ALEX Learning Activity

  

Pair of Shoes

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Gena Hoskey
System:Eufaula City
School:Moorer Middle School
  General Activity Information  
Activity ID: 1711
Title:
Pair of Shoes
Digital Tool/Resource:
Shoes by Vincent VanGogh
Web Address – URL:
Overview:

The students develop a pencil drawing of a pair of shoes using traditional methods.

This learning activity was created as a result of the Visual Arts COS Resource Summit.
  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 8
Visual Arts
5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Learning Objectives:

The student(s) "I can" statements-

I can

  • identify descriptive lines

  • recognize the three categories of line

  • explain contour lines

  • apply contour lines in creating a work of art

  • use traditional methods to make a clear work of art
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Essential Question: How does knowing and using visual arts vocabularies help us

                             understand and interpret works of art?

 

The students have learned about the element of a line along with the three categories of lines. Descriptive lines are the category focused on for the drawing of a pair of shoes. Descriptive lines consist of individual lines, hatching lines, outlines, and contour lines. The pair of shoes is rendered using contour lines. A pair of shoes chosen by the students is placed in the center of the student's table. The students proceed to draw the shoes looking at them from the point of view where they are sitting around the table. The students follow certain criteria for drawing the shoes (must be a pair, one shoe has its laces tied, one shoe standing upright and the other shoe laying on its side, and they must touch). A contour drawing is created using the traditional media of pencil and drawing paper. 

 

Vocabulary - line, line quality, descriptive lines (hatching, outline, contour, individual)

                   shading techniques (hatching, crosshatching, blending, stippling)

 

Materials - pencil, art paper, a variety of shoes

 

Steps:

1. Each student receives a sheet of 12" x 18" art paper

2. A pair of shoes is placed on top of the student's table

3. The shoes composition requires that one shoe (if they have laces) has the laces

    untied, one shoe with the laces tied, the shoes should touch each other

4. The students draw the shoes from the point of view of where they are sitting around

    the table making sure to add one of the four shading techniques (hatching,

    crosshatching, blending, stippling)

 
Assessment Strategies:

A quick assessment is observing students as they progress through the assignment.

Rubric

Shoes Drawing/8th Grade-Score__________/100

Teacher Name: Mrs. Hoskey/Exploratory Art 

Student Name:     ________________________________________

 

CATEGORY

25/Excellent

20/Good

15/Fair

10/Poor

Score

Drawing Skills

Shoe drawing is large, and the background is excellent and fills the page. Details of shoes are done with excellent skill. Texture is very evident.

Shoe drawing is medium to large. The background is very good and mostly fills the page. Details are done with skill. Texture is evident.

Shoe drawing is medium. The background is OK and somewhat fills the page. Details of the shoe are done with some skill, could have been done better. Some texture is evident.

Shoe drawing is too small and poorly done. The background is not done or poorly done. Very little or no details. No evidence of texture.

 

Shading Techniques

Student took great care and skill to draw using one of the four shading techniques to represent value. Many values of light to dark are evident.

The student took care and skill to draw using one of the four shading techniques to represent value Values from light to dark are evident.

The student took some care and skill to draw using one of the four shading techniques to represent value Some values from light to dark are evident.

The student took little care and skill to draw using one of the four shading techniques to represent value. Very little or no values from light to dark are evident.

 

Craftsmanship

Student took time to create an excellent and neat drawing. No unwanted smudging or fingerprints show. A student typically keeps the area clean and protected without reminders. The student shows great respect for the materials.

The student took time to create a very good and neat drawing. Few unwanted smudges and fingerprints show. Drawing is nicely done. Student adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials.

The student took time to create an OK drawing. Unwanted smudges and fingerprints show. The drawing could have been better. Student adequately cleans and takes care of materials if reminded. The occasional messy work area may be seen. Shows some respect for materials.

The student took little time to create a drawing. Many unwanted smudges and fingerprints show. The drawing should have been better. Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials.

 

Time/Effort

Class time was used wisely. Much time and effort went into the illustration. It is clear the student worked to clean up and or redo if necessary. and the heading was included on the artwork.

Class time was used wisely. The student could have put in more time and effort in class. The student took time to change areas when necessary. The heading was included on the artwork.

Class time was not always used wisely, but the student did put forth some effort. The student did not change or redo areas when necessary.  and included heading on the artwork.

Class time was not used wisely, and the student put in no additional effort and problems occurred during class. Incorrect or no heading on the artwork.

 

 

 
Advanced Preparation:

  1. A PowerPoint on lines

  2. Examples of drawings using descriptive lines

  3. A collection of different types and variety of shoes

  4. examples of shoe drawings and paintings

  5. examples of "shoes by Vincent VanGogh"
Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: