VISUAL ART WEEK PLAN
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National Visual Arts Standard(s)
TEACHER NAME
Nicole Buettner
UNIT TITLE
Falling for Foreshortening
2014
VA:Re8-2a. Interpret art by identifying the mood suggested by a work of art and
describing relevant subject matter and characteristics of form.
VA:Cr3-2 Discuss and reflect with peers about choices made in creating artwork.
VA:Cr1-2b. Make art or design with various materials and tools to explore personal interests,
questions, and curiosity.
Common Core State Standard(s)
Focus/Assignment/Theme
foreshortening and perspective
Learning Objective(s)
1. Students will engage in a discussion about foreshortening and why and how artists use
foreshortening
2. Students will create a self portrait that includes aspect of their body that are
foreshortened
3. Students will discuss ways in which their portrait conveys a certain mood
Assessment
To receive an S:
students will need to include both hands and feet into their portrait
students will need to add pattern and detail lines to their hands and feet
students will connect hands and feet to create their figure
students will also need to add a background environment for their figure
Modifications/Accommodations
PAWS program-one student throws tantrums and needs to be strictly on a PAWS program. No deviation acceptable for him.
Some students might need assistance tracing their hands and feet.
Early Finisher Activities
sketchbooks
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GRADE
2
DATES
11/3-11/14
Materials
• large white paper
• pencils
• coloring materials-crayons &
markers
• scissors
• glue sticks
WEEK
ART MAKING
VOCAB
tracing hands and feet,
adding detail ines with
time
foreshortening,
perspective,
overlap,
pattern,
background,
movement
ARTIST/ART HISTORY
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ACTIVITIES
CRITICAL QUESTIONS
Set Induction: sketchbooks: draw one thing that is small in the still life and
one thing that is big
perspective- pencil activity. Take a pencil and hold it up so that your pencil
looks like it’s standing next to me. Is your pencil really the same size as
me? Why does it look like it’s the same size as me?
• What parts of the body seem larger
than usual in this picture?
• What parts of the body are close to us, and which parts are far
away?
• how do you see foreshortening in
this picture?
1. introduce foreshortening and perspective ppt
2. introduce project
3. demo-tracing hands and feet. students work on
first tracing their hands and feet.
4. demo-adding the reset of the body. students add
the rest of the body
5. demo-inner lines and details. students draw inner
lines and details.
1
Closure:
finishing portrait,
adding backgroundd
and color
2
Set Induction: review vocabulary foreshortening and perspective
sketchbooks
1. finish portraits by adding color, detail lines, and
background environment
Closure:
Teacher Notes/Reflections
• What mood or effect does a
foreshortened picture possess?
• How does your portrait convey a
mood?
• How did you use expression and
environment to express the idea
that te figure is foreshortened?