Why we make limits of through have sculpture? body. limits. learned Expanding Our from this Senses Working with the limitation and expansion of our bodies Objectives Materials Key Teaching Activities Assessment and Visual Vocabulary Strategies Formative References Summative Lesson PLO: Camera, Close Up, Teacher will Students Students’ Image Images of my tonal values, introduce will take engagement 2 works, visual hatching, the project, photos of and development samples. illusion, rubrics and the details Participation and design Pencil, paper volume, Assessment of their is assessed. strategy in sizes 4x 4. contrast, 3D Teacher will bodies or Students will (Perceiving/ Hand outs of art, details, help object of be assessed on Responding) the overall Identity, students to interest their drawing Analyze the project, Culture, Self take photos Students skills in relationship rubrics Expression, of the will pick creation of the between the Integration, details of one of the sense of form and the Collaboration, their bodies details and volume in 2D function of Dialogue, or the object draw the art and also on particular Open of their detail in the their 2D and 3D Zoom Minded, interest and frame lines collaboration, images In Your International choose one (Square) of Students will Body Mindedness detail for 4 x 4 receive IB Key their work inches. formative Concept: 2 in size 4x4 Each assessment Change hours& inches. detailed during studio 30 min Teacher will drawing of time.. divide each students in student groups of should be two and will in dialogue explain that with the the detailed work of the drawing of other each student student. should be in Students
Why we make sculpture? Expanding Our Senses Working with the limitation and expansion of our bodies limits of body. through limits. have learned from this Objectives Materials and Visual References Key Vocabulary Teaching Strategies Activities Assessment Formative Summative Lesson 2 Zoom In Your Body 2 hours& 30 min PLO: Image development and design strategy (Perceiving/ Responding) Analyze the relationship between the form and the function of particular 2D and 3D images IB Key Concept: Change Camera, Images of my works, visual samples. Pencil, paper in sizes 4x 4. Hand outs of the overall project, rubrics Close Up, tonal values, hatching, illusion, volume, contrast, 3D art, details, Identity, Culture, Self Expression, Integration, Collaboration, Dialogue, Open Minded, International Mindedness Teacher will introduce the project, rubrics and Assessment Teacher will help students to take photos of the details of their bodies or the object of their interest and choose one detail for their work in size 4x4 inches. Teacher will divide students in groups of two and will explain that the detailed drawing of each student should be in Students will take photos of the details of their bodies or object of interest Students will pick one of the details and draw the detail in the frame lines (Square) of 4 x 4 inches. Each detailed drawing of each student should be in dialogue with the work of the other student. Students Students’ engagement and Participation is assessed. Students will be assessed on their drawing skills in creation of the sense of volume in 2D art and also on their collaboration, Students will receive formative assessment during studio time..
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