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    Creative Process As A Lesson Plan

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    api-663910452
    This document outlines a 5-step lesson plan for having students create optical illusion artwork. Step 1 introduces the project and important artists. Step 2 has students practice techniques through worksheets. Step 3 demonstrates the project and gives students 1-2 weeks to complete their pieces with guidance. Step 4 evaluates the finished works based on illusion elements and colors. Step 5 includes individual writing and small group discussion for student reflection.

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    Creative Process As A Lesson Plan

    Uploaded by

    api-663910452
    110 views4 pages
    This document outlines a 5-step lesson plan for having students create optical illusion artwork. Step 1 introduces the project and important artists. Step 2 has students practice techniques through worksheets. Step 3 demonstrates the project and gives students 1-2 weeks to complete their pieces with guidance. Step 4 evaluates the finished works based on illusion elements and colors. Step 5 includes individual writing and small group discussion for student reflection.

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    This document outlines a 5-step lesson plan for having students create optical illusion artwork. Step 1 introduces the project and important artists. Step 2 has students practice techniques through worksheets. Step 3 demonstrates the project and gives students 1-2 weeks to complete their pieces with guidance. Step 4 evaluates the finished works based on illusion elements and colors. Step 5 includes individual writing and small group discussion for student reflection.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    110 views4 pages

    Creative Process As A Lesson Plan

    Uploaded by

    api-663910452
    This document outlines a 5-step lesson plan for having students create optical illusion artwork. Step 1 introduces the project and important artists. Step 2 has students practice techniques through worksheets. Step 3 demonstrates the project and gives students 1-2 weeks to complete their pieces with guidance. Step 4 evaluates the finished works based on illusion elements and colors. Step 5 includes individual writing and small group discussion for student reflection.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Creative Process as a Lesson Planning Tool

    Apply what you just learned about the creative process, and the activity and
    discussion we just did. Pick a project you’d like your students to create and plan
    what the steps in the creative process should look like to get the kids to
    successfully create it. This is a formative assessment so this will allow me to see
    what we still need to work on. No grades should be given during a formative
    assessment.

    What is the intended project supposed to look like? (Describe what it is and what kind of art
    materials you’d need. What does the final product need to look like?)

    This project is an optical illusion and is designed for students to see the contrast between black
    and white and also complimentary colors. The materials that will be needed are a sheet of
    white paper, colored pencils, an eraser, and a straight edge. Also, a worksheet for practice on
    making the different rounded shapes to help with the final optical illusion project.
    Step 1: Imagine and Generate (What could you show the students to get them thinking about
    the artwork? How will you introduce the project? What themes could be discussed?)

    First, I will introduce a couple optical illusion artists, like Jen Stark and Bridget Riley, and show
    some of their artwork to get the students interested and excited to create some pieces of their
    own.

    Jen Stark Bridget Riley

    After talking about these two important artists, I would go into more detail about their artwork
    that they will be making. I would show them the examples above and some that I had created
    as well. Some themes that I would go over are complementary colors (red and green, yellow
    and purple, and orange and blue), the term contrast (meaning the difference between things),
    and going over the practice worksheet that helps with drawing out the bulging lines.

    Step 2: Plan, Prepare, Explore, and Focus (What exercises, techniques, or mediums could you
    have the students practice with to get them ready for the project? Are you assigning any
    planning time for sketching? If so what/how many?)

    Using this grid to sketch out their circle bulge and shading the correct squares will help them to
    complete their final project. This will help them so that they can see how they should be
    drawing the lines in order to get the bulged-out ball form on paper.

    This is an easier version of the final project they will have to complete. By finishing this the
    students will be able to see how their lines to be to form the correct wavy, indented, or bulged
    lines to create the cone shapes.
    I will ask the students to complete both and be checked by me before they can move onto their
    final pieces.

    Step 3: Develop and Make (What are you demonstrating, how long will the students have to
    work on the piece, how might you guide them through the completion of the piece? What
    other assistance might they need?)

    With this project I will demonstrate a step by step with them on the two draft assignments that
    they have to complete before starting their final. The students will have about a week to a week
    and a half to finish the project. This includes drawing out the lines, color and shading in the
    areas that need it. As the students work, I am available for help when needed but students are
    encouraged to complete their own work with physical assistance. I am free to verbally help
    them as much as possible. They can also learn from their peers if that is comfortable for them
    but need to complete it themselves.

    Step 4: Evaluate and Present (How do you intend to evaluate the work? How do you intend to
    exhibit the work? How will student know when they are done? What criteria will it need to
    have?)

    I will be evaluating the students on how well they followed instruction with the correct optical
    illusion lines and shading as well as their use of contrast with black and white or
    complementary colors. The criteria for the students to be finished with their work is if the piece
    represents an optical illusion and is fully colored in with the correct colors that they chose to do
    from the options that they had. Once they feel that those have been met and they don’t think
    anything else needs to be added then they can turn it in. I encourage them to take the full time
    to work on their pieces to ensure that they are fully completed and to the best of their ability.
    Step 5: Reflect (What kinds of questions could you ask the students in order for them to
    reflect on what they’ve learned? Will this be done in a large group, small groups, one-on-one,
    or as a writing assignment? Why did you choose this kind of reflective activity?)
    I think that for reflection I would have the students make a small writing sample for me to show
    what they learned about optical illusions, contrast, complementary colors, and anything else
    they think they would like to add.

    I would also have the students in small groups do an art walk and show off their artwork. This
    gives the students the opportunity to show their pieces and see how other students did as well.
    Students can then hear some compliments about their work from their peers and not just from
    a teacher’s perspective.

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