look and discuss an art piece that introduces some of the lesson concepts

Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.

Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.

The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.

check for understanding

Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.

• Make sure that student artists can define ‘observation drawing’
• Make sure that students understand how to measure what they are drawing. If there is uncertainty, the teacher should demonstrate by:

1) closing 1 eye

2) extending their arm, holding a pencil out straight

3) measuring something by lining up the point of the pencil with the top of an object, then moving fingers down to mark the bottom.

4) demonstrate how to compare objects by holding your fingers in place and measuring the width of the object in the same way, to compare.

independent

The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.

FOCUS ON STUDENTS DRAWING SLOWLY AND LOOKING CONTINUOUSLY AT THE OBJECTS TO GET MORE DETAILS AND RECOGNIZE DIFFERENCES

As the teacher circulates, s/he should remind scholars of the rules introduced in the video: 1) the pencil should move slowly (at the same pace as the eye); 2) the artist should look continuously from the object to their paper (as opposed to looking mostly at the paper, which is a common problem); 3) the artists should pretend that they are tracing the contours of the object with their pencil, but on the paper. Artists should be erasing and adjusting their drawing according to the measurements they are taking (instructions in video).

students discuss the artistic decisions that they made

Use 'what, how, and why' and then take comments or questions.

Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.

Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.

Choose presenting student artists in advance and let them know during their work time so that they are prepared.

Sharing should work as follows:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

anticipated problems

Students may become frustrated if their drawing isn’t coming out ‘right’. If they get frustrated, redemonstrate to them how to measure the cups. Show them that by making light marks where they measure, it becomes as simple as connecting the marks with a line (measure along the bottom the of the cup, make a light dot on either side, move up the cup, measure, put light dots on the paper, and so on until you can connect the dots to create the side of the cup.) Tell them that erasing is part of art-making, and knowing when to erase and redraw a line is what makes separates artists from novices, but it takes practice.

early finishers

Have a collection of library books on architecture that students can reference if they are finished. Alternately, you can set them up with computers or tablets and allow them to research architectural styles on: http://www.greatbuildings.com/types.html