Lesson Plan by EDUC 315 Class - Manchester University
Alison De Neve
Professor Gust
Educ 235
20 November 2008
Lesson Plan 2
Lesson: Photography and Principles of Design
Length: Two 80-minute classes
Age or Grade Level Intended: Grade 9 Visual Arts
Academic Standard(s):
H.7.2 PROFICIENT: Create works of art that use specific principles to solve
visual problems.
ADVANCED: Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
Performance Objective(s):
1. Given a camera and accompanied outside by the teacher, the student will take five photographs, incorporating at least two principles of design into each one, with 80% accuracy (4 out of 5 photos demonstrate two principles).
2. Given his own five photographs, the student will label the two principles of design employed in each photograph, with 80% accuracy (4 out of 5 photos will be labeled correctly with two principles).
3. Given five photographs taken by other people, the student will identify one principle of design evident in each photo, with 80% accuracy.
Assessment:
1. Give each student a camera and take the class outside. Each student should take five photographs that will employ the use of at least two principles of design each. After the photographs are developed, assign a grade out of ten points. Award two points for each photograph that uses two principles, and one point for each photo that uses one principle.
2. After the photographs have been developed, have the students write the principles they chose on sticky notes and stick them on the photo where each of their principles is found. Collect the photographs and grade after class. Grade out of 10 points, awarding 1 point for each principle that is identified correctly.
3. With a second set of the photographs, distribute five to each student, making sure no student gets his own photos. Have the students label one principle found in each photograph. Collect these photos and grade out of five points, awarding one point for each photograph with a correctly identified principle.
Advance Preparation by Teacher:
For Day 1:
Disposable cameras – 1 for each student
Lesson notes
Printout of notes for written expression LD student
Examples of artwork – 3 for each principle
Posters of famous paintings – 4
Half-sheets of paper – 1 for each student
For Day 2
2 sets of each student’s photographs
Sticky notes
Replacement photographs to make up for anyone absent during the first class period – 5 per absent student
Procedure:
Introduction/Motivation:
Before the students come into the room, have posters/reprints of four famous paintings displayed in the room. Once the students are seated, direct their attention to the paintings and ask them what makes these paintings “good.” Ask a student which painting she likes the best. Then ask her what she likes about it. What is it about that painting that draws her in? Ask another student the same thing (Gardner: Interpersonal, Visual/Spatial). Tell them the things that draw you into a painting are specific tools the artist used – principles of design.
Step-by-Step Plan:
Day 1
1. Tell the students to take out a pencil and paper for notes.
2. Explain each principle of design, showing examples of artwork to support each.
3. Show examples of artwork and ask for volunteers to identify a principle used in each
(Gardner: Interpersonal, Visual/Spatial; Bloom: Application).
4. Explain the photography activity – Each of you is going to get a disposable camera.
On it, you’re allowed to take 5 pictures. We’re going to go outside, and your job is to
take 5 pictures that use 2 principles of design each (Gardner: Naturalist,
Visual/Spatial; Bloom: Application, Comprehension, Synthesis). So, think about
the composition of each picture. Make sure each composition uses 2 principles.
5. Call each student up to get his camera, writing down what exposure he is starting on
and what number camera he has.
6. Take the students outside. Instruct them to stay where you can see them, or they will
automatically fail the assignment. Give them the remainder of the class time to take
pictures, minus time to get back inside and pick up.
7. When there are 15 minutes left in the class period, call the students back inside.
8. One at a time, call them up to your desk to turn in their cameras, checking the number
of the camera and writing down the ending exposure.
9. Tell the students that next class we will be working with these photos and finishing the
activity for principles of design. Tell them not to forget the principles, and then ask
the class to define the different principles during any remaining time.
10. Before the next class period, get all the photographs developed, taking care not to
mix up the students’ photos. For each student, write his name on a half-sheet of paper
and total up his points according to the procedure in Assessment 1.
Day 2
11. At the beginning of the next class period, start by reminding students of what
happened last time. Ask them to name off the principles of design (Gardner:
Interpersonal). Ask if they can remember any of the definitions.
12. As they name the principles and the definitions, hand out their photographs along
with sticky notes.
13. Explain what the next step of the lesson is. -You are going to use the sticky notes to
label the principles of design used in each photograph. Write the name of the
principle on the sticky note and stick it on the photo where that principle can be seen
(Gardner: Verbal/Linguistic, Visual/Spatial; Bloom: Comprehension,
Application). Do this for each of your five photos. You have the next 20 minutes of
class to do this.
14. Once everyone has finished the first activity, or after the 20 minutes has passed,
distribute the second set of the photographs, giving five to each student and making
sure no student has any of his own photos. Have the students write their name and
“Activity 2” on the back of each of their photos. Tell the students that for this activity
they are going to find one principle of design in each photo and label it the same way
they did with their own photos (Gardner: Verbal/Linguistic, Visual/Spatial;
Bloom: Comprehension, Application). Give them another 20 minutes to finish this
activity.
15. After the students are finished with this activity, collect both sets of photographs.
Tell the students that anyone who hasn’t finished either activity should do so now and
turn in their photos before they leave class. After class, total each student’s points for
the two activities according to the procedures in Assessments 2 and 3 on the same
half-sheet of paper used for assessing the first phase of the lesson. Record the grades
in your grade book.
16. Spend the remainder of the class time discussing ways of incorporating the different
principles into a work of art. How were the principles achieved in the photos you took
and in the others you saw today? How do you use the elements of design – line,
shape, color, etc. – that we talked about last week to achieve things like balance, unity,
emphasis? (Gardner: Interpersonal; Bloom: Comprehension, Synthesis)
Closure:
Over the last two classes, you’ve learned about the different principles of design that are used in artwork. We’ve looked at examples, you’ve learned how to identify the principles in a composition, and we’ve talked about ways to create those principles. Next time, we’re going to start a project where you’ll use this knowledge to plan out your composition. You’re going to have to utilize at least three principles in your project, so be thinking about which three you might like to use, and be thinking about those ways to create the principles that we talked about.
Adaptations/Enrichment:
Boy with a Written Expression Learning Disability: Have sticky notes prepared for him with the principles already written on them. Give him a copy of the notes, rather than making him write them out himself.
Girl with ADHD: Ask her to help distribute materials. Make sure she is not seated near other hyperactive children. Do not make students sit as long as they stay near their assigned workstation.
Boy with High Ability: While the other students are taking notes, have him draw sketches to illustrate each principle.
Self-Reflection:
- Were the students engaged in the lesson? In each part, or only some parts?
- Judging by their photos and their performance in the other activities, how well did the students understand the principles?
- Do the students understand all the principles, or do some need more attention still?
- Will the students be able to take their knowledge and use it in creating their own artwork?
- Was too much or too little time allowed for this lesson?
- What parts of the lesson went smoothly? What parts didn’t go well?
Principles of Design Notes
Principles of Design – arrangement/composition of an artwork; if elements of design are the
ingredients, principles are the recipe
6 Principles
1. Balance
A. = the distribution of visual weight in a composition
B. Involves locating the vertical and horizontal axes
C. 2 types
1. Formal balance = equal/similar elements are place on opposite sides of
the axis
a. symmetry = mirror images
b. approximate symmetry = not quite mirrored
c. radial = radiates out from central point
2. Informal balance = asymmetrical arrangement that results in a balanced
effect
a. position- lower on the page is heavier
b. size – larger shape close to center can be balanced by smaller
shape further away
c. color/value – the greater the contrast between the object and
background, the greater the weight
2. Unity
A. = one-ness; parts relate to each other to make the whole
1. Simplicity – limit variations of an element
2. Proximity – use overlapping
3. Repitition – repeat the same shapes, textures, colors, etc.
4. Continuation – line or edge of one shape continues as line or edge of
another shape
B. Contrast = differences
1. Color
2. Size
3. Shape
3. Movement
A. = how your eyes move across the picture
1. Line
2. Color
3. Actual movement
4. Emphasis
A. = Making areas stand out; focal point; center of interest; center of focus
1. Contrast
2. Location
3. Isolation
4. Convergence
5. Rhythm
A. = repeats elements to create illusion of movement
B. 5 types
1. Random = no apparent order, no regular spaces
2. Regular = identical motifs with equal amounts of spaces between
3. Alternating = add use of a second motif, change placement/content of
original motif, or change spacing between
4. Flowing = Created by repeating wavy lines and/or curved shapes, no
sudden breaks in movement
5. Progressive = steady change in motif with each repetition
6. Proportion Scale
A. = relative size and scale of the objects/parts in a design
1. Location
2. Size
Artwork Examples
Balance
Starry Night, Vincent Van Gogh
Underground Railroad, London Ladd
Glad About It, Margaret Warfield
[pic] [pic][pic]
Proportion
The Fisherman, Saul Steinberg
A Good Breeze, James Sessions
Industrial Pasadena, James Gurney
[pic] [pic][pic]
Emphasis
Before the Ballet, Edgar Degas
Color Field 1, Linda Blondheim
Untitled, Mark Bugnaski
[pic] [pic] [pic]
Unity
Poplars, Claude Monet
The Five Graces, Larry Richardson
White and Purple Water Lillies, Claude Monet
[pic] [pic][pic]
Rhythm
Copper Canyons, Rose Welty
Untitled, Eliyahu Gurfinkel
Rhythm Spiral, Robert Delaunay
[pic] [pic] [pic]
Movement
Rainbow Walk, Karin Jurick
Cherry Pop! Nicole Caulfield
Lillith, Dante Gabriel Rossetti
[pic] [pic][pic]
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