Date:        March 2004                                                                                             Theme:  Our shoes and the spring

                                                                                                                                                           

Subject:   Grade 7 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 variety of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using appropriate art forms; (The Ontario Curriculum, The Arts, Visual Arts, p. 42)

b      explain how artistic choices affect the viewer, and support their conclusions with evidence from the work; (The Ontario Curriculum, The Arts, Visual Arts, p. 42)

b       

Specific Expectations:

Knowledge of Elements:

b      describe how the repetition of elements is used to create rhythm (e.g., the use of red both in the flowers and in the table cloth causes the eye to move from one location in the picture to the other); (The Ontario Curriculum, The Arts, Visual Arts, p. 42)

 

Creative Work:

b      identify strengths and areas for improvement in their own work and that of others (e.g., by analysing the decisions they made, the methods they used, and the ways in which they dealt with unexpected problems).

b      produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences (e.g., create a mask from “found” materials to celebrate the coming of spring);

 

Critical Thinking:

b      explain how the principles of design are used to organize a work, communicate feelings, and convey ideas, using appropriate vocabulary and terminology (e.g., the repetition of small squares arranged in vertical and horizontal lines in a work by Mondrian creates pathways through the work and, therefore, a feeling of movement);

 

Click Here Piet Mondrian’s to see his works                                     Mondrian’s “Evening Red Tree”

 

 

 

 

Click Here to glean some insight into Piet Mondrian:  http://www.artcyclopedia.com/artists/mondrian_piet.html

 

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 the repetition of elements to create rhythm as a methodology in their sculpture.  See expectation above. 

 

My Teaching Performance:

b      Are students on task?

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      Are students making the link into the notion of Change as per the Grade 7 History and Writing Lesson?

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

b      What if anything will I change next time?