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Nicora (Art)

Page history last edited by Cathleen.Nicora 11 years, 3 months ago

Remix #4

 

I will enter my reflection once I have taught this lesson.  Students have been finishing a previous lesson, and because I was out sick, I have not been able to complete this task.

I am also using this new lesson format from the teacher plans app.  Please give me feedback on which format you prefer. Thank You. 

 

 Lesson Plan

             Teacher Candidate: C. Nicora         Phone:             Email: 

 

                Mentor Teacher:            School:          Room: 

 

                Supervisor:              Date: 1/28/2013                 Time: 12:49:42 PM EST

 

                University Professor(s) / Instructor:        Subject(s): Fine Arts      Grade: 10,9,11,12 

 

 

 

Lesson Title:       Color Theory  

 

Materials:

Tech: Color Uncovered app, projector, appleTV, Haiku Deck app, color wheels, pre-assessment worksheet,
And Art timeline app

Project materials:  paper, pencil, colored pencils, paints

 

 

Goals / TEKS / Objectives

  1.  Goal(s): 

  

  1.  TEKS/STAAR:

117.53. (a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Electronic Media II (one credit per course). The prerequisite for each Level II art course is one credit of Art I.
117.52. (a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following art course: Art I (one credit).
 

  1.  ELPS:

 

  1.  Lesson Objective(s):

Students will be able to show color theory concepts in their artworks.

Students will be able to use color value and intensity to create contrasts.

  1.  Prerequisite Skills:

Understanding of color wheel and value.

 

 

Sponge / Focus

  1.  Sponge (warm-up):

  

  1.  Focus:

-ask students about their favorite colors.
-Ask students to point out examples in room/school/real life.
-Complete a discovery about color.

 

Rationale/ Connections:


Connections:-Ask or tell, \"When you watch television, you use/see this ...\"
-Tell students what they learned yesterday, last week, last year, etc.
    

 

Teaching Strategies or Methods: 


Teaching Strategy or Method: -Deductive: Provide information/guide to independent practice


Teachers Role: -Instructor, -Co-explorer


Students Role: -Explorer


Classroom Layout: -Rows
 


Higher order thinking strategies: -Paint a picture of some aspect of color schemes.


Questioning strategies: -Describe what happened at he point when primaries mix?, , - Describe what color schemes are created based on color wheel placement?, , , -Can you distinguish between tones and neutrals?, , - Can you distinguish between color value and color intensity?

 

 

Evaluation:


-Pre-Assessment worksheet
-Painting
-critique of artworks
-sketches
-Post-Assessment worksheet
 

           

 

               Closure: 


-Ask students questions about the main concepts learned.
-Think/Pair/Share
-Have students ask partners/group members questions about the lesson

 

Accommodations/Modifications/Extensions:


-Visual cues
-Provide charts/reminders
 

 

 

Additional Information:

Number of students / Groups/Special settings:

Transitional Activities / Plan for students who finish early:

Reflections on lesson:

 

 

Remix from #2 to Remix #3

 

Mrs. Nicora/Art I and Advanced Art – 5 Shadow Types Unit

 

This series of lessons is given as a basis in creating the illusion of all realistic 3-D form from 2-D shapes on a 2-D format.  Advanced students will review this information from the previous year.

_____________________________________________________________________________

Criteria:

Value          Form          Shading          Shadows          Highlight          Midtone          Reflective light

Cast shadow          Shadow Edge          Light source           Actual color          Shape

______________________________________________________________________________

Critique: Vladimir Vermeer

 

Sketchbook: Create 5 flat shapes and change them to become form.

                       Create a composition using the shapes and forms.

______________________________________________________________________________

Introduction:

  • ·      The teacher will show flat shapes and shapes that are made into form through visual samples.
  • ·      The teacher will discuss and explain a handout of the 5 shadows and how they work on a flat shape to create form in 3-D to present the illusion of reality.
  • ·      The students will critique the artist, Vladimir Vermeer, and his art to see the 5 shadows at work in paintings. The students will fill out the critique worksheet.
  • ·      Students are asked to create simple shapes in their sketchbooks and change them into form using the 5 shadows, as practice.
  • ·      Students are asked to create a composition using the shapes and forms they created onto a paper measuring 12 X 18 and to use shading techniques to create the forms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_______________________________________________________________________

Remix Lesson #3

 

Mrs. Nicora/Art I and Advanced Art – 5 Shadow Types Unit

 

This series of lessons is given as a basis in creating the illusion of all realistic 3-D form from 2-D shapes on a 2-D format.  Advanced students will review this information from the previous year.

_____________________________________________________________________________

Criteria:

Value          Form          Shading          Shadows          Highlight          Midtone          Reflective light

Cast shadow          Shadow Edge          Light source           Actual color          Shape

______________________________________________________________________________

Technology:

iPads, Explain Everything, Procreate

 

Critique - Timeline app          Louvre HD app   National Gallery London HD app  Getty

Sketchbook – iPastels, Draw Free or SketchBookX

Free time – Years of Art app interactive game 

_____________________________________________________________________________

Introduction:

  • ·      The teacher will show flat shapes and demonstrate shapes that are made into form through visual samples using Explain Everything app and Procreate.
  • ·      The teacher will discuss and explain a handout of the 5 shadows and how they work on a flat shape to create form in 3-D to present the illusion of reality.
  • ·      The students will critique the artist, Vladimir Vermeer, and his art to see the 5 shadows at work in paintings. The students will fill out the critique worksheet appropriate for the art history apps.
  • ·      Students are asked to create simple shapes in their sketchbooks apps and change them into form using the 5 shadows, as practice.
  • ·      Students are asked to create a composition using the shapes and forms they created in Draw Free or SketchBookX and then put it onto a paper measuring 12 X 18 and to use shading techniques to create the forms for the final work.

_____________________________________________________________________________

Mediums/Supplies:

 

Lesson 1) Pencil (Art I)                          Lesson 1) Mixed Media (Adv.)             Paper 12 X 18

Lesson 2) Charcoal (Art I)                    Lesson 3) Pastels (Art I) 

 

 

 

 


 

Remix #2 Jan. 3rd 2013

 

Mrs. Nicora/Art I and Advanced Art – 5 Shadow Types

 

This lesson is given as a basis in creating the illusion of all realistic 3-D form from 2-D shapes on a 2-D format.  Advanced students will review this information from the previous year.

_____________________________________________________________________________

Criteria:

Value          Form          Shading          Shadows          Highlight          Midtone          Reflective light

Cast shadow          Shadow Edge          Light source           Actual color          Shape

______________________________________________________________________________

Critique: Vladimir Vermeer

 

Sketchbook: Create 5 flat shapes and change them to become form.

                       Create a composition using the shapes and forms.

______________________________________________________________________________

Introduction:

The teacher will show flat shapes and shapes that are made into form through visual samples.

The teacher will discuss and explain a handout of the 5 shadows and how they work on a flat shape to create form in 3-D to present the illusion of reality.

The students will critique the artist, Vladimir Vermeer, and his art to see the 5 shadows at work in paintings. The students will fill out the critique worksheet.

Students are asked to create simple shapes in their sketchbooks and change them into form using the 5 shadows, as practice.

Students are asked to create a composition using the shapes and forms they created onto a paper measuring 12 X 18 and to use shading techniques to create the forms.

 

__________________________________________________________________

Remix of Lesson #2

 

Mrs. Nicora/Art I and Advanced Art – 5 Shadow Types

 

This lesson is given as a basis in creating the illusion of all realistic 3-D form from 2-D shapes on a 2-D format.  Advanced students will review this information from the previous year.

_____________________________________________________________________________

Technology:

iPads, Explain Everything, Educreations

Critique -  Timeline app          Louvre HD app   National Gallery London HD app  Getty

Sketchbook – iPastels, Draw Free or SketchBookX

Free time – Years of Art app interactive game

_____________________________________________________________________________

 Criteria:

Value          Form          Shading          Shadows          Highlight          Midtone          Reflective light

Cast shadow          Shadow Edge          Light source           Actual color          Shape

______________________________________________________________________________

 

 Critique: Vladimir Vermeer using the Timeline app to find the historical movement and the museum app to search his works and the Timeline app to find other artists of the time.

 

Sketchbook: Create 5 flat shapes and change them to become form using iPastels.

                       Create a composition using the shapes and forms in Draw Free or SketchBookX.

______________________________________________________________________________

 

Introduction:

The teacher will show flat shapes and shapes that are made into form through visual samples using Explain Everything.

The teacher will discuss and explain a handout of the 5 shadows and how they work on a flat shape to create form in 3-D to present the illusion of reality.

The students will critique the artist, Vladimir Vermeer, and his art to see the 5 shadows at work in paintings. The students will fill out the critique worksheet appropriate for the apps.

Students are asked to create simple shapes in their sketchbooks apps and change them into form using the 5 shadows, as practice.

Students are asked to create a composition using the shapes and forms they created in Draw Free or SketchBookX and  then put it onto a paper measuring 12 X 18 and to use shading techniques to create the forms for the final work.

 


 


 

Remix #1 Dec. 12th 2012

 

Mrs. Nicora/ Advanced Art – Adobe Photoshop Touch App – Tastes Like Chicken (traditional lesson)

 

In this lesson students are asked to create an imaginary world based on being hatched from an egg as an unknown creature in connection to environmental changes.  To do this, students will take images of various landscape perspectives along with images of an egg and a “newly hatched being”. The images will be condensed into one (depth of) space, and one light source becoming a narrative that includes mood, compositional arrangement and use of proportion.

______________________________________________________________________________

Critique:   Digital art utilizing layers of images combined will be analyzed based on the elements, the principles and compositional arrangements.   No specific artists will be studied but surreal art will be studied as a connection to unknown environments in the introduction.

 

Sketchbook: Students will first use simple drawings in their sketchbook to build their landscape ideas and use these in a final sketch done with an app.

 

Introduction:

Practice - The teacher will introduce this app with activities for exploration before giving the final project and guidelines. Students will be asked to take pictures using the iPad and go through a series of challenges to familiarize themselves with this app to reach the goals for this project. (Chang e the value, color, filters, crop the image, and finally merge it in layers with other images.)

 

The project introduction – Students are asked to brain storm and apply previous knowledge of climate change in relation to changes in plant and animal life in order to survive.

Students are asked to create a landscape based on their theories using images. 

Students are asked to apply their theories in developing a creature that would hatch from an egg in this new environment. (Questions become what type of egg, what surface quality of the egg, what adaptations are necessary for a new creature to survive and what climate will exist?)

The students will use images in the app to layer with transparency, value and color changes, cropping, and merging.  Students are encouraged to use this technology in any way they choose to expand the final composition, principles and elements for overall form.

 

The students will flatten the final image and print in color onto photo paper.  A 300 Dpi image will be required as a final print for a grade.    

 

Cathy Nicora – Art

 

Advanced Art:  Lesson 3 – Emotion Unit:  Content and Meaning (iPad remix)

In this group of projects, the theme of emotion is addressed to put feeling into art forms.

Students will focus on two extremes – excitement and serenity.

 

Goals/Criteria:

-Shadow Types          -depth of space        -Textures       - Value Variations          -Brush work 

-Warm colors            - Cool colors              - Fully developed compositions          -Color blending 

___________________________________________________________________________

 

Critique:  Students will investigate two artists to compare art emotions in a worksheet.  The first artist is Frederic Remington for excitement in his Western art and Robert Dowling for Surrealism and Serenity.

Estimated Due Date:  2 Days after Introduction – Grade 10 pts X 2

 

Sketchbook:  Students will work on their iPads using the Draw Free app in two parts developing 5 various drawings for each emotion.  Focus will first be put on excitement.  Part two will focus on serenity.  A Final sketch will be produced for each part.  The final sketches are what the students will follow for their art production projects.

 

Estimated Due Date:  3 Days after critique is complete – Grade 10 pts. for each group of 5 and 1 final sketch.

 

_ Introduction:

The teacher will lead a review discussion of shadow types in relation to creating form and depth of space.  Emotions will be discussed in connection to content and form and the artists/artworks that students will use for the critiques.

 

____________________________________________________________________________

Art Production:  2 Acrylic Paintings

 

-Students will draw their sketches onto iPad with Draw Free app.

Using ArtRage app or Brushes app

-Students will lay in a midtone color into their shapes, blending colors as they work. 

-Students will lay in Highlight colors (warm colors) for sun direction into their shapes.

-Students will lay in Shadow colors (cool colors) for shading forms.

-Students will create details with small brush work areas.

 

Estimated Due Date:  5-8 Days for each painting.  Each painting – Graded as 80 pts.-using a rubric and evaluating for scholastics and art displays.

 

This assignment can easily be introduced into Adobe Photoshop Touch app with images for subjects of loss, surprise, etc. 

 

 

 

 

 

Comments (5)

Jayson Yeagley said

at 1:22 pm on Dec 19, 2012

I like your first example. The apps can provide a wonder balance in costs too. Paper and supplies can be very expensive. After purchasing the app, the material is free and waste will not exist...On the next lesson...connect more with a specific app. I want to know more what you are thinking....The draw free app and how world will be displayed. Great work and this iPad will change the way you teach art and the way art is displayed and shared. This is an exciting time in the art world.

Jayson Yeagley said

at 2:27 pm on Jan 21, 2013

Remix #2--->The advance students (prior year) would have an easier time reviewing the info if it is digitally stored....I don't know if you mean the info will be from old student work, but that is a cool option....

Awesome use of Explain Everything (app)....You could really show a lot. It is also awesome because it would be your voice speaking too! You could really decide what info and tips you could provide. You could also provide the same Jargon you use in class....Great idea. The critiquing of the artist makes sense too....Will the App have examples of his work? This is a great application aspect of the lesson...Lastly, the students apply it! How much time does this unit represent?

Jayson Yeagley said

at 3:18 pm on Jan 21, 2013

Great work...the sky is the limit!

Allison said

at 12:42 pm on Feb 11, 2013

Cathy I will be honest – your lesson confused me probably because I have a limited background in Art. However, I feel that your lesson is a great way to incorporate 21st century learning as it is asking students to critique historical, yet famous, art as well as creating their own. By having students create their own art piece, students are given the task to adequately utilize the process and design that is so highly studied. I really enjoy how you have incorporated APPs that have students look at famous art pieces with a critical eye in order to mimic the design, textures, etc.

Roberta Kerlin said

at 9:18 pm on Feb 11, 2013

Cathy I know nothing about art- in fact the only "C" I got in college was in art. I envy your talents and your ability to instill the love for art in so many of our students. I have a few suggestions that I have seen others incorporate in their 21st century remixes. Is there anyway you could flip the lesson from previous years that you had in the beginning of your lesson. Possibly by putting the lecture on YouTube so all students could review it. It could also be linked to your class wiki. (I know for a fact that Ms. Harper is an expert at this). Also the handouts and critique forms could be linked to your wiki. This would give the students an opportunity to review the assignment before class giving them more in class time for working on creating their own art piece. I really like the way you used apps to have the students look at art work and create their own work as well as still create their own piece on paper. Keep up the good work.

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