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Teacher: Ms.

Corso

Lesson Title: Cultural Diversity in a City Drawing

Grade/Subject: Grades 7- 8/ Studio in Art

CENTRAL FOCUS:
The goal of this lesson plan is for students to gain the knowledge of different cultures,
communities, and lifestyles of cities around the world alongside learning the history of
perspective and Fillipo Brunelleschi and Massacio, who discovered perspective during the
Renaissance. During this lesson, students will create a one point perspective city drawing
based on their ethnicity and their culture. Students will visualize how things get smaller as
they get further away, converging towards a single ‘vanishing point’ on the horizon line. It is a
way of drawing objects upon a flat piece of paper (or other drawing surface) so that they look
three-dimensional and realistic. Students will be able to learn more about their cultural
backgrounds, the history of one point perspective, and will be knowledgeable on cultural
diversity around the world.

Essential Question:

How do artists portray what’s going on in their worlds, socially, politically, culturally, at the time
one point perspective was discovered, and how can you portray yourself in a one point
perspective city drawing?

New York State Visual Arts & Your Discipline Standards: NOT REQUIRED. WE WILL
DISCUSS THIS AS A CLASS

LEARNING OBJECTIVES:

● Students will gain the knowledge on how one point perspective was discovered by
Fillipo Brunelleschi and Massacio during the Renaissance in Florence, Italy.
● Students will be able to distinguish the differences and similarities between a
Renaissance painting and paintings throughout art history. Example: Distinguishing
similarities and differences in perspective between the Renaissance and Modern art.
● Students will learn cultural diversity based on their peers ethnic backgrounds based on
the symbols, the architecture of buildings, and where the cities in their drawings take
place.
● Students will create one point perspective drawing based on their personal sevles,
ethnicity, culture, and religion.
● Students will achieve creating true shapes, vanishing points, and horizontal lines.
● Students will master the use of charcoal, shading, and identifying color values.

ACADEMIC LANGUAGE:

Language Function:
1. Describe
2. Interpret
3. Identify

Vocabulary:
Renaissance Cultural Diversity
One Point Perspective Ethnicity
Horizon Line Critique
Vanishing Point Shading
Light Design
Nationality

MONITORING STUDENT LEARNING:

Formal: Students will be educated on Fillipo Brunelleschi and Massacio who discovered one point
perspective and the art that they created during the Renaissance such as The Tribute Money
c.1426-27. Students will research both artists and will identify their use of perspective. Students will
also identify how these artists created their paintings based on culture, politics, and socialization during
the Renaissance. Once students researched thoroughly on Bruncelleschi and Massacio, the students
will be given a rubric with what is expected of them from the assignment. The assignment will ask
students to write their cultural backgrounds, and what about their nationality and ethnicity makes their
personal values.
Questions:
1. Where are your ancestors from?
2. What is your nationality and ethnicity?
3. What symbols, signs, and places represent your culture?

The assignment will state steps on how to create a vanishing point and how to create buildings and
roads from a vanishing point. There will be images provided for students that are examples of city line
drawings. However, in the assignment students will create their city drawings based on their own
cultural backgrounds, ethnicity, and where their family is from. Students will research where their
families originated, along with symbols, signs, and cities that are included in their cultural background.
After the project is completed, students will have a final verbal critique on each students artwork,
providing ideas, opinions, and any form of feedback.
Informal: Students will discuss their experiences throughout the process of this art project and they will
think, pair, and share their themes for their city drawings.
Examples of themes:
1. Italy
2. Germany
3. South America - El Salvador, Peru, Brazil etc.
4. Japan
5. Korea
Classmates will observe one another as they are going through the process to gather information and
ideas that are beneficial for themselves. At the end of the day, each student will be given an exit card
with questions based on what they learned about the subject and themselves, how far along in the
project the student is, and what they would like to see change.

INSTRUCTIONAL RESOURCES AND MATERIALS:


● 18 X 24 Drawing Paper
● Charcoal
● Rulers
● Powerpoint
● Google Earth
● Images of artwork created by ​Fillipo Brunelleschi and Massacio

CONNECTIONS TO CULTURAL/PERSONAL/COMMUNITY ASSETS: How is this lesson


connected to students’ lives?

Students will identify their culture, nationality, and ethnicity by creating a city drawing.
Students will incorporate their cultural backgrounds into their city drawings and theme that
represents who they are. Students will think pair and share ideas with eachother and will
become more knowledgeable of cultural diversity and how everyone is unique from one
another. Students will be able to identify an image and will be able to notice how a true shape
in an image is formed, and how objects/structures connect to a vanishing point. Once the
students artwork is completed, their work will be displayed in their school for the community to
see.

Teaching and Learning Process

Motivation:

I will motivate students by showing famous cities around the world such as New York City,
Paris, and Tokyo. We will discuss how cities have different cultures, communities, and
different ways of life. The class and I will use Google Earth to research cities and how roads
may look in a specific city from one vanishing point. Students will become more motivated
when they research and find a city that is intriguing to them. I will motivate students by letting
them use their imagination to create a city they aspire to live in.

Procedure: note actions in table below. Think student centered vs: solely
teacher directed.

Time: Teacher Action (include higher Student Action


best order thinking questions,
guess grouping strategies)

Day 1
I will begin a powerpoint asking the Students will observe the images and will be
class “What is culture” along with intrigued by the cultural diversity of cities.
images of different cultures and I will
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show the class cities from all over the
world and will discuss how these cities
are culturally diverse.

5 I will use the web and will project Students will be asked to raise their hands and
Google Earth onto the SmartBoard for to share cities that they are fascinated by.
the class to see. Students will see those cities through the use of
Google Earth.

5 Facilitate a group discussion for Students will think, pair, and share.
students to think, pair, and share based
on the following questions:
What is your culture?
Where are your ancestors from?
What symbols represent your
ethnicity/heritage.

When the timer is up after 5 minutes, we Students will participate in the class discussion
5 will have a class discussion about what and describe what they learned from their small
students learned from their classmates.
group discussion and cultural backgrounds on
their classmates.

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I will present powerpoint based on the Students will have the question in the back of
history of perspective and the discovery their minds “How do these artist present their
of perspective by Fillipo Brunelleschi culture, religion, and nationality in their
and Massacio during the Renaissance paintings” and will begin to make their personal
in Florence Italy along with both of the connections.
artists artwork. I will emphasize on The
Tribute Money c.1426-27 painting
created by Massacio.

HOME- I will give the students the homework Students will complete this assignment for Day 2
WORK assignment that will have them come in for homework and will have their city idea
Day 1 prepared for the following class. The finalized by next class.
homework will ask them questions
about their cultural backgrounds.
Example Questions:
1. Where are your ancestors
from?
2. What is your nationality and
ethnicity?
3. What symbols, signs, and
places represent your culture?
4. If you were to draw a city in one
point perspective like Massacio,
what city would you draw, and
why?

Day 2 I will begin class with a powerpoint on Students will be paying attention to the
how to create a city drawing in one point procedure and consciously thinking about their
20 perspective. plan of action and what they want their city to
Key Terms: look like in their minds.
Vanishing Point
Horizon Line
True Shapes
Light
Shading
I will give students their materials and Students will begin to identify their horizon line
allow them to begin identifying their and vanishing point. Based on time, students will
20
horizon line and vanishing point. begin to make their pathway along with drawing
buildings that connect to their single vanishing
point along with symbols, signs, and stores that
relate and connect to their
culture/ethnicity/nationality.

HOME I will ask students to complete the basic Students will complete the basic steps of their
WORK steps of their city drawing for homework city drawing and will complete the details on
in order for students to go in depth their city drawings in the next class.
Day 2
during the following class.

Day 3

I will ask for students to continue where Students will be working diligently to complete
they left off from Day 2. I will walk the project. Students will be able to listen to
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around the classroom to assure that music through their headphones. Students will
students are completing the tasks being be able to ask questions, and think, pair, share
given to them. I will observe the with their peers. Students should have their
students to see if they understand the project completed by 35 minutes in on Day 3.
material that was taught to them on day
2.

I will ask for students to clean up their Students will hang up their projects all around
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space and to hang up their projects the room and will begin their final critique.
around the room for a final critique.
Final Critique prompt questions:
Can you identify symbols in your
classmates artwork and relate them to
culture?
What did you want to show your
classmates about yourself through your
drawing?
Do you have any feedback for your
peers whether it’s negative or positive?
Home I will give students a worksheet and they Students will complete the assignment and hand
Work will need to answer the following it in at the following class.
questions from Day 3’s class:
Day 3
Can you describe 3 different cultures
that you learned during your classmates
critique?
What did you find interesting about the 3
cultures you identified? What symbols,
signs and stores did your classmates
use to identify their culture?
List 3 bullets that you have learned
about your cultural background that you
didn’t know before.

Examples of Fillipo Brunelleschi and Massacio:

The Tribute Money c.1426-27 by Masaccio