Lesson Plan : Cubism, Shading and Balance
Teacher Name: | Mr. Mendez |
Grade: | Grade 7-8 |
Subject: | Arts and Crafts |
Topic: | Cubism |
Content: | Shading, Balance, Shape, Warm and Cool colors |
Goals: | Students work to identify the nature of value, perspective and color schemes. The concept of contrast with and emphasis on unity. Students work on their expressive qualities of thematic development and sequence. |
Objectives: | Students work cooperatively to create a non-objective geometric design building on the work of others Students show value gradation through change of pressure in shading Students show awareness of cubism |
Materials: | Paper, color pencils, Art reproductions, LCD Projector and rulers. |
Introduction: | Ask students if anyone rides a skateboard or ever has. Ask the class what is the most important thing that is required when riding a skateboard. Introduce balance and discuss how important it is when riding a skateboard and making art. |
Development: | Balance in art can be described in two terms, asymmetrical and symmetrical. Balance can also be achieved through the careful use of color. Discuss thses ideas with class briefly. Show slides of Cubism work and sample projects. Through images show examples of balance through symmetry and color. |
Practice: | Explain that to the students that we will do the next activity in two stages. First we will do a round robin activity where the students should consider shapes, lines and balance as they are given instructions. Each student paper is passed around after each set of instructions. After the round robin activity the students will finish designing their papers. |
Accommodations: | Allow some students to work with only one color first to grasp the shading technique. Work individually with certain students that may need extra assistance with shading and chosing colors. |
Checking For Understanding: | Circulate room and speak with students about their work. Check each student project for understanding of concepts and techniques discussed in class. |
Closure: | Ask students what they have learned during the lesson. Ask the students what they liked about the lesson. Ask students what they still need to do to their work to complete it. |
Evaluation: | Clear example of color shading helps shapes look "Cubist". Prominent use of asymmetrical and symmetrical balance. |
Teacher Reflections: | Which students still need more help with shading and color choice? Who may need to start over? Who has mastered the project and is close to being finished? |
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