Escher’s
Point of View Lesson Plan
7th and 8th grade
Goal: To help students
understand perspective drawing and learn about M. C. Escher.
Time Needed: five or more 45
minute class periods.
Objectives (Intentions):
-
Identify M.C. Escher works.
-
To understand perspective in two- dimensional
artwork.
-
To create and design a drawing using perspective
and monochromatic color scheme.
Vocabulary
-
Perspective- the technique of
representing three- dimensional objects and depth relationships on a two-
dimensional surface.
-
One- point perspective- only one
vanishing point exists, lines radiate outwardly from this point and
perpendicular lines meet at this point.
-
Two- point perspective- there exist two points
from which an objects line radiate from the sides of the object vanish to one
of two vanishing points on the horizon line.
-
Three- point perspective- linear
perspective in which parallel lines along the width of an object meet at two
separate points on the horizon and vertical lines on the object meet at a point
on the perpendicular bisector of the horizon line.
-
Vanishing point- is one of possible
several points in a two- dimensional image where lines that are parallel in the
three- dimensional source converge.
-
Horizon line- is a horizontal line across
the picture. It is always at eye level- its placement determines where we seem
to be looking from- a high place, or from close to the ground. The actual
horizon might not be visible but you need to draw a ‘virtual’ horizon to
construct a picture in perspective.
-
Monochromatic color- is derived from a
single base hue and extended using its shades, tones and tints; a hue modified
by the addition of black, gray and white.
Teks:
§117.35. Art, Grade 7.
(a) General requirements. Students may select the following art course:
Art 7.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance,
historical and cultural heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge and skills students are
expected to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity to surroundings,
memory, imagination, and life experiences, as a source for creating artworks.
They express their thoughts and ideas creatively, while challenging their
imagination, fostering reflective thinking, and developing disciplined effort
and problem-solving skills.
(2) By analyzing artistic styles and historical periods students
develop respect for the traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(7.1) Perception. The student develops and organizes
ideas from the environment. The student is expected to:
(A) illustrate ideas from direct observation, imagination, personal
experience, and school and community events; and
(B) compare and contrast the use of art elements and principles, using
vocabulary accurately.
(7.2) Creative expression/performance. The student
expresses ideas through original artworks, using a variety of media with
appropriate skill. The student is expected to:
(A) create artworks based on direct observations, personal experience,
and imagination;
(B) incorporate design into artworks for use in everyday life; and
(C) produce drawings, paintings, prints, sculptures, ceramics,
fiberart, photographic imagery, and electronic media-generated art, using a
variety of art materials and tools in traditional and experimental ways.
(7.3) Historical/cultural heritage. The student
demonstrates an understanding of art history and culture as records of human
achievement. The student is expected to:
(A) analyze ways that international, historical, and political issues
influence artworks;
(B) analyze selected artworks to determine cultural contexts; and
(C) identify career and avocational choices in art.
(7.4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks of others. The student is
expected to:
(A) analyze and compare relationships, such as function and meaning, in
personal artworks; and
(B) analyze original artworks, portfolios, and exhibitions by peers and
others to form conclusions about formal properties, historical and cultural
contexts, and intent.
§117.38. Art, Grade 8.
(a) General requirements. Students may select the following art course:
Art 8.
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance,
historical and cultural heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge and skills students are
expected to acquire. Students rely on their perceptions of the environment,
developed through increasing visual awareness and sensitivity to surroundings,
memory, imagination, and life experiences, as a source for creating artworks.
They express their thoughts and ideas creatively, while challenging their
imagination, fostering reflective thinking, and developing disciplined effort
and problem-solving skills.
(2) By analyzing artistic styles and historical periods students
develop respect for the traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus contributing to the development
of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(8.1) Perception. The student develops and organizes
ideas from the environment. The student is expected to:
(A) illustrate ideas from direct observation, imagination, and personal
experience and from experiences at school and community events; and
(B) define a variety of concepts directly related to the art elements
and principles, using vocabulary accurately.
(8.2) Creative expression/performance. The student
expresses ideas through original artworks, using a variety of media with
appropriate skill. The student is expected to:
(A) create artworks integrating themes found through direct
observation, personal experiences, and imagination;
(B) apply design skills to communicate effectively ideas and thoughts
in everyday life; and
(C) select appropriate art materials and tools to interpret subjects or
themes when producing drawings, paintings, prints, sculptures, ceramics,
fiberart, photography/film making, and electronic media-generated art,
traditionally and experimentally.
(8.3) Historical/cultural heritage. The student
demonstrates an understanding of art history and culture as records of human
achievement. The student is expected to:
(A) analyze ways in which electronic media/technologies have influenced
art;
(B) identify cultural ideas expressed in artworks relating to social,
political, and environmental themes; and
(C) survey career and avocational opportunities in art.
(8.4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks of others. The student is
expected to:
(A) analyze with the teacher or peers personal artworks in progress,
using critical attributes, and participate in individual and group critiques;
and
(B) analyze original artworks, portfolios, and exhibitions by peers and
others to form conclusions about formal properties, historical and cultural
contexts, intents, and meanings.
Materials Needed:
-
Sketchbook
-
Pencils
-
Erasers
-
Sharpener
-
Paper
-
Prisma colors
-
Examples of perspective drawing; http://viewpure.com/t51YRXYBQc4
-
Examples of M.C. Escher’s work
Lesson Procedure:
Students will get familiar with M.C. Escher’s artwork.
They will copy the objectives (Intentions of the day...) Show
PowerPoint with examples of perspective and the artist’s work.
Intentions for the day...
- Create a floating space station with the use of geometric shapes, staircases; going top to bottom and around using perspective.
- Use previous knowledge of one-point perspective, two-point perspective and three-point perspective to create the illusion of space.
- sketch your ideas.
Intentions for the day...
- Create a floating space station with the use of geometric shapes, staircases; going top to bottom and around using perspective.
- Use previous knowledge of one-point perspective, two-point perspective and three-point perspective to create the illusion of space.
- sketch your ideas.
Students will sketch ideas for their design using perspective and use a
monochromatic color scheme for their final project.
List to help brainstorm ideas for Perspective project:
1. think where your space station will be located. Would it be in outer space? what kind of background would it have?
2. who will live there or visit the station?
3. How will they go in and out of the station?
4. How will you incorporate the use of stairs to get to different sides of the station?
5. Have in mind that you can use a variety of geometric shapes to create your floating space station
List to help brainstorm ideas for Perspective project:
1. think where your space station will be located. Would it be in outer space? what kind of background would it have?
2. who will live there or visit the station?
3. How will they go in and out of the station?
4. How will you incorporate the use of stairs to get to different sides of the station?
5. Have in mind that you can use a variety of geometric shapes to create your floating space station
Grading Procedures:
Rubric
Excellent
4
|
Good
3
|
Satisfactory
2
|
Fair
1
|
|
Perspective
Drawing
|
Student followed all rules of
Perspective. Horizon line, vanishing point and all horizontal and
vertical lines are correctly drawn. A foreground, middle ground and
background are
evident
|
Student followed rules of perspective. Horizon line, vanishing point
are used and some horizontal and vertical lines are correctly drawn. A
foreground, middle ground and background are evident.
|
Student followed a few rules of perspective. Most lines are drawn
correctly and toward the vanishing point. Horizontal and vertical lines are
askew. A foreground, middle ground and background could be better
established.
|
Student does not quite grasp perspective drawing. Lines are not drawn
towards the vanishing point.
A foreground, middle ground and background are not well established.
|
Color
Scheme
|
Choice and application of color shows an advanced knowledge of color relationships.
Color choice enhances the picture.
|
Choice and application of color shows knowledge of color relationships.
Colors are appropriate for the picture.
|
Choice and application of color shows knowledge of color
relationships. Colors are, however, NOT appropriate for the picture.
|
Student needs to
work on learning
color relationships and using that knowledge in his/her work.
|
Use
of Materials
|
Student typically keeps painting materials and area clean and protected
without reminders. The student shows great respect for the materials and his
fellow students.
|
Student typically adequately cleans materials and work area at the end
of the session without reminder, but the area may be messy during the work session.
Student shows respect for materials and fellow students.
|
Student adequately cleans and takes care of materials if reminded. Occasional
spills and messy work area may be seen. Shows some respect for materials and
fellow students.
|
Student deliberately misuses materials AND/OR does not adequately
clean materials or area when reminded. Shows little respect for materials or
fellow students.
|
Time/Effort
|
Every minute of class time was used wisely. Much time and effort went
into the planning and design of the drawing.
|
Class time was used wisely. Student could have put in a little more
effort.
|
Class time was not always used wisely. Student could have put in more
effort.
|
Class time was not used wisely and the student put in no additional
effort.
|
Students' Progress
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