Lesson Four

Big Idea: Expressive Space

Project Description:

For our fourth class, students will create a foil relief sculpture to recognize the differences between imagined and physical spaces in art. Teachers will show an example of completed work alongside instruction to show a step by step process.

Essential Understanding

The essential understanding for this project is for students to explore the expressive features of art (line, space, and color) and how the perception of space and real space are interpreted and shown in different ways and traditions

Intended Outcomes

• Students will observe and describe what relief sculpture is

• Students will observe and describe examples of visual space versus physical space

• Students will create a work of art that employs raised relief to create physical space and simulate visual space

Skills

The skills the students are working towards are:

• Critical thinking during ideation and creation processes

• Interpreting and discussion decisions in Art making

• comparing and contrasting

• making connections

Art Vocabulary

-Space

- raised relief

- Expression

- observation

-Light and Shadow

-Positive and Negative

-Line

-Color

Teacher example

Full lesson Plan

Documentation:

This student and I had a few conversations on how to draw a circle, she practiced drawing on the back and we worked on drawing with our arm instead of just our wrist allowing her to draw what she said was a "perfect" circle.

This student began shading their sphere working from light to dark, we had a brief conversation on how it would work for other colors. She asked how you would add black to yellow without it looking wrong, we talked about other colors you could add to yellow to make it darker but still look like a yellow. She said maybe make it orange and then add black which I agreed with, by taking the time to refresh and talk about how colors look across surfaces in shadows this student was able to connect and bridge how other colors would work utilizing this technique.

This student is carefully mixing her colors because she said she really wanted a subtle color change because she said that was how colors look when they are on an object, it slowly gets darker and darker. Allowing her to think about how to add more than just grey to get a shadowed look in art.

This student used only a small amount of black when creating his shadow. He also chose to paint over the lines to bridge the colors even more, he asked how to make it look even more real, and I asked him if we could see separate colors on a surface like that, he said no, so we talked about how the next step would be to blend the sections of color together to make it look even more realistic.

This student really wanted to focus on the darker tones because this is what it would look like in a much darker room, he said this is what it looked like when I shined the light on the ball and the lights were off, it was darker with a really bright section of light.