Eyes are the Window to the Self
Enduring Understanding: Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
PGC’s
-Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
-Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
-Recognize, articulate, and debate that the visual arts are a means for expression
Objectives:
1.Students will be able to accurately measure and use a grid to enlarge an image and create a contour drawing of their eye. NUMERACY
(Applying; Create: demonstrate technical proficiency and craftsmanship when planning.)
2.Students will be able to operate a computer in order find images which will refine their ideas on their final project. TECHNOLOGY
(Applying; Create: utilize current and available technology to refine an idea, and create original and imaginative works of art)
3.Students will be able to demonstrate skill with several mediums such as charcoal, pen and ink, and watercolor within their multimedia projects.
(Applying; Create: demonstrate technical proficiency and craftsmanship when planning.)
4.Students will be able to support their use of material, color, and imagery within their work of art.
(Evaluating; Reflect: Visual literacy skill help to establish personal meaning and artistic intent in works of art)
5.Students will be able to discuss materials used and artistic intent within the work of their peers. LITERACY
(Understanding; Comprehend: art criticism strategies are used to analyze, interpret, and make informed judgments about works of art)
Pre-assessment:
Ask students if they had any trouble with their first grid drawing, discuss common mistakes. This will serve as a pre-assessment to see where the majority of the class sits on the subject but it will also serve as a troubleshooting session which will ultimately save time on the project.
Ask students if they are familiar with terms and techniques surrounding watercolor. What is dry brush? What are characteristics of wet on wet painting.
Accommodations and modifications:
Accommodations:
Students with ADD:
provide written schedule on the board for students to refer to
Provide breaks
Review instructions individually to enhance comprehension
Modification: For students who finish early have them study various animal eyes. Have them choose an animal and study its eye closely. What similarities and differences are there to the human eye? Have them work on a second multimedia assignment.
Materials:
Developmental workbooks
Digital camera
computer
Charcoal
Pen and ink
Colored pencils
Watercolors
Paint brushes
Water cups
Paper towel
Preparation:
Take photograph of each student, enlarge the image to show only the eye
Hang all of the eye photos on the wall together
Create and print off eye-dea inquiry worksheet
Reserve computer lab for students to gather images and ideas
Gather materials so they are ready to distribute quickly
Safety:
Students will be reminded to be careful while working with nibs for pen and ink. These materials will only be used in one section of the classroom. Nibs will be checked in and out through the teacher each class.
Action to Motivation:
Hang all the photos on the wall at once. See if students can pick their own eye out of the crowd. Talk about similarities and differences between the eyes. What features do you see? Discuss the idea of unity and variety, all the eyes are similar and yet very different.
Ideation/Inquiry:
Have students brainstorm their eye-deas. In their sketch books have students draw three blank eyes. Within the iris have them draw objects and symbols that they would like to incorporate into their projects.
Ask questions such as, what do you want your eyes to tell others? How will you communicate ideas?
Make sure to discuss students their planning before they begin the final image.
Procedures:
Day 1
1.Explain the new lesson. Describe what the process of making the final object will look like. (lecture)
Give students a general break down of what the time line for this project looks like.
Day 1- planning symbolism and grid eye. Day 2- grid part must be finished start work on decoration. Day 3- work day, include pen and ink and watercolor work stations. Day 4- finalizing work, discussing work of peers
2.Action to motivate
Hang all of the photos on the wall together. Seeing all of the eye images together will spark interest.
- discuss the subtle detail of the eye that makes each of us individual
- what similarities and differences can they see? (discussion)
Eye lids, eye brows, shadows, shapes, etc.
- what features/ lines give the eye an emotion?
3. Cooperative Learning Activity (cooperative learning)
Students will be broken into groups and assigned to find defining characteristics of certain emotions. Each group will brainstorm and draw eyes under their assigned emotion such as happiness, excitement, anger, sadness, tiredness, etc.
The groups will then be divided so that there will be a representative from each of the original teams that form the new team. Each student will discuss what emotion they had in their original group and compare and contrast ideas that students came up with in the other groups.
4. pre-assessment (discussion)
Ask students if they had any trouble with their first grid drawing, discuss common mistakes. This will serve as a pre-assessment to see where the majority of the class sits on the subject but it will also serve as a troubleshooting session which will ultimately save time on the project.
5. Work time
Have students begin to grid their eye. Make sure they put their name on the back of their final image. (skills)
The final project will be 9x12, the eye should almost entirely fill this page.
Only transfer the contour lines of the eye, do not worry about value
6. clean up
Keep eye images in their DW’s
Collect final images in work in progress file
Day 2
1.Lab time
Lab time will only be twenty minutes. The time spent on the computer needs to be short so students are focused on completing their assignment. A large portion of the personal engagement grade for this assignment will come from this lab time. Attaching a grade to collecting images will also keep students on task.
Take class to the computer lab, have them use this time to gather images as references for their final pieces. (technology)
Have students collect images and attach them in an e-mail to me. Students will not be allowed to print their images. This will save paper because the will not be allowed to print a hundred images, this will also be a measure to make sure students images are school appropriate.
2. Ideation and inquiry
Brainstorming eye-deas in developmental workbooks (inquiry)
Have students decide what they want to be reflected in their eyes
What symbols will you use to describe yourself?
What colors will you use?
What materials do you want to use?
3. work time (skills)
This is the final day to complete the grid transfer, if it is still not finished at the end of this period it will be considered homework
Walk around class and help on an individual basis
Print images for students to refer to
Discuss ideas for materials students would like to use (discussion)
4. clean up
Collect Developmental workbooks
Gather material and return to proper bins
Dismiss class when everyone is quiet and in their seats
Day3
1.warm up
Blind contours- have students pair up with a partner and create a blind contour of the others eye. Take two minutes each time, draw two or three eyes each partner (skills)
The idea behind this warm up is for students to gain a greater understanding of all the lines and detail within the human eye (concept)
2. Establish work stations
Watercolor demo (demonstration)
Refresh students on each of the following watercolor techniques; dry brush, wet on wet, creating texture with salt and plastic wrap.
After demo have water colors available in one corner of the room
Students are already familiar with pen and ink from the second lesson. Have pen and ink work station in another section of the room. Pen and ink will have to be checked in and out each class period.
Charcoal can be used at individual seats
3. work time (skills)
Allow students to choose which mediums they would like to add to their final project
Hold students accountable for the decisions they make, “How does this medium relate to your overall idea?
Check in on each station for brainstorming and trouble shooting
Walk around room and help on an individual basis
4. clean up
Leave plenty of time for clean up as there will be a lot of different materials out
Pen and ink to be checked in
Watercolor brushes washed in sink and returned to proper bin
Charcoal returned to proper bin
Wipe down tables
Pick up trash off the floors
Day 4
1.work time (skills)
Open up work stations – watercolor and pen and ink
Check out pen and ink
Walk around and help students on an individual level
2. student reflective activity
As students begin to finish their work have them pair up with a partner
Have them trade art and answer questions about their peers work (critique)
What do you think the artist is trying to say? How do you know?
Discuss strengths within the work – what materials add meaning to the piece? What is the strongest part of the image?
3. clean up
Pen and ink to be checked in
Watercolor brushes washed in sink and returned to proper bin
Charcoal returned to proper bin
Wipe down tables
Pick up trash off the floors
Student reflective/inquiry activity:
Seeing through someone else’s eyes-
Have students trade their finished work with a peer. Have them answer questions about the others work.
Did your partner use their grid accurately?
What was the intended meaning? How do you know?
Discuss strengths within the work – what materials did you partner use? What materials add meaning to the piece?
Have students complete the reflective activity in their developmental workbooks.
Post-assessment:
See attached rubric
Self-Reflection:
I think this was the most successful lesson in the unit. It was a strong lesson because there was just the right balance of structure and freedom within the work. To begin the assignment students were required to look at a photograph of their eye and use the grid technique to enlarge their eye accurately. This provided the right amount of direction in the assignment. Using the grid also ensured that students did not simply draw their eyes as ovals, which created a much more interesting end result. Using the grid provided a good base for students to then expand upon. Students were then allowed to draw anything they wanted in the inside of the eye, which provided plenty of room to make the piece personal. This was very helpful for meeting the objective of discussing intent within the work of their peers. Because the work was important to them it was easy to find meaning within each piece.
One thing I would change about this lesson would be limiting the amount of material options. An endless option of subject matter is good for creating student engagement. Unlimited options of materials are good for creating classroom chaos. My original intent for allowing so many material choices was to increase student interest in the project. What I learned is it is better to do one thing well than five things averagely. I introduced a new possible material almost every day of the assignment. Students need more time to practice with a technique to explore its possibilities.
I would also change the way I had students do research for this assignment. We spent one whole class period looking up images that they would like to use for inspiration within their work. Ultimately I feel that this time could have been better-spent demonstrating techniques and allowing students to refine their skills. Next time I will limit computer time to no more than twenty minutes. If the students work efficiently this is plenty of time. If they waste their time they will simply have to use time outside of class.
What this assignment taught me was if you provide a sturdy foundation with plenty of room for artistic freedom students will produce great work.
PGC’s
-Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
-Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
-Recognize, articulate, and debate that the visual arts are a means for expression
Objectives:
1.Students will be able to accurately measure and use a grid to enlarge an image and create a contour drawing of their eye. NUMERACY
(Applying; Create: demonstrate technical proficiency and craftsmanship when planning.)
2.Students will be able to operate a computer in order find images which will refine their ideas on their final project. TECHNOLOGY
(Applying; Create: utilize current and available technology to refine an idea, and create original and imaginative works of art)
3.Students will be able to demonstrate skill with several mediums such as charcoal, pen and ink, and watercolor within their multimedia projects.
(Applying; Create: demonstrate technical proficiency and craftsmanship when planning.)
4.Students will be able to support their use of material, color, and imagery within their work of art.
(Evaluating; Reflect: Visual literacy skill help to establish personal meaning and artistic intent in works of art)
5.Students will be able to discuss materials used and artistic intent within the work of their peers. LITERACY
(Understanding; Comprehend: art criticism strategies are used to analyze, interpret, and make informed judgments about works of art)
Pre-assessment:
Ask students if they had any trouble with their first grid drawing, discuss common mistakes. This will serve as a pre-assessment to see where the majority of the class sits on the subject but it will also serve as a troubleshooting session which will ultimately save time on the project.
Ask students if they are familiar with terms and techniques surrounding watercolor. What is dry brush? What are characteristics of wet on wet painting.
Accommodations and modifications:
Accommodations:
Students with ADD:
provide written schedule on the board for students to refer to
Provide breaks
Review instructions individually to enhance comprehension
Modification: For students who finish early have them study various animal eyes. Have them choose an animal and study its eye closely. What similarities and differences are there to the human eye? Have them work on a second multimedia assignment.
Materials:
Developmental workbooks
Digital camera
computer
Charcoal
Pen and ink
Colored pencils
Watercolors
Paint brushes
Water cups
Paper towel
Preparation:
Take photograph of each student, enlarge the image to show only the eye
Hang all of the eye photos on the wall together
Create and print off eye-dea inquiry worksheet
Reserve computer lab for students to gather images and ideas
Gather materials so they are ready to distribute quickly
Safety:
Students will be reminded to be careful while working with nibs for pen and ink. These materials will only be used in one section of the classroom. Nibs will be checked in and out through the teacher each class.
Action to Motivation:
Hang all the photos on the wall at once. See if students can pick their own eye out of the crowd. Talk about similarities and differences between the eyes. What features do you see? Discuss the idea of unity and variety, all the eyes are similar and yet very different.
Ideation/Inquiry:
Have students brainstorm their eye-deas. In their sketch books have students draw three blank eyes. Within the iris have them draw objects and symbols that they would like to incorporate into their projects.
Ask questions such as, what do you want your eyes to tell others? How will you communicate ideas?
Make sure to discuss students their planning before they begin the final image.
Procedures:
Day 1
1.Explain the new lesson. Describe what the process of making the final object will look like. (lecture)
Give students a general break down of what the time line for this project looks like.
Day 1- planning symbolism and grid eye. Day 2- grid part must be finished start work on decoration. Day 3- work day, include pen and ink and watercolor work stations. Day 4- finalizing work, discussing work of peers
2.Action to motivate
Hang all of the photos on the wall together. Seeing all of the eye images together will spark interest.
- discuss the subtle detail of the eye that makes each of us individual
- what similarities and differences can they see? (discussion)
Eye lids, eye brows, shadows, shapes, etc.
- what features/ lines give the eye an emotion?
3. Cooperative Learning Activity (cooperative learning)
Students will be broken into groups and assigned to find defining characteristics of certain emotions. Each group will brainstorm and draw eyes under their assigned emotion such as happiness, excitement, anger, sadness, tiredness, etc.
The groups will then be divided so that there will be a representative from each of the original teams that form the new team. Each student will discuss what emotion they had in their original group and compare and contrast ideas that students came up with in the other groups.
4. pre-assessment (discussion)
Ask students if they had any trouble with their first grid drawing, discuss common mistakes. This will serve as a pre-assessment to see where the majority of the class sits on the subject but it will also serve as a troubleshooting session which will ultimately save time on the project.
5. Work time
Have students begin to grid their eye. Make sure they put their name on the back of their final image. (skills)
The final project will be 9x12, the eye should almost entirely fill this page.
Only transfer the contour lines of the eye, do not worry about value
6. clean up
Keep eye images in their DW’s
Collect final images in work in progress file
Day 2
1.Lab time
Lab time will only be twenty minutes. The time spent on the computer needs to be short so students are focused on completing their assignment. A large portion of the personal engagement grade for this assignment will come from this lab time. Attaching a grade to collecting images will also keep students on task.
Take class to the computer lab, have them use this time to gather images as references for their final pieces. (technology)
Have students collect images and attach them in an e-mail to me. Students will not be allowed to print their images. This will save paper because the will not be allowed to print a hundred images, this will also be a measure to make sure students images are school appropriate.
2. Ideation and inquiry
Brainstorming eye-deas in developmental workbooks (inquiry)
Have students decide what they want to be reflected in their eyes
What symbols will you use to describe yourself?
What colors will you use?
What materials do you want to use?
3. work time (skills)
This is the final day to complete the grid transfer, if it is still not finished at the end of this period it will be considered homework
Walk around class and help on an individual basis
Print images for students to refer to
Discuss ideas for materials students would like to use (discussion)
4. clean up
Collect Developmental workbooks
Gather material and return to proper bins
Dismiss class when everyone is quiet and in their seats
Day3
1.warm up
Blind contours- have students pair up with a partner and create a blind contour of the others eye. Take two minutes each time, draw two or three eyes each partner (skills)
The idea behind this warm up is for students to gain a greater understanding of all the lines and detail within the human eye (concept)
2. Establish work stations
Watercolor demo (demonstration)
Refresh students on each of the following watercolor techniques; dry brush, wet on wet, creating texture with salt and plastic wrap.
After demo have water colors available in one corner of the room
Students are already familiar with pen and ink from the second lesson. Have pen and ink work station in another section of the room. Pen and ink will have to be checked in and out each class period.
Charcoal can be used at individual seats
3. work time (skills)
Allow students to choose which mediums they would like to add to their final project
Hold students accountable for the decisions they make, “How does this medium relate to your overall idea?
Check in on each station for brainstorming and trouble shooting
Walk around room and help on an individual basis
4. clean up
Leave plenty of time for clean up as there will be a lot of different materials out
Pen and ink to be checked in
Watercolor brushes washed in sink and returned to proper bin
Charcoal returned to proper bin
Wipe down tables
Pick up trash off the floors
Day 4
1.work time (skills)
Open up work stations – watercolor and pen and ink
Check out pen and ink
Walk around and help students on an individual level
2. student reflective activity
As students begin to finish their work have them pair up with a partner
Have them trade art and answer questions about their peers work (critique)
What do you think the artist is trying to say? How do you know?
Discuss strengths within the work – what materials add meaning to the piece? What is the strongest part of the image?
3. clean up
Pen and ink to be checked in
Watercolor brushes washed in sink and returned to proper bin
Charcoal returned to proper bin
Wipe down tables
Pick up trash off the floors
Student reflective/inquiry activity:
Seeing through someone else’s eyes-
Have students trade their finished work with a peer. Have them answer questions about the others work.
Did your partner use their grid accurately?
What was the intended meaning? How do you know?
Discuss strengths within the work – what materials did you partner use? What materials add meaning to the piece?
Have students complete the reflective activity in their developmental workbooks.
Post-assessment:
See attached rubric
Self-Reflection:
I think this was the most successful lesson in the unit. It was a strong lesson because there was just the right balance of structure and freedom within the work. To begin the assignment students were required to look at a photograph of their eye and use the grid technique to enlarge their eye accurately. This provided the right amount of direction in the assignment. Using the grid also ensured that students did not simply draw their eyes as ovals, which created a much more interesting end result. Using the grid provided a good base for students to then expand upon. Students were then allowed to draw anything they wanted in the inside of the eye, which provided plenty of room to make the piece personal. This was very helpful for meeting the objective of discussing intent within the work of their peers. Because the work was important to them it was easy to find meaning within each piece.
One thing I would change about this lesson would be limiting the amount of material options. An endless option of subject matter is good for creating student engagement. Unlimited options of materials are good for creating classroom chaos. My original intent for allowing so many material choices was to increase student interest in the project. What I learned is it is better to do one thing well than five things averagely. I introduced a new possible material almost every day of the assignment. Students need more time to practice with a technique to explore its possibilities.
I would also change the way I had students do research for this assignment. We spent one whole class period looking up images that they would like to use for inspiration within their work. Ultimately I feel that this time could have been better-spent demonstrating techniques and allowing students to refine their skills. Next time I will limit computer time to no more than twenty minutes. If the students work efficiently this is plenty of time. If they waste their time they will simply have to use time outside of class.
What this assignment taught me was if you provide a sturdy foundation with plenty of room for artistic freedom students will produce great work.
eyes_rubic.pdf | |
File Size: | 30 kb |
File Type: |
inquiry_worksheet.pdf | |
File Size: | 194 kb |
File Type: |