Jamie Daylor Dislocation 6 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: Students will be able to make artistic decisions on subject matter and composition by taking a field trip to take reference photos for their final projects on dislocation and perspective. 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? How can perspective and subject matter portray a message or mood? Knowledge Base and Key Concepts:

Students will know 8 different types of perspective and how to break perspective in a meaningful way. They will know how to use juxtaposition and exaggerated and blurred edges in order to portray a message or mood. Objectives: Students will take several reference photos in which they will use for their final project. Students will take several photos even ones they may not use in order to have many options. Vocabulary: Perspective Vanishing point Juxtaposition One point perspective Two point perspective Three point perspective Four point perspective Five point perspective Zero point/ atmospheric perspective Isometric grid perspective Lesson Vignette: Students will go on a field trip to a downtown or urban area to take several reference photos for their final drawings. Students will have some ideas of which types of perspectives they want to use and how, if they chose they want to break

them. Their photo taking will be guided by these ideas and their ideas will be guided by their photo taking. Students must take several photos to have many to chose from or even combine. Assessments/ Rubrics: This lesson will have formative assessment only. They will turn in their photos to me so I can see what direction they will take with their projects. Student Engagement and Adaptations for Special Needs: Students will go out to take photos in groups. These groups will be strategic. I will place students who will need extra help with students who are more advanced so they can help each other. Students that have physical impairments or any other need for special help will be in a group with me. I will offer them help as needed. If they are unable to go on the trip they can bring in any other photo of their choosing or take photos on the school campus. Materials, Teaching Resources/ References: Students will need cameras or a photo-taking device. Teacher Reflection: I will know this lesson is successful if the students take many and thoughtful photos.