Interior Perspective Art ​ED 3601(F) Spring 2018

Interior Perspective
Title of Unit Interior Perspective Grade Level 8

Teacher Arnaud Sparks Number of 4, 6 classes

Lesson and
Classes

Overview of Unit
This unit will focus on the use of size in order to create depth, and the use of a variety of three dimensional media in order to create man-made objects.
Through a series of performance tasks and lectures that are based on historic examples of portraying perspective/dimension, students will analyze and
explore what artistic techniques have been used to successfully portray perspective. They will also explore the various sculptural techniques used to create
man-made objects.This will be done in a series of 4 lessons, delivered throughout the course of 5 or 6 classes. In lesson 1, we will go over 4 examples of
historic uses of perspective, specifically in terms of representing indoor rooms. In this presentation we will go over the creation of perspective using a
vanishing point and the exaggeration of the size of objects. Once the presentation is complete, students will practice drawing the studio space and the hall.
In lesson 2, I will introduce the main project for the unit. In this project, students will create a shoebox diorama of Van Gogh’s​ Bedroom in Arles​, Henri
Matisse’s ​Atelier Rouge​, Gabrielle Münter’s ​Interior (still life),​ Wassily Kandinsky’s​ Bedroom in Aintmillerstrasse​ or of a room that is significant to their
lives. This lesson will be primarily devoted to planning as well as a demonstration on clay. Lesson three will be a work period; at the start of the lesson a
demonstration will be given on textile materials and on the use of popsicle sticks. Students will be encouraged to finish any clay by the first class of this
lesson, as the firing will be done at that point. Once the clay has been completed, students can begin painting the boxes and putting all the pieces in place
inside the box. This lesson will be used as a work period for students to complete their projects. Lesson 5 will be dedicated to a group critique of projects
using a sticky note method.
Students will explore the relationship the between the size of an object and its location in a composition.
Students will use a vanishing point in order to create perspective.
Students will represent man made objects using a variety of three dimensional media.
Statement of Inquiry/Unit Question
How do artists create perspective?
What techniques and three dimensional media can be used to create man made forms?

DBAE Elements
A statement that summarizes the major learning in the four areas of DBAE:
Creative Production
Lesson 1: Students will create sketches based on a single vanishing point.
Lesson 2-3: Students will recreate a room using three dimensional media.
Interior Perspective Art ​ED 3601(F) Spring 2018

Art Criticism,
Lesson 2: Students will share and compare their project plans with a partner.
Lesson 4: A critique of the unit project will be done as a group.

Art History,
Lesson 1: We will look at four paintings that established perspective in different ways.
Lesson 2-3: Students will have the option to recreate historical works of art.

Aesthetics
Lesson 1: Students will respond both personally and critically to historical works of art.
Lesson 4: Students will engage in a group discussion about the portrayal of simple rooms and how they can be meaningful works of art.
Alberta Program of Study
Goals and Objectives

Drawing:
Scope and Sequence
Investigate A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.
Investigate C: The amount of detail depicted creates spatial depth in two-dimensional works.
Investigate D. Parallel lines meeting at a vanishing point create linear perspective in two-dimensional works.
Investigate E. Proportion can be analyzed by using a basic unit of a subject as a measuring tool.

Composition​:
Scope and Sequence
Components 1 C. Man-made or natural objects can be represented in a variety of three-dimensional media.
Components 2 C. Space can be altered or distorted for special effects in two-dimensional works.

Encounters​:
Scope and Sequence
Impact of Images B. Structural design of shelters may enhance or inhibit human activities.

Learning Experiences
Lesson 1:​ Small and large group discussion, experimental sketching.
Lesson 2 & 3: ​Demonstrations and studio time to work on cumulative project.
Lesson 4: ​Critique, followed by a group discussion.
Interior Perspective Art ​ED 3601(F) Spring 2018

Summary of Lessons
LESSON 1
Lesson 1 will begin with students sitting in groups at four separate tables. Each group will receive a picture of one of the following works: Van Gogh’s
Bedroom in Arles​, Henri Matisse’s ​Atelier Rouge​, Gabrielle Münter’s ​Interior (still life)​ or Wassily Kandinsky’s​ Bedroom in Aintmillerstras. ​The question
“How has the artist created the illusion of three dimensions by using scale, angles, and colour?” will be written out on the classrooms main whiteboard.
Students will be given 5 to 10 minutes to discuss this question in their designated table groups. I will circulate around the classroom as students discuss
the question, and will work to enable them to further develop their ideas and group explorations on the subject of perspective. Once I feel that student
conversations have progressed far enough, I will bring the class back together for the group presentations. Each group will present in front of the class on
their respective piece of art, which will prompt them to try and measure and compare the sizes of different objects in their group’s art piece. This will be
followed by a brief presentation by myself, talking about how each of these artists used a vanishing point, distorted the objects in the piece, used colour,
and added detail in order to create perspective and depth. Students will then be given a few moments to take notes and comments in their sketchbook as is
part of our class habits. Once we have gone over these historic examples, I will give a demonstration on the way a single vanishing point can be used in
order to create perspective in a piece of art. This demonstration will be done on the classroom whiteboard. I will also demonstrate how objects in the
foreground can be portrayed as larger components, and how objects that appear further in the space can be shown as smaller components. Once the
demonstration is complete, students will be required to complete at least two sketches that relate to the concepts covered in the lesson. The first sketch will
be of the studio space using a single vanishing point; note that the goal is not to make a perfect recreation of the space, but rather to understand the
techniques that are behind the artistic use of a vanishing point. The second sketch will be of the common space or cafeteria depending on the school.
Once students have finished the first sketch, we will move as a class towards the space that will be used in the second sketch. This will pose a challenge
on a classroom management level and I will need to watch to be sure students are behaving and staying together as a group. When there are 5 minutes
remaining in the class period, students will be brought back to the classroom in order to pack up their supplies. At the end of the class, I will remind
students that in the next class we will begin our unit project, in which we will be doing a three dimensional recreation of one of the paintings that were
used in the group discussions.

LESSON 2
At the beginning of lesson 2, I will remind students of the previous class in which we discussed perspective and looked at four different historical
examples through our group discussions. Once this brief review has been completed, I will hand out the unit project description and rubric. In the unit
project, students will be required to recreate in three dimensions either Van Gogh’s​ Bedroom in Arles​, Henri Matisse’s ​Atelier Rouge​, Gabrielle Münter’s
Interior (still life), ​Wassily Kandinsky’s​ Bedroom in Aintmillerstrasse ​or a room of their choosing that has some sort of meaning to them. If they choose a
room other then the paintings provided, they will need to be approved by me before they can continue with the project. After going over the unit project
description and ensuring student understanding and agreement on the marking criteria, I will go over the sketchbook planning process that they should
follow for their shoebox diorama. This process will include listing the different elements and pieces in the room and how they will build and what they
will use to recreate each element and piece that they have identified in the room (there will be a list of available materials included in the assignment
sheet). Students should pay special attention to the proportions of each object in relation to the size of the room they are recreating. I will circulate as
students plan out their unit project and will provide help and feedback with potentially tricky elements of their creation. Once students have finished their
plan, they are to share it with a partner in order to gain potential ideas and suggestions as to how they could better create certain pieces in the room. This
will also give them insight as to how other students are planning to complete their piece. Note that the planning will be a graded component on the rubric
Interior Perspective Art ​ED 3601(F) Spring 2018

as this is an important part of creating sculptures and for creating larger works of art. As students finish their planning, they will receive a demonstration
on the uses of clay and how to mold it into specific shapes. Once the planning is complete, students can work on creating elements for their room, focusing
on the elements made of clay. They will be reminded that the clay elements of their work must be completed by the end of next class so that they have
time to dry and be fired. This timeline should be worked into their planning process. A demonstration on textile, wire and popsicle sticks will be done in
the next lesson. This will allow any students who do not wish to use clay to begin painting their shoeboxes. When there are 10 minutes remaining in the
class period, students will begin to clean the workroom. Any students working on clay will keep their unfinished pieces under moist towels in a specific
area of the shop. This will be done according to the classroom routine. Once a table group has cleaned their station to classroom standards, they are free to
leave.

LESSON 3 (3 classes)
Lesson 3 will be divided into 2 or 3 classes based on student progress.
Class 1:
In the first class, students should focus on the clay elements of their shoeboxes, as these will be dried and fired at the end of this class. Although students
should focus on their clay pieces, a demonstration will be given at the start of class on the use of textiles, wire, paper mache and popsicle sticks. This
demonstration will include elements of the safety risks involved with each material, although these risks are minimal. As a cleaning and safety precaution,
students will be required to clean one material station before moving to the next. In this class, I will circulate to ensure students are being responsible with
their use of materials and will aid students where needed. When there is ten minutes remaining in the class period, students will be asked to clean up their
work stations. Once their station has been cleaned to classroom standards, students may leave. If students have not finished their clay pieces, they are
welcome to come in during their lunch period in order to complete their work before firing.
Class 2:
The second class will also be a work period. However, this period will be dedicated to finishing up the interior pieces and elements of their rooms and
painting their shoeboxes. In this class, I will remind students of the presence of colour in each of these rooms, and how in some of the rooms it will be
important to create the illusion of hardwood floors and windows. Before students begin, I will also remind them of the classroom protocols we have
previously established in relationship to the use of paint. While students work I will make sure that they are following procedures, as well as assisting
students where needed. Making sure that students are on track with their unit projects will be important at this point, as this is the halfway point in their
work periods. The cleanup in this class will be especially important as student will be working with paint. With 10 minutes remaining in the class period,
students will begin the clean up process. Once a table group has cleaned their station to classroom standards (including the sink), students may leave.
Class 3:
The third class will be dedicated to the final touches needed for students to complete their unit projects. Students can complete their painting or furniture
pieces and put them in their shoebox rooms in the proper positions. This will be done mainly with hot glue. As such, students will need to be reminded of
the dangers related to the use of hot glue and the potential to be burned. In this class, I will circulate as students complete their unit projects. If students
complete their projects early on in the class, this class will be combined with lesson 4. If they do not finish early, lesson 4 will remain its own class. Once
students have completed their projects, they are to clean up their work stations and reflect in their sketchbooks on the following questions:
“How can artists create perspective in their work?”
“Why would artists choose to paint a simple room rather than something more exciting? Guess the possible meaning of these paintings.”
These questions will be printed and handed out as an exit slip.
Interior Perspective Art ​ED 3601(F) Spring 2018

If all students finish early then we will move to the critique, if not then it will be done in lesson 4.

LESSON 4
Lesson four will be dedicated to a group critique of student work. In the first ten minutes of the class period, students will be separated into small groups
that are different than the table groups they were assigned in earlier lessons. In these groups, students will set up their art pieces with the appropriate
lighting and will engage in a small group critique. Students will be urged to talk about each art piece for five minutes. This discussion will be guided by
the vocabulary sheet provided and by the following questions:
- What techniques and three dimensional materials has the artist used in order to create their art piece?
- What elements of the piece show an understanding of perspective?
- How has the artist chosen to portray the room?
- What do you enjoy about the work?
As the groups of students critique the art pieces, I will circulate and try to inspire more in depth discussion and formatively assess student critiques. Once
twenty minutes have passed and all art pieces have been critiqued, students will be asked to take part in a gallery walk in order to see what their peers have
created. After the gallery walk, there will be a group discussion. This discussion will focus on the use of a variety of three dimensional materials and the
way they help create a well-rounded sculpture, as well as how the use of these materials helped students recreate famous paintings that involved
perspective. Once this discussion is complete, a final discussion will be held on the exit slip questions that were asked last class. This will bring the unit
to a close. Student will be expected to hand in their sketchbooks and unit projects at the end of the class in order for their work to be graded. If there is
time left in class, we will return to work related to a term-long project that focuses on student presentations of a contemporary artist.

Teaching Strategies Assessment Methods Assessment Weighting

Lesson 1: ​Small group discussion, full group discussion, direct instruction, initial
Participation Participation (5%)
workshop.
Lesson 2/3: ​Direct Instruction/Demonstration, Workshop, Reflection Formative sketchbook work Formative sketchbook work (30%)
Lesson 4: ​Full, and Small Group Discussion Final piece with rubric - Final art piece with rubric - summative
summative (50%)
Perspective sketches Perspective sketches (completion) (10%)
(completion) Critique - formative (5%)
Critique - formative
Resources Required
-Project Description Sheets / Rubrics
-Clay
-Fabric
-Sewing Needles
-Popsicle Sticks
Interior Perspective Art ​ED 3601(F) Spring 2018

-Paper Mache
-Shoe Boxes
-Hot Glue
-Extra Drawing Paper
-Projector
-White board

Professional Reflections
I have not taught this unit and thus cannot reflect on it...