Project/Unit description/Expedition: Once upon a time, you were walking to school and all of a sudden an alien ship is flying over you and kidnaps you! After a whole day with the alien, Tosalba, it asked you where you lived so it could take you back home, because your parents were going to get worried if you didn’t come home. In order for the alien to know which house was yours, you drew it out for them. You included everything that makes up your home; like if it’s more than one story, you drew a larger house. You painted it or colored it the color it is now, and if you have square, circle or rectangular windows you included those too! Maybe you have flowers in your front yard, you draw those as well because Tosalba needs to know exactly which house is yours.
Essential Understanding: Through the creative process, artists have a better understanding of their cultures as they express who they are.
Inquiry/Learning target: Students will draw and/or paint their home from memory.
Key Concept(s):
Literacy Focus: Students will be describing the artwork they did last class as well as describing how their house looks like.
Documentation: Below are the students' homes they created during our second class.
Essential Understanding: Through the creative process, artists have a better understanding of their cultures as they express who they are.
Inquiry/Learning target: Students will draw and/or paint their home from memory.
Key Concept(s):
- Culture
- Artist Intent
- Memorization
- Communication
- Exploration
Literacy Focus: Students will be describing the artwork they did last class as well as describing how their house looks like.
Documentation: Below are the students' homes they created during our second class.
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In this video it shows the student creating and explaining his home, through development and communication of his point of view. The student also explored and refined his drawing skills and use of color to express meaning. Giving reasons through organizing and analyzing his spatial construct within his drawing. He is also making plausible inferences and interpretations of his work through label attributes of the home he made. |
This student has created and explained her house through the plans she made for each section of the house. She is also clarifying and questioning beliefs through how her house is versus what she drew by Socratic discussion. The student also explored and refined her drawing skills and use of color to express meaning. She is also comparing and contrasting ideals with what actually is, through how many windows her real home has versus the drawn home she is doing. |
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Here we have a student who wanted her roof to be blue even though in reality it probably wasn't, meaning she is inventing and exploring what makes a home. This student is also thinking independently because of her color choices of certain aspects of her home. She is refining and exploring her drawing skills and use of color to express meaning. Also she is comparing and contrasting ideals with actual practice with what actual colors her home has and what she is drawing. |
This student was hesitant about her house because she wanted to show scale and didn't have enough paper for it. She realized she had drawn it too large and other things didn't fit. With some assistance she realized that she could start over and draw it on the backside. This student was also comparing and contrasting ideas with the size of the tree and her home in relation to each other. Below is the student's final product, that is done on the other side. |
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