Jamie Daylor Dislocation 5 Studio Class Missouri GLEs: Strand 1: Product and Performance Use a ruler to create parallel,

perpendicular, and converging lines Demonstrate proficiency using 3 drawing media (e.g., pencil, charcoal, conte, pastel, oil pastel, marker, pen and ink, colored pencils, scratchboard) Create a range of 4 smoothly graduated values through varied pressure Communicate ideas through the creation of a: portrait still life landscape nonobjective architecture Combine subject matter in original art- works to communicate ideas (e.g., figure and/or architecture in a landscape) Create original artwork that communicates ideas through themes (e.g., identity, power, time, nature, illusion) Strand 2: Elements and Principles Identify and use weighted contour, parallel, and perpendicular lines Identify and use complex shapes Identify and create simulated textures from observation Identify and use a range of values to create the illusion of complex forms Use elements to create com- positional balance *Identify and use emphasis (focal point) through isolation and location Identify and create unity through elements and principles

Strand 3: Artistic Perceptions Define aesthetics as the branch of philosophy that deals with the nature and value of art Discuss personal beliefs about the nature of art Compare and contrast two artworks: describe artwork analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, message communicated) Judge the work from various perspectives Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism) Strand 4: Interdisciplinary Connections Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Strand 5: Historical and Cultural Contexts Compare and contrast two artworks on: Time Place Artist Subject matter Theme Characteristics Material/ Technology Ideas and beliefs of culture Function of art in culture/society National Visual Arts Standards:
1. Content Standard: Understanding and applying media, techniques, and processes

c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. Content Standard:

Using knowledge of *structures and functions

d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Rational and Goals for this Lesson: This lesson will be completely devoted to breaking the rules of perspective. We will talk about moving vanishing points, blurred edges and juxtaposition. They will change perspective in a way they chose themselves to create more meaning. We will also begin talking about the final project for the unit. Enduring Big Idea: Location, perspective and distortion and how different types of perspective can change the meaning of an image or artwork are the big ideas for this lesson. Essential Questions: How does the location or perspective of an object or image change its meaning? What meaning can you add to a drawing by breaking the rules of perspective? Knowledge Base and Key Concepts: Students will know how to juxtaposition, blurred edges and changing vanishing points from this lesson. They should already know one point, two points, three-

point, four-point, five-point, isometric grid and atmospheric perspective from the previous lessons. If they do not and I see from the formative assessment from this lesson more instruction will be given. They will go over the artwork of Neil Rhodes and Escher. Objectives: Students will create sketches using blurred edges, broken perspective and juxtaposition to enhance the meaning and sense of place. The student will discuss how perspective, broken perspective and location change the meaning and mood. Student will learn and recognize the work of Neil Rhodes and Escher. Vocabulary: Perspective Vanishing point Juxtaposition Lesson Vignette: This lesson will start with a journal entry. It will look at a photograph by Neil Rhodes. We will discuss how this photograph breaks perspective as well as uses juxtaposition. We will discuss how this creates meaning. I will then explain the final project, which will be a drawing in either graphite or charcoal. It will be an urban landscape. Students will take a field trip to a downtown area and take reference photos. They will render them in the perspective or broken perspective of their choice, however this must be chosen carefully in order to create meaning. They can also change the items in their photographs in order to create juxtaposition. I will

then have students create a list of ideas that would encapsulate juxtaposition based on what they could use for their final project. I will then give instruction on how to create blurred and exaggerated edges and how to change vanishing points in order to break perspective. They will then look back on all of their previous sketches form the week and pick a few to change the edges and perspectives. If they finish this early they will begin coming up with ideas for their final project and make preliminary sketches and thumbnails for the final project. Assessments/ Rubrics: This lesson will have formative assessment only. Students will hand in sketches and exit slips so I can gage their understanding of breaking perspective. I will want them to be able to meaningfully and purposefully break the rules of perspective to create more meaning. Student Engagement and Adaptations for Special Needs: I will engage all types of students with the journal prompt and discussion. This is based on their own thoughts and there is no wrong or right answer. This will keep students interested and incorporate all types of learners. Students who are highly challenged will have the chance to create multiple sketches or create more detail in their sketches. Those who finish early will create more sketches. Materials, Teaching Resources/ References: We will look at projected images of Niel Rhodes and Escher. The students will use graphite and charcoal on paper for their sketches. Teacher Reflection:

I will know this lesson is successful if students are engaged and they make thoughtful comments in their artist journals. I will also look at their sketches and exit slips for understanding of juxtaposition and breaking perspective.

Niel Rhodes