Last Day to Work!
In the unit plan Let’s Get Steampunk’d, the students will be doing 3 lessons which investigate drawing, planning, collage, 2D and 3D projects. It will expose them to the work of some assemblage and collage artists. The unit is focused on the idea of transformation, found object work and deconstruction/reconstruction in making art. The students will experience how to uses mechanical tools to disassemble everyday objects and reform them into a creature which means something to them. Through this process over 4 or 5 class periods, they will learn the importance of planning and contemplate the reasons artists use found objects in relationships of artistic inspiration and cultural significance.
In today’s learning experience students... applied techniques learned/revisited last week to creating a 2D drawing by observing different perspectives of their 3D creature, drawing using a white colored pencil on a black background, and using value to create depth.
Essential Understanding
Artists categorize ideas for inspiration to create art
Inquiry/Learning Target
Students will be able to draw an image of their 3D creature using form and shape identification.
Key Concepts
Blueprint, perspective, drawing from life, shape identification, value, deconstruction.
Skills
Explaining choices; Working in collaboration and in a group setting;Learning and using drawing techniques of identifying forms and shapes to draw an image of their sculpture. Drawing from life.
Art Focus
Planning, Assemblage, Found Objects, drawing and identifying shapes and forms in imagery.
Literacy Focus
Students will be able to verbally explain the choices they made in their blueprint by using vocabulary.
Students will work together to name their creatures.
Students will be able to tell a story about their creature.
Documentation:
In today’s learning experience students... applied techniques learned/revisited last week to creating a 2D drawing by observing different perspectives of their 3D creature, drawing using a white colored pencil on a black background, and using value to create depth.
Essential Understanding
Artists categorize ideas for inspiration to create art
- Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation
Inquiry/Learning Target
Students will be able to draw an image of their 3D creature using form and shape identification.
Key Concepts
Blueprint, perspective, drawing from life, shape identification, value, deconstruction.
Skills
Explaining choices; Working in collaboration and in a group setting;Learning and using drawing techniques of identifying forms and shapes to draw an image of their sculpture. Drawing from life.
Art Focus
Planning, Assemblage, Found Objects, drawing and identifying shapes and forms in imagery.
Literacy Focus
Students will be able to verbally explain the choices they made in their blueprint by using vocabulary.
Students will work together to name their creatures.
Students will be able to tell a story about their creature.
Documentation:
Today was the final work day for the Steampunk creatures project. By the end of the class period, they needed to have a completed creature, a blueprint showing different perspectives of their creature, and all blueprints adhered to the sides of their box that holds the creature.
Both classes began with a reminder about safety and how to go about the finishing touches of the project, but each teacher gave students plenty of work time.
Some students began by working on their creatures, especially since some of the creatures had fallen apart somewhat. Four girls from Tom's class chose to collaborate and work on a large sized dragon. This creature is made of a multitude of materials, and they really had to problem solve when trying to create the legs. Several weeks ago, their plan was to use tiny 2 inch viles to attempt to hold up their creature, but they soon learned this would not be feasible, so they went with cans. Today, they had to begin to work as a team by delegating tasks. While two worked on gluing their creature together, two worked on finishing up their blueprints and getting it glued to their box. They struggled with not being able to make all the decisions together and so there were some disagreements with choices made, but they were able to finish up by the time class ended.
Both classes began with a reminder about safety and how to go about the finishing touches of the project, but each teacher gave students plenty of work time.
Some students began by working on their creatures, especially since some of the creatures had fallen apart somewhat. Four girls from Tom's class chose to collaborate and work on a large sized dragon. This creature is made of a multitude of materials, and they really had to problem solve when trying to create the legs. Several weeks ago, their plan was to use tiny 2 inch viles to attempt to hold up their creature, but they soon learned this would not be feasible, so they went with cans. Today, they had to begin to work as a team by delegating tasks. While two worked on gluing their creature together, two worked on finishing up their blueprints and getting it glued to their box. They struggled with not being able to make all the decisions together and so there were some disagreements with choices made, but they were able to finish up by the time class ended.
Two boys in Tom's class had been working together to create a piece called Cyberman, inspired by the television show Dr. Who. While their creature was mainly finished by the beginning of class, they still needed to get a push in the right direction to get going on their blueprints.
At first, both boys began with front facing perspectives that showed the details and the intended view of the creators. The teacher asked them to explore different perspectives and value. They began to do this by drawing the back and side views. They really tried to draw what they observed, looking and comparing the drawing and creature.
At first, both boys began with front facing perspectives that showed the details and the intended view of the creators. The teacher asked them to explore different perspectives and value. They began to do this by drawing the back and side views. They really tried to draw what they observed, looking and comparing the drawing and creature.
Here you can see the attention to observation changed as the student chose to try to draw something BEHIND another thing, namely the arms. He paid attention to value and how that adds to depth. This directly shows that he was making decisions based on observation. While he still made the decision to draw the legs in the same position as the front view, he really wanted to get viewers to see that the arms should be perceived on different planes.
One student was quite knowledgeable about drawing and could make artistic choices about perspective and value quite easily, but what he had to develop was collaborating with others on the same drawing. He was excited to help his fellow teammates with drawing, but he wanted others to have input. He also wanted to tell an elaborate story for his creature.