Newspaper Cityscape Collages!

Walled Lake Elementary School Ellen Gessert

Grade: 5th Unit: Perspective # Of Sessions: Six 1-hour class periods !

RATIONALE Students will be looking at cities, imaginary or realistic, and using perspective to create their own! They will learn about up cycling and collage (with the newspaper), while improving their drawing and watercolor painting skills. Students will learn the significance of layering in artwork and then learn how to incorporate in their own! BENCHMARKS & STANDARDS Applies value, light source, & elements of perspective in an artwork. 1.1.2 Students will apply drawing and design vocabulary in discussion of artwork. 1.1.3 Students will apply elements of design: line, shape, color, value, texture, and form. COMMON CORE/INTERDISCIPLINARY CONNECTIONS: Math (perspective/vanishing points) ENDURING BIG IDEA: Students will 1. Have an understanding of how to illustrate buildings in birds eye or bugs eye point of view. Students will understand the difference and its relation to the horizon line. 2. Know how to use watercolor paint as a background. Students will be comfortable using watercolor paint tricks such as using salt and napkins to increase the aesthetic quality in their work. 3. Know how they can layer in their artwork. ENDURING ESSENTIAL QUESTIONS: Students will keep considering 1. How can I use this unusual material to create buildings? 2. What impact does layering have on my art? In what ways does layering affect the overall piece? 3. How is perspective used in Art? How was it used by past, historic artists? How do artists use it in the present? How can I use it in my work? KNOWLEDGE/OBJECTIVES

Students will know how to " Correctly draw buildings in both birds eye view and bugs eye view. " Layer in their artwork. Whether it is paper, media, etc. " Watercolor paint beautifully! Also knowing how to add materials (i.e. salt, napkins, etc) to paint to enhance its effect. ASSESSMENT Performance Tasks (Summative) 1. Creating- Students will be creating cityscapes, inspired by real cities or their imaginations and be required to draw buildings in either bugs eye or birds eye perspective. If students can correctly draw these buildings and accurately place in relation to horizon line, they will fully grasp the idea of perspective. 2. Presenting- Students will have worked in small groups with a poster of a famous work of art. On this poster, the student will have to recognize perspective terms (horizon line, vanishing point, birds eye/bugs eye, foreground, background). The groups will then present their findings to the class. Other Evidence (Formative) 1. Response- The formative assessment will be based on the rubric for the project that covers different categories. VISUAL AIDS Posters of famous works of art & PowerPoint Presentation about perspective and its uses in art and in our world MATERIALS White Paper Watercolor Paint Brushes Glue Salt White, paper napkins Water cups Black Sharpie Rulers Newspaper Scissors Chalk Pastels

VOCABULARY Perspective (vanishing point, horizon line, foreground, background) Bugs Eye verses Birds Eye Layering Watercolor Techniques Line Light Source PROCEDURE DAY 1: Big Idea, Brainstorming 1. Pre-test: students were given the prompt, What is perspective in Art? then asked to draw a building in Bugs eye point of view and Birds eye point of view. 2. Discussion: With a PowerPoint, we discussed what perspective was and how it was used in Art, past and in our world around us. With the aid of

images, students were really able to start to understand the concept of perspective. 3. Brainstorm: after discussion, students were given the project requirements and asked to start brainstorming ideas and sketches. DAY 2: Small group activity, Background painting 1. As students entered, they were asked to sit in their seats with their groups. They were then instructed to use the art poster on their table, identify the following things with dry erase marker or sticky note: a. Vanishing Point b. Background c. Foreground d. Horizon Line e. Bugs eye POV or Birds eye POV 2. Background Painting: After discussing this as a class, students were given the instruction of starting their backgrounds. I will show them a few quick images to inspire their thinking. With this, students had to choose what time of day their city was at and also what type of city, realistic, imaginative, outer space, futuristic, etc. They could then begin painting their background. 3. Before students were free to go, I will demonstrate to them a few different watercolor techniques that may enhance their paintings. The examples are: a. Wet on dry b. Wet on Wet c. Salt on Wet d. Napkin/tissue on Wet DAY 3: Finish painting & Practicing Perspective 1. For the beginning of class, students will be finishing their background paintings. For most students, this will take the whole class period. However, for others, they will finish with some time left. 2. For those that finish with some time left, they will work again to perfect drawing buildings in accurate perspective. They can do this in their sketchbooks. 3. Base on situation; if class is completely done, lead a guided practice with students in drawing buildings in correct perspective. DAY 4: Newspaper Collage. 1. Practice: Students will practice in their sketchbooks, drawing buildings. When they feel comfortable, they will begin drawing on newspaper. 2. Demonstration: during the demo, show students how to use rulers to correctly draw buildings in correct perspective directly ON the newspaper. Show how to cut out paper and glue buildings on, after you have played with layering and moving around until perfect spot found. 3. Work-time: Students will work like demo instructed, collage newspaper onto their beautifully water colored background. DAY 5: Finish Collage, Sharpie, and Chalk Pastel 1. Demonstration & Work time: For students, demonstrate how they will spend the class finishing drawing/cutting the newspaper then move on to outline their buildings in black sharpie. Once this is complete, show

students how to use the chalk pastel to give their buildings another layer. Show students how to choose a light source, and then base your chalk pastel shading on this. Encourage students to draw details with sharpie on their buildings (i.e. windows, doors, etc) DAY 6: Last Work Day! Post-test 1. Last Work Day: Students will use the techniques of chalk pastel and sharpie tracing in their final workday to complete their collages. 2. Once they finish their collages, they will complete a post-test assessment worksheet that analyzes whether or not they are able to correctly draw a building in Birds Eye point of view and Bugs eye point of view. It will also require students to answer a few questions about perspective in art and in the world around us. Once they complete the full-page worksheet, students will also fill out a self-evaluation of their own work. This will reflect their feelings towards the outcome of their Newspaper Cityscape Collages. DIFFERENTIATION For students that were struggling, I will work 1-on-1 with them to teach them how to draw. I will also offer a guided draw with students that feel as if they are struggling with this concept. Regarding students that are mainstreamed from the CI program, I will offer them stencils that are rectangular shaped to use. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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Newspaper Cityscape Collages

1. What is Perspective in Art?

2. Draw a building in Bugs view.

3. Draw a building in Birds Eye.

4. What did you like most about your collage?

5. What did you learn while making your collage?

6. What would you change about your final piece? Why?