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Production Based Lesson Plan
Transcript of Production Based Lesson Plan
Pre-made portraits and prompt class with questions.
Who do you think this portrait resembles the most?
What features about the portrait make you think that?
Is this is an realistic representation of the individual?
Students can begin developing vocabulary used with portraits. Anticipatory Set Today we will be creating portraits without the use of scissors or any other drawing materials--simply by ripping apart construction paper.
The goal is to make your portrait as close to real-life proportions and dimensions as possible, by making it as lifelike as you can. Objectives and Purpose Information/Modeling 1. Students will look at teacher examples of rip-art portraits (both good and bad) and start getting ideas about what makes a realistic portrait. They will answer questions prompted by the instructor.
2. Students will get in groups and start brainstorming the process of creating a portrait of their teacher. They will discuss some problems that would come up as well as how they would go about creating it.
3. Students will work independently on creating a self-portrait or portrait of someone else.
4. Students will turn in their created project to the instructor and be evaluated on how realistic it looks.
5. If time is allotted, students can play a game of guessing who each portrait is. Checking for Understanding Teachers will make examples of bad rip-art portraits with distortion and exaggeration and prompt the students with questions.
What doesn’t look correct with this portrait?
Does it make it harder to recognize who the individual is? In groups of about 3-4, students will get together and start brainstorming how they would create a portrait of their teacher.
They will look at the distinct characteristics of his or her face and relay to the class how their portrait might look as well as some problematic areas that could be distorted or exaggerated in the process. Production Based Lesson Plan By:
Nina Rocha Independent Practice Each student will receive construction paper, a mirror (needed for self-portraits), and glue.
Students will spend time creating either a rip-art self portrait or a portrait of another individual--famous or not--from memory. Teacher will evaluate student understanding of the assignment based on their final portrait that is turned in.
If the portrait is close to real life dimensions and features look proportional then the student has mastered the assignment. Evaluation THE END! Standards 1.4 Describe the concept of proportion (in face, figure) as used in works of art
2.2 Use the conventions of facial and figure proportions in a figure study.
2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting. Classroom Management Bins at center of table: prevent everyone getting up at the same time.
Glue caps: not eating glue and not allowing supplies to dry out. Modifications Gifted Students: portraits from memory of another individual.
Visually Impaired Students: Use touch instead of mirrors for features as well as feel along tears instead of worrying about scissors. Rip-Art Portraits 4th Grade Janet Bates