Criteria: Uses color values: tones/shades and tints using colored pencil to consistently illustrate the direction of the light source from the top left corner of the image. Math Target: Collaborates with peers to complete the drawing. Criteria: Hands original building drawing to another classmate, drafts and colors the .5 dilation, continues the sequence with a subsequent hand-off; drafts and colors the .25 dilation. Arts Impact/TPS AEMDD Grant 2008-12 MATH ARTISTIC PATHWAYS – Eighth Grade Lesson Five Coordinate Planes, Vertex and Perspective: Cities in – Motion 10-33 Materials Mechanical pencils, rulers, 8.5 x 11” 4x4 grid paper, vinyl erasers, colored pencils, Architecture Data Sheet Workbook (ADS) Learning Targets Creates a consistent coordinate plane. • Creates a vertex for a building. • Creates a simple building design in • one-point perspective. Uses craftsmanship in design. • Records the building’s vertices’ • placement on the coordinate plane. Performs dilations to building’s • coordinates. Creates a sense of light using color. • Collaborates with peers to complete • the drawing. Creates a sequence of stills using • class’ drawings. Do Now Simplified buildings (rectangular prisms) are created by groups of three students. After trading coordinates, students dilate the buildings and plot the new facades. By repeating the basic form and color of the original buildings, the illusion of motion is created across the students’ three drawings, as their buildings appear to recede into the background. Remember color values may change on each building (compared to the original placement) because all drawings now have a shared light source. Activities/Prompts Review trio of images for lesson and ask students what • similarities and differences they can identify in comparison/contrast to their cityscapes.
Criteria: Uses color values: tones/shades and tints using colored pencil to consistently illustrate the direction of the light source from the top left corner of the image. Math Target: Collaborates with peers to complete the drawing. Criteria: Hands original building drawing to another classmate, drafts and colors the .5 dilation, continues the sequence with a subsequent hand-off; drafts and colors the .25 dilation. Arts Impact/TPS AEMDD Grant 2008-12 – MATH ARTISTIC PATHWAYS Eighth Grade Lesson Five – Coordinate Planes, Vertex and Perspective: Cities in Motion 10-33 Materials Mechanical pencils, rulers, 8.5 x 11” 4x4 grid paper, vinyl erasers, colored pencils, Architecture Data Sheet Workbook (ADS) Learning Targets • Creates a consistent coordinate plane. • Creates a vertex for a building. • Creates a simple building design in one-point perspective. • Uses craftsmanship in design. • Records the building’s vertices’ placement on the coordinate plane. • Performs dilations to building’s coordinates. • Creates a sense of light using color. • Collaborates with peers to complete the drawing. • Creates a sequence of stills using class’ drawings. Do Now Simplified buildings (rectangular prisms) are created by groups of three students. After trading coordinates, students dilate the buildings and plot the new facades. By repeating the basic form and color of the original buildings, the illusion of motion is created across the students’ three drawings, as their buildings appear to recede into the background. Remember color values may change on each building (compared to the original placement) because all drawings now have a shared light source. Activities/Prompts • Review trio of images for lesson and ask students what similarities and differences they can identify in comparison/contrast to their cityscapes.