Understanding the Concepts of Perspective and Abstraction in Art

2. Enduring Understand Timeless, Universal, Transferrable Factual information in the unit or lesson that students must know. What students will do AND be able to transfer to new learning as a result of the learning experience. Understanding Student Student Skills Critical Know Do Two or more concepts that demonstrate a relationship. Lasting value! Big Idea! NOT Timeless, Universal Content Timeless, Universal, Transferrable

3. Content/Know Studio Thinking Skill/Do Focusing Lens Enduring Understandings Concepts Standards Objectives…Outcomes…Learning Targets

4. FOCUSING Timeless, Universal, Transferrable LENS What “point of view” will you take?

5. Perspective Conflict Values

6. Cornerstone for Unit Development:EnduringUnderstanding • Unit Development Task will rely upon a strong grasp of the Enduring Understanding (Generalizations)

7. Enduring Understanding (Generalization) • Artists often use distortion of expressive features, such as line, shape, color and space to create abstraction in art Enduring Understanding

8. Enduring Understanding / Generalizations Concept Concept Two or more concepts combined to show a relationship... Combining “concepts” create big understandings or generalizations

9. Concepts provide a depth of understanding – Concepts are the timeless and universal aspects that provide the depth of an instructional unit-the aspects within a standard that transcend specific places, cultures, and times. Concepts can also represent “content” phrases when combined with descriptors that lock the concept.

10. Content is specific - “locked in time and place” topics and factual information that students must know in order to successfully master an instructional unit’s larger understandings. Content – not always “available” in visual arts standards. a. Describe and discuss the general characteristics of Impressionism.

11. Skills must be transferable; timeless – Abilities (such as compare, synthesize, create, defend, etc.; applicable across content areas) that will be introduced and/or refined in order for students to successfully master an instructional unit’s larger understandings.

12. Creating Enduring Understandings • Level 3 Understanding: • explicitly shows a relationship between two or more concepts and why that relationship matters • Level 2 Understanding: • Allows learners to see how or why two or more concepts are related • Level 1 Understanding: • Weak or generic relationship between two concepts

13. Creating Enduring Understandings Visual Arts • Level 3 Understanding: • Level 2 Understanding: • Level 1 Understanding:

14. Starting with the end in mind…You’ve determined what students need to understand, know and do! Now you need to create experiences with motivation, approaches for coming up with ideas, opportunities to create with materials, research artists and reflect on the process of making art.

15. Idea! CONSIDER Motivate!

16. Artists examine and sometimes create meaning in their art work; especially how we come to understand our world. Having arrived in another country you find that artwork, advertisements—even electronic images—do not employ perspective as you know it. While in a local gallery, a gallery catalog with the work of U.S. artist Channa Horwitz (http://hyperallergic.com/72643/in-channa-horwitzs-orange-grid/ ) you brought with you falls from your backpack and is seen by people next to you. They begin to question you about the “strange images” you have in your possession. How do you demonstrate the concepts of two and three dimensions to these people? They think it’s a bunch of hot air. View http://www.youtube.com/ watch?v= SJJhHknEDPY to help you explain these concepts.

17. Motivation, ideation, and pre-assessment … WHOA happened concurrently!

18. ! ! Conceptual Inquiry Factual ! ! !

19. Record Analogy Research Metaphor Doodle Concept Map Play Lists Storytelling Collaborate IDEATION! The most important part of teaching art… KWL Charts Clustering Mapping Role Play Observe Transforming

20. Visit the lesson plan format on the website for a refresher on motivation and ideation!

21. Preparation • Materials • Resources- list source • Safety • Vocabulary • Procedures- be specific

22. How is literacy demonstrated in your teaching? How is literacy demonstrated in student learning?

23. Extended focus • Hypothesizing • Schema-building • Giving evidence • Thorough description • Providing multiple interpretations https://www.guggenheim.org/education-research-studies

24. Accommodations http://www.cde.state.co.us/cdesped

25. Accommodations and Modification http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/accommodationsmanual_section02.pdf

26. Access Process Product Expression

27. Pre-assessment Outcome Pre-assessment Post-assessment Student Reflection

28. Explain how to or create a drawing combining one and two-point perspective demonstrating the correct use of vanishing point and horizon line? Using drawing materials, SWBAT create a drawing combining one and two-point perspective demonstrating the correct use of vanishing point and horizon line to create a fantasy world. Pre-assessment How well did students create a drawing combining one and two- point perspective demonstrating the correct use of vanishing point and horizon line to create a fantasy world? Students act as art critic and write a review of their work discussing the correct use of perspective and imaginative qualities of their work.

29. Ideation Motivation Reflection Literacy Ideation Motivation Reflection Literacy Ideation Reflection Literacy Assessment Ideation Motivation Reflection Literacy Focusing Lens Skills Concepts Understanding Reflection Literacy Ideation Reflection Assessment Content Outcomes Understanding Concepts Content Outcomes Understanding Concepts