Date:        March 2004                                                                           Theme:  Our shoes and the spring

                                                                                                                                

Subject:   Grade 6 Visual Arts                                                              Lesson: Andy Warhol Shoes

 

 

 

Ministry of Education Curriculum Expectations Links

Elementary Curriculum: http://www.edu.gov.on.ca/eng/document/curricul/elemcurric.html

Visual Arts Curriculum: http://www.edu.gov.on.ca/eng/document/curricul/arts/artse_visart.pdf

 

 

 

General Time Line:  3-5 Visual Art Classes

 

Overall Expectation(s):  

b      produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques; (The Ontario Curriculum, The Arts, p. 40)

b      explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work; (The Ontario Curriculum, The Arts, p. 40)

 

Specific Expectations:

Knowledge of Elements:

b      identify colour relationships, using a basic colour wheel that they have made (e.g., the combination of a primary and a secondary colour will create a tertiary colour such as blue-green); (The Ontario Curriculum, The Arts, p. 40)

b      identify things to be considered when placing a sculpture in a specific location (e.g., the amount and type of light available); (The Ontario Curriculum, The Arts, p. 40)

b      describe how artists may use texture to represent or to evoke an emotional response (e.g., a rough texture to represent strength, anger, or something unpleasant); (The Ontario Curriculum, The Arts, p. 40)

 

 

Warm Up Exercise:

 

Strategies and Procedures: 

1.      To activate previous learning, students will begin by verbally discussing the past changes that have occurred throughout the life of their shoe.

2.      Students will then be shown examples of the shoes as per past students work.

3.      Students will be asked to think about the colour, design, pattern and overall effect they are aiming to achieve, and sketch a mock up drawing of it.

4.      Students will be instructed to consider texture as a methodology to evoke emotion.  See expectation above. 

 

My Teaching Performance:

b      Are students on task?

b      Are students able to identify with the geographic location of the Rebellions?

b      Are students able to incorporate their story (See Grade 6 Writing Lesson) of the shoe into the colour, shape, design of their piece? 

b      How does the shoe sculpture communicate a range of ideas, thoughts, feelings and experiences as per the Ontario Curriculum Expectation outlined above? 

b      Are students beginning to explain their interpretation of their shoe sculpture, supporting it with examples of how the elements and some of the principles of design are used in the work?

b      Is there anything I can do to ensure deeper, richer, learning?

b      What if anything will I change next time?