Looking At Our World - Instructor Miss Conway

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Big Idea:
Lesson Title:
Grade:
Time Allotment:

Thinking and working as artists, we can consider different points of view.

Looking At Our World: Painting a Birds Eye View
5th grade
Six 40 minute class periods

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Overview:
1. Rationale:
Art allows us to find different points of view in the world around us. Students will explore the
big idea that we can consider different points of view in life. They will get the opportunity to
reflect on a personal viewpoint; their lifes goals, hopes, and dreams for the future. They will
realize how they view their lifes goals as they create a bird in flight towards achieving them.
2. Lesson Summary:
To explore this big idea, students will study the Pennsylvania artist Andrew Wyeths Soaring
painting as well as the contemporary artist Rah Crawford to understand how artists consider
different points of view. After learning how to draw an aerial landscape using geometric and
organic shapes students will investigate their personal point of view for the future as the bird
symbolizes their flight towards a goal or dream.
3. Artworks, artists and/or artifacts:
Rah Crawford
Andrew Wyeth, Soaring , 1942
David Hockney, Garrowby Hill, 1998
4. Teaching resources:
Willy the Dreamer, Anthony Browne
Disney Looking at Paintings, Chapter 6
Bird Handout
Rah Crawford and Aerial View Power Point
Art Sandwich Critique
Explorations in Art- 5th grade Edition, Davis Publications
5. Student Supplies:
Sketch paper, 9x 12 inch drawing paper, pencils, rulers, watercolors, paintbrushes in assorted
sizes, containers of water, paper towels, skinny markers, birds-eye view picture for inspiration
6. Vocabulary:
Landscape, Cityscape, Pattern, Aerial View, Horizon Line, Geometric & Organic Shapes
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7.

Key Concepts:
Artists imagine different points of view( high, low, under, over, up, down )
Art allows us to communicate our personal points of view.
Geometric shapes are used for the human environment.
Organic shapes are used for the natural environment.
Artists show patterns in landscapes.

8. Essential Questions:
How do artists show different points of view?
How does art allow us to communicate our personal point of view?
What shapes make up the human environment and the natural environment?
How does the painting say something about your goals, hopes, or dreams for the
future?
If we changed the point of view of the painting, how would it change the meaning?
9. Standards:
Pennsylvania Standards for Arts & Humanities
o Area 9.3.5.A
Know and use the critical process of the examination of works in the arts and
humanities.
o Compare and Contrast
o Analyze
o Interpret
o Form and test hypothesis
o Evaluate/form judgments
(Students will analyze and evaluate Rah Crawfords artwork and Andrew Wyeths
paintings. Students will also analyze their peers artwork during the gallery walk
completing the Art Sandwich worksheet.)
o

Area 9.1. 5. A
Know and use the elements and principles of each art form to create works in the arts
and humanities.
o Elements:
Visual Arts: color form/shape line space texture value
o Principles:
Visual Arts: balance contrast emphasis/focal point movement/rhythm
proportion/scale repetition unity/harmony
(Students will know and use the elements and principles (shape, line, color, proportion)
to make their birds- eye view painting.)

Area 9.1.5.B
Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint
draw craft sculpt print design for environment, communication, multi-media.
(Students will draw and paint their birds-eye view by sharing a personal flight/ journey
for the future.)

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Area 9.1.5.E:
Know and demonstrate how arts can communicate experiences, stories or emotions
through the production of works in the arts. (A look at the book Willy the Dreamer by
Anthony Browne will help students communicate a dream or hope for the future in their
painting.)

10. Extension ideas for interdisciplinary connections

Computer Option:
Begin by having students paste a picture of a landscape into a paint program. Then they
can paint different shapes onto the picture that fit the shapes found in the landscape.
Encourage them to fill the page or leave some of the original picture showing through.
Students may also try this process using a cityscape. Have them compare and contrast
shapes in landscapes and cityscapes.

Web connection:
Nasa takes photographs of the earth from the international space station and the space
shuttle. To view, visit: earthkam.ussd.edu

Health Connection:
The Patterns of Me; Explain to children that the human body also can be seen as a
patterned landscape. Use photographs or drawings to show such patterns as the
wrinkles of the brain, striated muscle tissue, and red blood cells.

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Objectives:
The student will demonstrate
1. Knowledge:

Understand that artists can imagine unusual viewing points.

Identify lines, shapes, and viewing points that help show a specific place.
Identify organic and geometric shapes in natural and manmade landscapes.
Describe how artists show patterns in landscapes.
Identify a dream or hope for the future while listening to the book Willy the
Dreamer.

Sketch a design of a birds eye view.

Create a bird using lines, shapes, and words like the contemporary artist Rah
Crawford.
Organize a landscape using either organic or geometric shapes.
Create a birds eye view painting symbolizing their flight (goals, dreams etc.)
for the future.

2. Skills:

3. Disposition:
Participate in all activities and listen to classmates during class discussions.
Act in an appropriate manner and follow classroom rules when using art
materials and supplies.
Reflect on their peers artwork while taking a gallery walk and completing the
Art Sandwich.
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Assessment
1. Assessment will be based on:
Diagnostic: Questions and Answers by Group Discussion
Formative: Help Given, Observations, Sketches and Continued Discussions
Summative: End result/ rubric (See attachment)
2. Teacher Self-Evaluation/Reflection:
1 2 3 4 5 6 7 8 9 10
Tips I learned while teaching this lesson (In teachers reflective journal)
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Instructional Procedures:
Day 1
1. Motivation/Engagement:
o

Remind students that people, objects, and the world look different from different points of
view. Some people look at their surroundings from the top of a tall building. Others like to look
at things such as flowers and insects from close up.
Tell students that today they will begin a drawing of a birds eye view of a familiar place in their
world. It can be a place near home, a place they dream to go, or something they want to do in
the future.

2. Teaching & Learning:

o Teacher will show students the painting by Andrew Wyeth on the power point.
Discuss / invite student inquiry:
Look for lines and colors that repeat in the landscapes. Why are the birds shown in different
sizes? Why is the farmhouse so small? Which geometric and organic shapes do you see? What
becomes less important visually in such a view?
o Show the contemporary artist Rah Crawfords artwork- compare/contrast from that of Wyeths
work. Share birds eye view student examples.
o Next, read Willy the Dreamer. Students will identify their dream or hopes for the future by
sketching their ideas out.
3. Studio& Ideation:
o Students will receive a piece of sketch paper and fold it in half. Teacher will show students
different kinds of birds they may want to use to represent as themselves. Students will choose a
bird to integrate into their landscape- aerial drawing.
o Ask students:
What are your dreams, hopes, and goals for the future going into middle school? Where do you
want to go / end up? Is there a place you want to visit?
On the left side students will write down a place, idea, hope or dream along with three words
describing it. On the right side they will practice drawing their bird.

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4. Clean Up:
o Class helpers of the week will clean up supplies and place sketches in student portfolios.

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Day 2
1. Motivation/Engagement:
o Project Wyeths and Crawfords artwork to re-motivate and return student sketches back. If
need be, give students time to finish last weeks work before they continue on. Before students
begin the production phase call on a few students to share their sketches with the class.
2. Teaching & Learning:
o A teacher led demonstration will help students design their bird in Rah Crawfords style:
1.) Draw the outline of your bird using pencil
2.) Fill the bird using 3 words that describes your dream
3.) Write words in block letters
4.) Draw lines, shapes, and patterns filling the rest of the bird
5.) Choose a dark marker and fill in
3. Studio:
o Students will follow the steps listed above to create their bird in flight illustrating a dream or
hope for the future. The rest of class will be dedicated to the production phase of the bird.
4. Clean Up:
o Class helpers of the week will clean up supplies and place artwork in student portfolios.
*** Assign Homework: Bring in a picture of an aerial view that incorporates your dream. (This will help
them develop their drawing next art class)

Day 3
1. Motivation/Engagement:
o Pin their homework (examples of an Aerial View) on the wall as they walk in the classroom.
2. Teaching & Learning:
o Discuss, compare, and contrast the homework they brought in. Cityscape vs. Landscape
o Ask students: What do they have in common? Which geometric and organic shapes do you see
in the images? Call students up to trace organic and geometric shapes overtop of the images.
o Show power point on aerial view.
3.) Studio:
o Plan/Practice: Ask students these questions before they begin: What will you choose for your
scene? How will your dream relate to the landscape you will draw? Will you choose a natural
scene or human-made scene? What shapes will you use?
o Teacher will demonstrate how to draw an aerial view. Introduce horizon line. Students will
begin drawing their aerial view in pencil. Students should use the picture brought in to guide
their drawing.
4.) Clean Up:
o Class helpers of the week will clean up supplies and place artwork in student portfolios.

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Day 4 and 5
1. Motivation/Engagement:
o Place a picture of an Ariel landscape at each table. With a marker have students identify shapes
in the picture and label geometric or organic shapes used. Pin on the wall and discuss findings
with the class.
2. Teaching & Learning:
o Teacher will demonstrate how to draw and paint an aerial view. Go over instructions once more
and answer any questions they may have.
3.) Studio:
o Students will continue the production phase of their birds eye view painting.
4.) Clean Up:
o Class helpers of the week will clean up supplies and place artwork on the drying rack.

Day 6
Culmination/Close:
o Allow a few moments to finish any last minute details of their paintings.
o Students will be given a chance to critique their peers artwork by doing a Gallery Walk and
completing the Art Sandwich as the role of an art critic. (See attachment)
o Discuss findings as a class, place finished artwork in student portfolios.

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Differentiated Instruction/ Modifications:
1. Visually impaired:
o So that visually impaired children can both see and feel lines, let them use black glue ( coils
of modeling clay) to create the outlines in their landscape. The glue will dry as clay creates highcontrast raised lines that children then can fill in with paint.
2.) English Language Learners:
o Use the word landscape to generate other words: Ask children: If landscape is a picture of a
land, then what would a seascape be a picture of? (the sea) What would a cityscape be a picture
of? (a city)

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Project Criteria and Assessment Guide- MW&PG

Kindergarten Fifth Grade

Project Criteria
Craftsmanship

4
Exceptional skills with
media:
The artwork was
beautiful and patiently
done; it was as good
as hard work could
make it

3
Good art skills with
media:
With a little more
effort, the work could
have been
outstanding; lacks the
finishing touches

2
Shows some skill with
media:
The student showed
average craftsmanship;
adequate, but not as
good as it could have
been, a bit careless.

1
Shows no skill with
media: no attempt made
The student showed
poor craftsmanship; lack
of understanding

Unique, very original

choices and
expressive qualities

Usually original,
expressive

Seldom original, copied

No original ideas

Complete
understanding

Good idea of art

shows intent

Attempt made yet

unclear, lack of planning

No concept/disregard

Always contributes
during discussions
and helps with clean
up

Contributes most of
the time gets along

Seldom contributes,
sometimes
uncooperative

No attempt to
communicate,
disinterested

Originality/Creativity

Design Elements &

Principles

Participation &
Teamwork

Birds-Eye View Studio Evaluation

Composition clearly reflects a view from above.
Artworks space is organized with a variety of lines and shapes.
Geometric shapes are used for the human environment and organic shapes are used for the
natural environment.
Artist communicates a dream or hope for the future in the style of Rah Crawford.

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