NAEA Lesson/Unit Plan
Name: Wendi Coats
School: Texas Tech College of Art, Visual Studies
Lesson/Unit Title: Extreme Room Makeover-Art Edition
Lesson/Unit Overview: We will be discussing historical architecture and interior designs and then applying this information into decorating our own room.
Media Type: Architecture. Interior Design
Duration: 3 weeks, 40 minutes/class/day.
Entry Point for Generating Lesson/Unit Ideas:
Artwork/Artists: http://greatbuildings.com/, http://www.arthistory.net/
Media: watercolor, pencil, pen, color pencils.
Subject Matter: architecture, interior design, 1pt perspective, color schemes.
Concepts:
Art Concepts:o Focus on perspective of the room and unity of architectural forms, plus furniture placement.
o Line can be described using contour lines.
o Variety can be achieved by change in tone and value.
Process Concepts:
o 1pt perspective/think in 3D terms.
Enduring Ideas
Enduring Ideas:o Place continuously influences our lives.
o People use symbols to express feelings and ideas.
Theme:
Themes in Art:o Art and color psychology
o Art and Celebration
o Art and Identity
Rationale: This lesson is important to help students realize that fads, including those in ar,t are temporary and change frequently, which I believe will help them in other facets of life changes. The lesson is appropriate for the age level because it deals with the color wheel, discusses shapes through architecture and begins to develop a sense of intentionality toward making art.
Objectives:
Objective(s) for Planning:
o Students will participate in discussion from projected slides and photos showing numerous architectural styles.
o Students will demonstrate knowledge of details of architecture within their community and in history.
Objective(s) for the Product(s):
Objectives for the Product(s):
o Students will review color theory and create a theme for their rooms.
Objective(s) for Student Reflection:
Objective(s) for Student Reflection:
o Critique of each student’s project and discuss choices in color, organization, perspective, etc.
Assessment:
Assessing Student Planning:
o Identify four different architectural details found in local buildings and record them on their sketchbooks/worksheet.
o Take notes on complementary/secondary colors and make examples in sketchbook.
o Quick examples of 1pt perspective in sketchbook.
Assessing student products:
Assessing Student Products:
The final project demonstrates:
o emphasis through the use of a specific color scheme
o quality craftsmanship.
o Consistent use of 1pt perspective
Assessing student reflections: Summative assessments that measure student understanding of personal message/meaning, understanding of the relationship with the artist or theme, the process and media used, the technical skills that were gained. These can take the form of checklists, brief constructed responses, peer assessments, etc.
Assessing Student Reflections:
o Explain why you chose this particular color scheme and how this describes you.
Content and Achievement Standards:
http://artsedge.kennedy-center.org/educators/standards.aspx
Standard 1
Content Standard
Understanding and applying media, techniques, and processes
Achievement Standard
Students know the differences between materials, techniques, and processes
Students describe how different materials, techniques, and processes cause different responses
Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible manner
Standard 2
Content StandardUsing knowledge of structures and functions
Achievement Standard
Students know the differences among visual characteristics and purposes of art in order to convey ideas
Students describe how different expressive features and organizational principles cause different responses
Students use visual structures and functions of art to communicate ideas
Standard 4
Content StandardUnderstanding the visual arts in relation to history and cultures
Achievement Standard
Students know that the visual arts have both a history and specific relationships to various cultures
Students identify specific works of art as belonging to particular cultures, times, and places
Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Materials: 11x17” watercolor paper, interior design templates, pencils, rulers, paper towels, watercolors, paintbrushes.
Procedure:
Lesson 1: Begin by showing a PowerPoint of various architectural structures. Ask questions regarding where they’re found, materials used, why they were made, etc. Allow students to make sketches of their favorite from the PowerPoint in sketchbooks. Lesson 2: Show PowerPoint of various interior design trends…rococo, etc. and give some art history background. Allow Q&A. Allow students to write in sketchbooks the style they liked most & why.
Lesson 3: Have students draw a picture of a room-any type on watercolor paper. Discuss color wheel- primary & secondary colors. Let students mix watercolors to create the various colors and use them to color their drawings.
Lesson 4: Continue discussing the color wheel by adding info about complementary colors. Use watercolors to color shapes using complementary colors on watercolor paper. Discuss how these are pleasing to the eye.
Lesson 5: Discuss the intermediate colors(mixing primary & secondary colors to achieve the intermediate color). Discuss color families(monochromatic) and have students draw a picture on watercolor paper and paint it using ONLY color families.
Lesson 6: Review the previous lessons on architecture, interior design and color theory. Discuss how colors can make you feel a certain way. Have students draw a picture and paint it based on the feelings of that day.
Lesson 7: Show a PowerPoint of building floorplans and explain how these are used for building and decorating a business or home. Use room cards to demo elements& principles of design(pattern, unity, etc.). Give students a room graph and furniture template to begin working on their own floor plan of a home/room.
Lesson 8: Continue working on floor plans and give advice on furniture placement, doors/windows/etc. Give option to do more than one if time permits.
Lesson 9: Begin discussing 1pt perspective and demo how this is done. Have students draw boxes to practice.
Lesson 10: Continue 1pt perspective and begin showing how this can be used to design a room. Have students practice drawing an open cube and adding windows/doors/etc.
Lesson 11: Review floor plans and 1pt perspective. Have students brainstorm in their sketchbooks on what kind of room they’d like to design, what colors they might want to use.
Lesson 12: Begin drawing 1pt perspective rooms on watercolor paper(lightly & with rulers)& start adding any furniture/windows/etc.
Lesson 13: Work day on room.
Lesson 14: Work day on room & complete project for presentation next class period.
Lesson 15: Class presentations of rooms and discuss choices, etc.
Resources:
Interior-decorating-info.com, interior-design-tutor.net
Historical: Jean-Henri Jansen, Frank Lloyd Wright, Elsie De Wolfe
Contemporary: Kate Arends, Britto Charette, Angela Cachia
Cross Curriculum Integration: Art History, Math, Multicultural, Technology
Differentiated Instruction: How will you differentiate for gifted, special needs, and ESOL students?
Searchable Keywords: architecture, interior design, 1pt perspective.
