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Mark Feuring – October 5, 2011
Class: 6th grade art - Lesson Plan number 1
Drawing Cave art
Description of Setting: Art students sit at 6 tables, each with four students. On two walls tables are grouped between 12 computers and the instructors Smart Board. The teacher’s desk is located on the wall opposite the sinks and storage area. There is a drinking fountain in the room. A bookshelf makes a wall in the room and divides a carpet area where students can read art books. Lounge chair and bean bags are near the carpet area.
Description of Learners: The learners range in age from 11 to 12 years old. All abilities can master this lesson, including students with an IEP denoting a learning ability. With the research and knowledge of various topics that students worked with prior to this unit plan, all adaptations and modifications for challenged students are met to insure success. This lesson plan is an individual activity, and students will work with a choice of a wire project, computer Power Point presentation, or a natural rock cave drawing on brown paper. One on one tutoring by facilitator will enhance any learning curves and allow for a focused task process of art making during four project class periods.
Goals: The students will use drawing methods to color and create an interesting design consisting of three cave art animals. The construction of a contour line is necessary for project evaluation. Students should work dark and light areas of objects to create form. Composition of artwork is important to format and presentation. Student’s drawings should reflect learning curves of illustrations found in research sessions where on computers students explore computer generated cave video and imagery.
Rationale: This lesson will explore the ideas of contour shape. The cave drawing style is of an outline pattern. Shades of earth minerals were painted on the cave walls. The cave art drawings at Lascaux France are the oldest drawings of art in human history. The Cro-Magnon man composed illustrations about his/her life and depicted the images in a presentation oriented manner on cave walls and ceilings.
The cave paintings are considered an important element in art history. The outline drawings in the cave are an historical document and a definition of life during the period of eighteen to twenty-four thousand years ago. With the drawing lesson students should incorporate art elements such as color of cave drawings, line making techniques and cave oriented presentations of shade to form.
Outcomes: The students are given a choice about project making methods and each learner is to fill in a box on a menu handout. That option lets the teacher know which project the student will be working on. The students will apply research of visual imagery found in caves to contour line application of art composition.
The students will compose imagery from earth colored minerals to visual presentation of cave animals viewed during preliminary study times. The animals seen in the caves or the hunters are to be created in the two-dimension drawing. Students may make handprints or patterns of rocks in the background of the drawing composition. Some students may want to draw cave art on a found rock. Students may also make rocks from clay earthenware. Ideas are also bound by carving on pieces of foam to simulate rocks, or making Paper-Mache rocks with newspaper, and coloring those rocks with paint.
6th grade class: Course Level Expectations –
Show-Me Standards: The principals and elements of different art forms
*Goal 3.5 – Students will demonstrate and reason inductively from a set of specific facts and deductively from general premises
Grade-Level Expectations: Strand II: Elements and Principals
1. Select and use elements of art for their effect in communicating ideas through artwork
a. Line – A. Grade 6
i. Identify and use converging lines
ii. Identify and use contour lines to define a complex object
Depth of knowledge: Level Two – Skill and Concept
Instructional Process:
DAY ONE______________________________________________________________________
1. Lecture about project goals and introduction of unit.
a. Cave art research using computer integrated methods
b. Spend time class period interacting with cave videos on computer systems (two students per computer)
i. Study the interactive video of the Lascaux cave in France.
1. Explore archeology – Rooms in the Lascaux cave
ii. View cave art and caves in Spain
1. Fill out KWL diagrams – Purple sheet of paper
a. List five cave animal drawings
i. Bears, Deer, Hippos, Birds, Hunters
b. Write about learned ideas from internet cave tours
i. Bottom half of Purple sheet
1. What five discoveries did student make in cave video tour
c. Look at a globe and realize a tour of the cave would take you across the Atlantic Ocean into Europe
DAY TWO_________________________________________________________________________
2. Class lecture about earth rock colors and art making materials from geographic minerals
i. Relate colors Native Americans used in painting and artwork to modern paint colors and colors found on the walls of the Lascaux Cave in France from the Cro-Magnon man – 18-20,000 years ago
b. Study red mud and yellow rock; also review how charcoal is made from fire and ash.
c. Relate sedimentary minerals compositions to cave art colors
3. Practice making skill building class period on scratch paper
a. Draw on paper with earth tone chalks, rocks, mud, and charcoal
4. Fill out blue sheet of paper of “CAVE ART PROJECT MENU”
a. Student choice of wire project cave animal – drawing 2d – Power Point – 7 slides
NEXT FOUR CLASS PERIODS _______________________________________________________________
1. Create cave art imagery on rocks or brown paper
a. Draw cave bears, reindeer, unicorns, deer, hippos, birds and cave hunter men.
2. Make handprints, study composition feel and understand how materials work into presentation
3. Explore oil pastels of earth tone colors, paint on foam which has been scuffed to simulate rock, draw or paint on actual rocks which student can bring to class.
4. Paint on cardboard, wrinkled newspaper bags, brown sandpaper to make “CAVE ART”
5. Glue foam rocks to cardboard – tape compositions of paper together – make formats of pagination
6. Paint on clay rocks with imagery of Cave Art illustrations discovered in Cave research class sessions
Purpose: The idea of this exercise is to gain student appreciation for Cro-Magnon man forms of art and communication about the era which he lived.
• Question: Did Cro-Magnon man have ideas that were to be shared in documenting history and was there appreciation for his way of his life.
• Why did Cro-Magnon think it was important to paint on cave walls
• What were the influences for Cro-Magnon art – When there was no TV – artwork – illustration?
Schema for developing lesson: Students are to gain an appreciation for the scientific orientation of art. Communication of the visual adaptation is the foundation of art. Although the cave man had not viewed art work, he had the ability to draw with an intellectual purpose.
Procedure: Art methods are based on a computer research study of cave art. There is a basis for acquired knowledge from learners to communicate graphically with an interesting composition which requires an adaption of learning curves from divergent thinking. (Look – Listen – Create – Present)
Becoming aware of the insignia that corresponds to cave art, learners will draw resources from memory to depict illustrations in their own reference of style.
Scaffolding:
• If you draw a bear, might there be a hunter?
• How are colors and outlines illustrated?
• Is there a purpose for a cave man handprint?
• Does Cro-Magnon use the shape of the rock for purpose with the drawing shapes?
Reflection of Learning:
• Students will share their artwork with a visual presentation gallery
• Teacher will entertain any learning curves of final authentic artwork
• Color, shape, balance and design skills will be graded
• Integration of contour will also be considered with evaluation
Adaptation and Modifications:
• The tasks in this process can be modified for IEP. Students with best of ability can make handprints, draw most animals for cave art presentations, and likeness of imagery will be considered as art oriented presentations. The parts of a drawing will be illuminated with emotions, and the stable contour of balance and forms will be most adapted for presentation purposes. Learners who find the work challenging can compose contour as most students with abstract shapes and forms.
Assessment Procedure:
• Students are to draw three cave animal contours on brown paper with earth tone colors
• Students will be graded with scoring guides on attempt of contour, balance of forms of cave animals, and motivational attempt at creative intention in the classroom.
• Neat notes are passed out to students who show exceptional classroom behavior in neatness with art making activities.
Management Procedures
• Previous established classroom rules/ expectations are expected
• In addition cooperative learning is to happen with group making methods
o Students are not to slop mud, draw charcoal on table.
• Teacher will guide computer homework research project with interactive site submission from school website. A link will be available on computer. Students who don’t have computers can use the library or visit the art room before or after school.
• All challenges and modifications will be observed by instructor
• If students finish early they can writer postcards about their visits to the Lascaux caves in France. “I wish you were here….what I have seen in the Lascaux Cave…”
Materials:
1. Brown Paper
2. Scratch paper - cardboard
3. Red mud
4. Yellow rock
5. Dried Clay
6. Charcoal
Reflections:
Although the impression of this exercise may be one of a simple contour oriented visual presentation, the trend of work is of a higher regard. The five phases of Blooms Taxonomy include remembering, comprehending and understanding of computer based research. The presentations on the smart board and interactive site links allow students to build a synthesis oriented evaluation of art composition. The coloring materials allow for students to apply and analyze a simulated part of art history. Documenting the methods that Cro-Magnon man used with his visual forms of communication is an inquiry to the adaptive measures of science and history. The basic ideas are that students will reproduce a form of communication without a studied verbatim form of repetition. The ideas are open, the gift of art is clear, and the students are free to denote abstracts and illustrate ideas with a clear understanding of choice. The students will apply learned thought to inherent skills of art making visuals.
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