Portfolio of an Art Educator
Unit: Illusions and Confusions
Lesson: Magical Metamorphosis
Grade Level: Upper Elementary/ Lower Middle School
Date Lesson Taught: September 29, 2012
Time of Lesson: 9:00- 11:00am
Number of Students: 14
This is the 1st lesson of 8 projected lessons in this unit.
I. UNIT RATIONALE
Visually, artwork has the ability to create optical illusions and transformations. Sometimes it can seem like magic or a pure mystery and can depend on various perceptions. This unit is designed to teach students to think and see critically while acknowledging multiple perspectives. Students will experience not only “fooling” their audiences with their artwork, but they also will be surprised themselves. Learning about various examples of this kind of artwork from the masters to contemporary artists (such as Sarah Levy,Yoske Nishiumi, Holton Rower, etc.), students will explore and investigate these recurring themes throughout the unit. The students will engage in both collaborative group work and individual projects using various mediums. Students will learn about illusions and transformations in art through multiple mediums (such as paint, colored pencil, photography, etc.) and examples, as well as, be introduced to a wide variety of vocabulary terms related to art. Some of the goals for this unit is for students to be able to recognize multiple perspectives dealing with art and society, learn to think critically and divergently through the exploration of artwork and ideas, and to connect multiple subject areas through their art making. This is geared towards upper elementary students.
II. LESSON RATIONALE
This lesson will be the introduction to our unit about Illusions and Transformations. In this lesson students while be exploring the theme of Transformation and Metamorphosis through the making of their own Metamorphosis drawings. In this lesson students will explore and control the transformation of two objects (inanimate and animate). They will pair up into partners and produce two drawings each that depict the progression of transformation between the inanimate and animate objects. One partner will have the starting object and the first phase of transformation; while the other partner will have the third stage of transformation and the resulting object. As a collaborative project, students will have to brainstorm ideas together and discuss the changing and evolving characteristics of their objects. Students will practice their observational and imaginative drawing, while learning colored pencil techniques, blending, and values. Throughout the project students should be considering why they chose their transformation of objects and will be encouraged to choose two objects that have something in common. The students’ work will be matted in a way that emphasizes the progression of their transformation. We will view several examples of manmade transformations, transformations in nature, and artists who use this theme within their work. The final product of this lesson will be a collaborative detailed drawing that depicts the transformation of the students two objects captured in different phases.
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III. LEARNER OUTCOMES
This lesson will be the introduction to our unit entitled Illusions & Confusions and will relate mainly to the idea of Transformations. In this lesson, students are given the opportunity to create their own metamorphosis between two objects through drawings and the use of color. Students will explore the idea of transformation and metamorphosis within their everyday lives and artwork. They will learn about colored pencil techniques, blending, and value. Vocabulary words, such as illusion, transformation, and metamorphosis will be defined and recalled upon throughout the lesson, allowing a connection between art making and technical terms. While working in collaboration with a fellow peer, students will also learn how to think critically and creatively about their ideas and artwork. Students will be drawing from observation and reference photographs, as well as delving into their own imagination to create hybrids for their transformations. At the end of the lesson, students will have a fully developed color metamorphosis drawing in which they collaborated and designed with a peer while applying and demonstrating an understanding of terms introduced.
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IV. MATERIALS NEEDED FOR LESSON
1. Teacher Materials
o Drawing Paper (heavy stock, 5x10 in)
o Scrap Drawing Paper (8x9 in)
o Number 2 Pencils
o Colored Pencils
o Erasers
o Assorted Colored Ink
o Sketchbooks
o Sharpies
o Reference Pictures and Items
o Metamorphosis/ Transformation PowerPoint
o Projector
o Handout Related to the Lesson
o Posters
o Teacher Examples
2. Student Materials
o Drawing Paper (heavy stock, 5x10 in)
o Scrap Drawing Paper (8x9 in)
o Number 2 Pencils
o Colored Pencils
o Erasers
o Assorted Colored Ink
o Sketchbooks
o Sharpies
o Handout Related to the Lesson
a. Materials for Students with Special Needs
• Physically Impaired
• Considering we have a large, open room, accessibility into the classroom should allow for easy navigation. For the students working area, a desk will be adjusted to a height necessary for proper workspace. All materials will be placed at the table for the child, along with instruction and demonstration conducted at the table. Spacing of tables and chairs will also be taken into consideration depending on the specific physical impairment.
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VI. LESSON PROCEDURES
1. Starting the Lesson
Since this is the first lesson of the eight week teaching span, we will be starting this lesson with an introduction to the overall unit, Illusions and Confusions, by asking the question: “What do you think of when you hear the word illusion or transformation?” Moving into a new lesson and unit, it is important to question students, which will in turn provoke their curiosity. As the discussion grows, students will be informed of the definition and given examples of the words illusion and transformations that will in turn be used throughout every lesson and brought into play when creating their projects.
2. Behavioral Expectations
o Students are expected to come to class and work on their sketchbooks as other students arrive.
o Students are expected to gain acceptance of the similarities and differences between students as individuals and artistic ability.
o Students are expected to share, in-group discussion, the processes taken to create their specific metamorphosis, as well as strengths, weaknesses, and how the project can be improved for future lessons.
o Students are expected to participate in beginning of lesson discussion, which will be provoked by teacher questioning.
o Students are expected to raise their hand when questions or concerns arise.
o Students are expected to use and return given materials properly.
o Students are encouraged to help other students when in need or during difficulties,
o Showing classroom unity.
3. Organizer
Students will be informed of the goals of this lesson through brief discussion at the beginning of class, as well as a handout emphasizing vocabulary words, project goals, and overall concepts. Posters and white boards will also be an area where goals and major activities will be displayed. On one board or poster will be the vocabulary word(s) of the lesson, as well as previously learned vocabulary words. On the other will be the lesson of the day and what we hope to accomplish by the end of the two-hour period.
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VII. ENDING THE LESSON
A. Closure of Lesson:
To conclude this lesson, students will be asked, as pairs, to share their work and reflect on the process they used to create their specific metamorphosis. During this sharing, students will discuss why they chose to include certain phases/changes, as well as reflecting on roadblocks, strengths and weaknesses, and how the project could be improved for future lessons. Students are encouraged to give positive and constructive feedback to their peers. Teachers will provide insight and facilitate discussion.
B. Transition to Next Lesson:
During this lesson, students were encouraged to see the changes and phases of the metamorphosis while being given certain objects as starting and ending points. For the next lesson, focusing on tessellations, students will be required to create an object or image from the shapes that they make at random and use for their tessellation. Students will begin to use a “critical eye”, which was exercised in the previous lesson. Students will need this foundation of knowledge and exploration about metamorphosis and transformations to expand on and consider for their tessellation project.
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VIII. ASSESSMENT & DOCUMENTATION OF STUDENT LEARNING
A. Assessment:
During our discussion at the end of the class, through student sharing, we will collect an understanding of what the students gained from the lesson and what was and was not successful. Along with this, teacher facilitated questions will prompt students to comment and reflect on the new vocabulary words and how they connect with the project. By looking over the projects throughout the class period and at the conclusion of the lesson, we will be able to evaluate if the students gained an understanding for the idea of metamorphosis and transformations.
B. Documentation:
Throughout the class period, we will be documenting the students work habits and projects by taking pictures, videos, and audiotaping. We also will be maintaining an informational blog for the duration of the eight-week class for the students and their parents. This blog will contain the pictures and/or videos of the students’ work and their interactions with other students’ and their teachers. We will also provide reminders for students and their parents on outside work and/or materials they may need to bring in for upcoming projects. A link will be provided to parents on the first day of class so they can stay updated on their child's learning and progress.
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X. REFERENCES TO MATERIALS CONSULTED
• http://kids.yahoo.com/reference/dictionary/english/entry/metamorphosis
• http://kids.niehs.nih.gov/games/illusions/index.htm
• http://dictionary.reference.com/browse/transformation
• http://kids.niehs.nih.gov/games/illusions/illusion_03.htm
4. Lesson Sequencing
Teacher Actions
→ Teachers will welcome students into the classroom by handing out sketchbooks and encouraging to begin drawing as other students arrive.
• Each student will be photographed so that we are able to study faces and names.
→ Once all students have arrived to Saturday Art School, teachers will begin class by introducing the name and slogan: Illusions and Confusions- the visual magic and mysteries of art and the overall goals/activities.
→ Teachers will then introduce themselves briefly to the class through the use of a name game that the students will continue.
• Name Game: name and a little fact about yourself (unusual, memorable, weird, interesting)
→ After the name game is complete, teachers will introduce lesson the specific lesson of the day: Magical Metamorphosis by asking the following question-
• “What do you think of when you hear the word illusion or transformation?”
→ Teachers will introduce accurate definitions and examples of the words illusion and transformation to the students. Examples will be given in the form of examples.
→ As an exercise activity, teachers will introduce ink objects by showing teacher examples and emphasize that this activity is to help us critically observe, as well as transform the ink blob into an inanimate or animate object.
→ Teachers will then demonstrate to class how to apply blobs of ink to given paper, fold it, and then look critically to create a new object.
→ Teachers will ask students to take supplies, located at each table, and begin dripping the ink on given paper.
→ Once ink is dry, teachers will instruct students to take sharpie markers and create either an inanimate or animate object that they see in or can make out from the ink blobs they placed on the paper.
→ After completion, which will be monitored by the teachers, students will be asked to share their creations.
→ From this exercise, teachers will introduce metamorphosis project as a sequence to the previous lesson that focused on critical thinking and seeing.
→ Teachers will introduce and explain the new vocabulary word: Metamorphosis, as well as providing examples.
→ Teacher will instruct students on how the project will work:
• Students are to be grouped into pairs
• Students will collaborate with their partner on two images that have recognizable differences. If students become stuck, teachers will circulate class to assist in discussion and provoke imagination.
• With the objects decided, teachers will then ask students to create a metamorphosis between the two objects in four panels (two per person)
• After the initial drawing of the metamorphosis from one object to the other is complete, teachers will ask students to color their drawings with the black and three other colors.
→ Teachers will hand out paper, pencils, and colored pencils to students. Teachers will also instruct students to write their name, neatly, on the back of their paper.
→ With 10-15 minutes left of class, teachers will instruct students to finish up or come in an appropriate stopping point on their metamorphosis projects.
→ Teachers will ask students, in pairs, to share with the class how they decided on their metamorphosis between the two objects, the process they used to create their metamorphosis, strengths and weaknesses, and how the project could be improved.
→ Teacher will ask students to place materials back in the correct area they were originally placed, as well as leave their finished pieces at their seats.
→ After sharing, if students have not completed their metamorphosis project, teachers will allow students to work on the project during free time next lesson/sketchbook time.
→ Teachers will thank students for attending class, quickly remind them what was learned/accomplished in today’s lesson, and give a brief word or glimpse into the next week’s lesson.
Student Actions
→ Students will introduce themselves to the teachers and take their sketchbook to their seats or other areas in the classroom to begin sketching.
→ Students will listen to introduction of the overall unit and overall goals/activities for the class.
→ Students will participate in name game to introduce themselves to the teachers and the other students.
→ Students will actively participate in discussion of the words illusion and transformation by being called on or by raising their hands.
→ Students will listen to discussion on definitions and examples, as well as participating on identifying examples.
→ Students will observe teacher examples.
→ Students will observe demonstration to use when they return to their seats.
→ Students will obtain materials needed for the exercise and begin to drip ink on given paper.
→ Students will take sharpie markers, once ink is dry and create an inanimate or animate object from what they see in the ink.
→ Students will actively participate in sharing of creations.
→ Students will listen to introduction of metamorphosis project, as well as gain an understanding for how the exercise completed leads us into the next project.
→ Students will listen to explanation of vocabulary word: Metamorphosis, as well as view the examples provided.
→ Students will follow along with instructions on how to create metamorphosis, as well as refer to steps on posters and/or whiteboards.
• Students will collaborate with their partner on two images that have recognizable differences. If students become stuck, teachers will circulate class to assist in discussion and provoke imagination.
• Students will work collaboratively to create a four-panel metamorphosis of objects (one student creates first two panels, the other creates the last two).
• Students will color in their metamorphosis drawings with colored pencils.
→ Students will obtain materials needed for metamorphosis lesson and write their name, neatly, on the back of their paper.
→ Students will begin to finish up or come to
an appropriate stopping point.
→ Students will be instructed to share, as a pair, at the end of class how they decided on their metamorphosis, the process they used to create their metamorphosis, strengths and weaknesses, and how the project could be improved.
→ Students will place all materials back to their correct areas, as well as leave their finished pieces at their seats.
→ Students will work on their finished projects at another time.
→ Students will leave class with an understanding of illusions, transformations, and metamorphosis.
Saturday School Sample Lesson
Below is a detailed example of a lesson plan written for students ages 9-10. The following lesson was based around the concept of creating a collaborative metamorphosis drawing. All students were paired with one or two students and instructed to create a metamorphosis drawing where one object slowly transformed into another. Students worked together to brainstorm ideas on objects that could transform into one another and create a narrative behind this transformation. Each student was given two panels to create. Once complete, the students connected their panels to present a Magical Metamorphosis.