Students are shown a PowerPoint and given examples of visual puns. They are then given a demonstration of different techniques using colored pencils. The students then create two visual puns of their own.
17 Keeps,
0 Likes,
1 Comments
THE PLAN
4 sessions; 40 minutes per session
1. SWBAT define a pun and visual pun.
2. SWBAT relate words to visual symbols.
3. SWBAT define gradient.
4. SWBAT create a gradient scale using color.
5. SWBAT define value.
6. SWBAT demonstrate knowledge and understanding of at least three colored pencil techniques.
1. Question of the Day (Art Start): "What is a pun?" -- Have a discussion and explain that a pun is a play on words, usually used for a joke.
2. Present PowerPoint on Visual Puns and give examples.
3. Handout a list of visual pun examples.
4. Demonstrate by picking an example from the list and creating an image using pencil.
5. Prompt students to pick their favorites from the list and draw a few sketches in their art journals.
6. Once decided on the images they want to create, have the students begin drawing their visual puns using pencil and contour lines.
Day 2
1. Question of the Day (Art Start): What is a gradient? -- Discuss and explain.
2. Prompt the student to draw three long rectangles in their art journals. Label the first rectangle "greyscale," the second "value scale," and the third "color change."
3. Demonstrate how to create create a greyscale with a pencil by pressing hard and slowly releasing pressure until you’re no longer making any marks. Do the same for the value scale using a colored pencil. For the color change, create a value change in one color, then take another color and create another value change going in the opposite direction to create a shift in color.
4. Demonstrate drawing techniques such as hatching, cross-hatching, stippling and scumbling. Remind them to use three techniques on an example of a visual pun project.
Day 3
1. Question of the Day (Art Start): "What are contour lines?" -- Review contour lines, gradient, and value.
2. Present an image of a completed visual pun project which incorporates all techniques.
3. Discuss interpretive critique. Explain that the students will be participating in a critique tomorrow; they will try to interpret the visual pun then offer comments using the formula “two likes and one wish.” Give an example using the finished teacher example.
Day 4
1. Question of the Day (Art Start): "What is art" -- Discuss and explain. (This is an intro to a later activity)
2. Prompt students to participate in critique. Pick volunteers.
3. Critique – interpretive critique with two likes and a wish.
4. There will be extra time, I used it for my "What is art?" activity.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
Share!
Comment!