Urban vs. Rural: What Makes a Great Image
Activity:
First Period: Mini-Lesson:
1. In a large group sitting on the carpet use SMARTBoard lesson (see Materials section) to guide a discussion on spaces in art (including foreground, middle ground, background). Use SMARTBoard markers to brainstorm students' observations. Hands on Task: 1. In partners have students work with images to do their own assessments of foreground, middle ground and backgrounds. For this students will need to:
2. Have a partner share: 2 sets of partners share and discuss their findings. The Art Project:
1.Introduce the objective of the Art Project (to have students create images that use background, foreground, and middle grounds to be used in their brochures).
2. Have partners pick image boxes to design that are related to the topics in their brochure. Include books/images of destinations that students picked to help them with their art. 3. Using pre-cut template boxes, have students design rough drafts of their images. For rough copies, have students divide their images to show spaces. 4. Once finished rough drafts, have students move on to good copies. Putting the pieces together: 1. Once finished images, have partners assemble their brochures (insert text and images) as well as finish off smaller details of project (i.e., titles, folding, boarders, etc.) Possible Extensions/Ways to Display Student Learning: - Have a gallery walk of student's work: get students to 'sell' their destinations to observers - Use an Elmo to project brochures and have students walk class through a guided tour of their destination. Assessment:
Diagnostic: Can students use visual arts terminology (foreground, middle ground, background) to describe art accurately?
Formative: While working on the Hands-on Task/rough drafts can student divide and point out details in their images appropraitely in terms of space? Summative: Does their final work demonstrate an understanding of spaces (foreground, background, middle ground) |
Learning Objectives:
Using Visual Arts Expectations, students will experiment with space in art (foreground, background and middle ground). They will apply their learning to create images for their brochure project.
Curriculum Expectations:
Art: Visual Arts Expectation:
Elements of Design:
D1.2 demonstrate an understanding of compo- sition, using principles of design to create narrative art works or art works on a theme or topic D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work Materials:
![]()
![]()
For More Ideas on Space in Visual Arts:
Here are some additional ideas to modify/extend teaching and learning:
This video is taken from <https://www.youtube.com/watch?v=ER9Lhgv5SxI>
|