Visual  Arts  Lesson  Plan                                                Title:  Three  Bears  in  Depth  Author:  Chris  Noel                  Age  Group:  Grades  1-­‐3,  Target:  3rd  Grade    Document  the  embedded  Universal  Constructs  using  the  table  below.  Consider  indicating  and  tracking  when  a  concept  or  skill  is  Introduce  (I),  Reinforced  (R),  or  Mastered  (M)  and  assessed.  

 Iowa  Core  Universal  Constructs      

CRITICAL  

THINKING  

COMPLEX

 CO

MMUNICAT

ION  

CREA

TIVITY  

  COLLAB

ORA

TION  

  FLEX

IBILITY  &  

ADAP

TABILITY  

PRODU

CTIVITY  &  

ACCO

UNTA

BILITY  

Artistic

 Process     National  Content  Standards  

NAEA,  2014      

         

CREA

TING:    Co

nceive  and

 de

velop  ne

w  artistic

 ideas  

and  work.  

 

Anchor  Standard:  Generate  and  conceptualize  artistic  ideas  and  work.    

 X  

   X  

       

Anchor  Standard:  Organize  and  develop  artistic  ideas  and  work.    

 X  

   X  

     X  

Anchor  Standard:    Refine  and  complete  artistic  work.    

 X  

   X  

     X  

PRESEN

TING:    Interpret  a

nd  

share  artistic

 work.  

Anchor  Standard:  Analyze,  interpret,  and  select  artistic  artwork  for  presentation.    

           

Anchor  Standard:    Develop  and  refine  artistic  techniques  and  work  for  presentation.    

           

Anchor  Standard:    Convey  meaning  through  the  presentation  of  artistic  work.    

     X  

     

RESP

ONDING:  U

nderstan

d  an

d  evalua

te  how

 the  arts  

conv

ey  m

eaning

.  

Anchor  Standard:    Perceive  and  analyze  artistic  work.    

  X          

Anchor  Standard:    Interpret  intent  and  meaning  in  artistic  work.    

  X          

Anchor  Standard:    Apply  criteria  to  artistic  work.    

X            

CONNEC

TING:    Re

late  

artistic

 ideas  &  work  

with

 persona

l  mean-­‐

ing  an

d  external  

context.  

Anchor  Standard:    Relate  artistic  ideas  and  work  with  societal,  cultural  and  historical  context  to  deepen  meaning.  

X            

Anchor  Standard:    Synthesize  and  relate  knowledge  and  personal  experiences  to  make  art.    

X            

  2    

Visual  Arts  Lesson  Plan                     Title:  Three  Bears  in  Depth                                                                                                                                                                                  Author:  Chris  Noel                                                                        Age  Group:    Grades  1-­‐3,  Target:  3rd  Grade    District,  Building,  or  Department  Goals  or  Objectives:  Visual  Art  National  Content  Standards:     1.A.3rd  Grade:    Uses  observational  techniques  in  artwork  by  using  available  resources,  tools  and  technologies.     2.A.3rd  Grade:    Discusses  merits  of  artworks.     4.A.3rd  Grade:    Develops  artworks  based  on  observations  of  surroundings.    Description:      Teacher guides the class through an analogy of the book, Goldilocks and the Three Bears and creating the illusion of depth and space on a 2-D landscape. Teacher can label spaces Papa Bear Space (Foreground), Mama Bear Space (Middle Ground), and Baby Bear Space (Background). Students look at examples of landscapes from photographs and artwork, especially of the Midwest. Students create a 2D artwork that uses depth clues of overlap and size constancy to create 2D work with an illusion of 3D space.

 Teacher  Preparation:      Teacher has images prepared to show class. This can include a digital presentation and/or posters of landscapes. Teacher may need to take or find photographs of local areas showing depth. Materials for drawing/paining are ready. Possibilities: Crayon or oil pastel resist with tempera paint of either winter scene or fall harvest scene. Sharpie and watercolor landscape. Materials  and  Resources  Needed:  1. Images of Midwest landscapes. Artwork of landscapes: Grant Wood and other regionalists, Anna (Grandma) Moses, Edward Hopper, 2. Pictures of trees, animals, and other landscape elements. These are better posted rather than digital. 3. Materials for drawing or painting.

           Anna  Moses                                                  Grant  Wood                                        Grant  Wood                                                                              Thomas  Hart  Benton    Vocabulary:    Depth,  Horizon/Horizon  Line,  Landscape,  Overlap,  Three  Dimensional,  Two  Dimensional  Grant  Wood,  Grandma  Moses  Plan:  1. Many children may have taken a trip and viewed the scenery from a window. Discuss what they remember seeing--try to remember the window as if it were a picture. How did they very distant things look? And the things that were closer? 2. Show images of landscapes that have an expansive view. Point out how the objects overlap each other, how objects appear larger and closer down when lower on the landscape and the smaller objects appear farther away and are up higher. Have the students measure you, or each other, with their hands by closing one eye and putting one hand at your feet and the other at the top of your head. Gradually move away from them. Watch their measurements change. Artworks by Currier and Ives, Grant Wood, Anna Moses, Andrew Wyeth, or Brueghel might help illustrate this. 3. Demonstrate and discuss with the children how the book Goldilocks and the Three Bears can help them remember how to create this illusion in their own landscapes. Discuss horizon or ground line. a) Papa Bear was the biggest and objects belonging to him were big. Make the first (hill) line about 1/3 of the way up on the paper. Objects drawn on this line or in this area are all Papa Bear size (see visual). Objects should also be in Papa Bear's space. Finish the Papa Bear space before going on to Mama Bear. b) When we look out far away we often see another hill line or

  3  ground line but it might not all show because of the large shapes on the Papa Bear line. The second line is Mama Bear's and everything in and around it is Mama Bear size or middle size. (Use similar shapes like trees, houses, people for each line, but vary placement). c) Yes, there is one more line, Baby Bear's--you're right. Since sky is above it, it is the horizon line. All of the shapes around this line are very small, Baby Bear size. Of course the bigger objects on Mama's and Papa's lines sometimes cover up Baby Bear's line. 4. Use some of artworks to discuss the merits of how effectively the artist uses space. How does the artist make a flat, two dimensional work look like it exists in three dimensional space? 4. Children draw starting with Papa Bear's line first, making the shapes in that space before going on to the next. Materials for drawing may vary to suit resources available.

 Follow  Up  Activities:    Use concept of size constancy in spaces of diminishing sizes with other subjects. For example, students could create an underwater scene, or illustrate a story or poem.    Resources  and  References:    Vas,  Sandy.    Goldilocks  and  the  Three  Bears,  a  New  Art  Basics  Lesson.  2  winter  pictures  are  1st  Grade.  

 

2nd  Grade    Attach/Include  any  assessment  documents,  follow  up  lesson  plans,  or  resource  articles  needed.  Assessment:    next  page                        

  4    

Visual  Arts  Lesson  Assessment                   Lesson  Title:    Three  Bears  in  Depth  Teacher:    Chris  Noel                                                                             Class  &  Section:                                                      Date:  M  =  3    Meeting  standard  P  =  2    Progressing  towards  standard                                                                                                                                                                                                  IP    =  1    Insufficiently  progressing  towards  standard      

Student   Essential  Learning  

Essential  Learning  

Essential  Learning  

Universal  Construct  

Participation  

  1.  A.  3:    Uses  observational  techniques  in  artwork.  

2.A.3:    Discusses  merits  of  artworks.  

4.B.3:    Develops  artwork  based  on  observations  of  surroundings.  

Critical  Thinking   Group  discussion  Measuring  Time  on  task  Clean  up