Jamie Daylor Dislocation 3 Studio Class Missouri GLEs: Strand 1: Product and Performance Use a ruler to create parallel,

perpendicular, and converging lines Demonstrate proficiency using 3 drawing media (e.g., pencil, charcoal, conte, pastel, oil pastel, marker, pen and ink, colored pencils, scratchboard) Create a range of 4 smoothly graduated values through varied pressure Communicate ideas through the creation of a: portrait still life landscape nonobjective architecture Combine subject matter in original art- works to communicate ideas (e.g., figure and/or architecture in a landscape) Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) Strand 2: Elements and Principles Identify and use weighted contour, parallel, and perpendicular lines Identify and use complex shapes Identify and create simulated textures from observation Identify and use a range of values to create the illusion of complex forms Use elements to create com- positional balance *Identify and use emphasis (focal point) through isolation and location Identify and create unity through elements and principles

Strand 3: Artistic Perceptions Define aesthetics as the branch of philosophy that deals with the nature and value of art Discuss personal beliefs about the nature of art Compare and contrast two artworks: describe artwork analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, message communicated) Judge the work from various perspectives Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism) Strand 4: Interdisciplinary Connections Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Strand 5: Historical and Cultural Contexts Compare and contrast two artworks on: Time Place Artist Subject matter Theme Characteristics Material/ Technology Ideas and beliefs of culture Function of art in culture/society National Visual Arts Standards:
1. Content Standard: Understanding and applying media, techniques, and processes

c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. Content Standard:

Using knowledge of *structures and functions

d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Rational and Goals for this Lesson: This lesson will teach students advanced types of perspective that add to the meaning of on image or object. They will learn four point and five point perspective. These two types of perspective are very similar so they can be covered in one class period. By learning these students will have a better understanding of vanishing points and how to manipulate them. They will also learn what types of messages and moods images and objects drawn in these types of perspective portray. Enduring Big Idea: Location, perspective and distortion and how different types of perspective can change the meaning of an image or artwork are the big ideas for this lesson. Essential Questions: How does the location or perspective of an object or image change its meaning? What meaning does four-point and five-point perspective portray? Knowledge Base and Key Concepts:

Students will know how to draw in four-point and five-point perspective from this lesson. They should already know one point and two-point and three-point perspective from the previous lesson. If they do not and I see from the formative assessment from this lesson more instruction will be given. They will go over the artwork of Anish Kapoor and M.C. Escher. Objectives: Students will create sketches in four-point and five-point perspective. The student will discuss how perspective and location changes meaning and mood. Student will learn and recognize the work of Anish Kapoor and M.C. Escher. Vocabulary: Perspective Four-point perspective Five-point perspective Vanishing point Lesson Vignette: This lesson will start with an artist journal prompt. Anish Kapoors metallic bean sculpture in Millennium Park in Chicago will base this prompt. We will then look at M.C. Eschers self-portrait in five-point perspective. They will then reflect in their journals on what types of messages are portrayed by four-point and five-point perspective. We will discuss this as a class. We will also begin to introduce the idea of atmospheric perspective. I will then give a brief instructional lesson on how to create four-point perspective using http://www.buzzle.com/articles/types-ofperspective-drawings.html as a reference. I will then have the students to design

and sketch a building in four-point perspective. If students have time they will add more buildings and create more detail in their sketches. I will walk around the room and help students who are struggling. We will then briefly discuss four-point perspective, what they liked and didnt like, and what they might like to draw in this perspective. I will then give brief instruction on how to draw five-point or fishbowl perspective using http://www.buzzle.com/articles/types-of-perspectivedrawings.html. I will then have the students draw their room or any room in their house, using a photo that might have a fishbowl in fishbowl perspective. These will both be very short sketches of about 15 minuets. I will collect he sketches at the end of the lesson. There will be an exit slip that students will write and reflect on what they understood of four-point and five-point perspective and what they missed completely. Based on this I will may allow for more instruction if needed. Assessments/ Rubrics: This lesson will have formative assessment only. Students will hand in sketches and exit slips so I can gage their understanding of perspective. I will want them to be able to correctly render something in four-point and five-point perspective and their meaning before moving on to more advanced types of perspective. Student Engagement and Adaptations for Special Needs: I will engage all types of students with the journal prompt and discussion. This is based on their own thoughts and there is no wrong or right answer. This will keep students interested and incorporate all types of learners. Students who are highly challenged will have the chance to create multiple sketches or create more detail in their sketches. Those who finish early will create more sketches.

Materials, Teaching Resources/ References: I will also use projected images from http://www.buzzle.com/articles/types-ofperspective-drawings.html to aid in explaining four-point and five-point perspective. We will also look at the projected images of Anish Kapoor and M.C. Escher. The students will use graphite and charcoal on paper for their sketches. Teacher Reflection: I will know this lesson is successful if students are engaged and they make thoughtful comments in their artist journals. I will also look at their sketches and exit slips for understanding of four-point and five-point perspective.

Anish Kapoor, Cloud Gate

M.C. Escher