomes for each Lesson for both student and teacher evaluation. There will be a formal grading rubric for the teacherto use for computing the grade at the end of project.