School of the Arts Lesson 6 & 7
My Safe Space (Perspective Room Drawing)
age: 7th - 10th grade
instructors: Madigan Young, Cari Ann Rasmussen, Sunhee Oberfoell, & Tyler Bubser
date: 4/7/22 & 4/14/22
Iowa Learning Standards:
Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated principles, such as narrative structures and composition. MA:Cr3.1.7
Design the presentation and distribution of media artworks through multiple formats and/or contexts. MA:Pr6.1.8
Access, evaluate, and integrate personal and external resources to inform the creation of original media artworks, such as experiences, interests, and cultural experiences. MA:Cn10.1.I
Learning Objectives:
By the end of the lesson TLW apply drawing skills to a meaningful and well planned composition.
By the end of the lesson TLW describe a safe space that feels important in defining their identity, using visuals.
By the end of the lesson TLW design a three dimensional space in 2D using one-point perspective.
By the end of the lesson TLW arrange objects in a two-dimensional space.
Summary
Day 1
We began the lesson with a power point presentation introducing perspective drawing, showing artist examples and explaining what a safe space could be. I spoke first, just talking about what we were going to do that day and what the lesson would be. Next, Cari Ann defined what a safe space could look like and emphasized the lesson prompt. Then Tyler showed the artist examples, highlighting David Hockney’s use of two point perspective, Van Gogh’s use of one-point and Jordan Seaberry’s unique example of a perspective drawing. For the last part of the introduction Sunhee led a technical demonstration on how to draw using one- and two-point perspective, and how to use atmospheric perspective.
At this point, students were ready to start working. I was surprised at how quickly they all began drawing, they had each already generated ideas and chosen a place. During work time Cari Ann and Tyler also worked on a drawing. Sunhee went around taking photos and really instructing students on the technical details of perspective drawing. I focused on asking the students near me what their plan for the drawing was and how they felt about the technical parts. I tried to ask questions to help them settle on a plan of attack, rather than putting out suggestions. I also walked around to look at each student’s work and practiced saying encouraging and specific things about each drawing.
Day 2
Instructors set the table up ahead of time, with black markers, colored pencils and crayons. As soon as class began, students sat down and instructors handed out students’ drawings in progress. As students began working, I reminded them that next week would be a wrap up day and that they could work on anything from the past few weeks in addition to finalizing any work to prepare it for the UAY exhibition in a few weeks. As students continued working on their drawings, most found they were at the coloring in stage. Chloe and Rose asked if they could use watercolors. Last week, we as instructors discussed only providing colored pencils and crayons because we assigned a drawing and provided drawing paper. After having students request watercolors, we agreed to provide them. Cari Ann warned students that the paper would probably curl up and wrinkle as it dried. Most students still chose to use watercolors and began working. Cari Ann and I suggested placing paper weights on sides of the paper to alleviate some of the curling as the paint dried. SunHee showed a few examples of how to represent atmospheric perspective using color. As students worked, instructors checked in with students and continued working on their own examples. With 10 minutes of class left SunHee let students know they should begin cleaning up and finding ways to wrap up their drawing. After students cleaned up they kept their drawings/paintings out. I asked each student to share their work with the group, noting one thing they liked about the result, and one thing they would change.
Final Outcomes
Day 1
Most students had their room or landscape outlined and planned. We reminded them throughout the lesson that they would have an hour + next week so they could plan accordingly. With 10 minutes left, we had students clean up their area and then we gathered as a group to discuss progress. I asked each student to share the space they chose to work on and why they chose it, in order to assess how the prompt came across. Most students chose real places for one of two simple reasons- it was a place they dreamed of seeing (Paris, big gothic cathedral), or it was a familiar place they found comfort (bedroom, video game setting). This told me our prompt was a success because it could be interpreted uniquely by each student, giving them room to draw something they wanted to but also guided them toward a decision quickly. Next week I hope to assess how well we introduced and demonstrated perspective drawing.
Day 2
Each student shared willingly and showed their work. Rose’s painting stood out because she had to start fresh from the previous class. When she arrived to class her drawing from the week before blew out of her bag and into the Iowa River. Her new painting featured a dried up Iowa River in a gloomy, dismal setting reflecting the tone of how she felt about the river swallowing her drawing. There was a vast variety of results in style and subject. Half of the students followed the prompt to draw a safe space. Chloe drew her own room, Clara drew a familiar scene from a video game and Tony drew a peaceful city street. Rose’s original drawing of a cathedral lined up with the prompt, and the loss of that one inspired her new work. Brittany and Maria both drew more chaotic and random interior scenes that were interesting and possibly in line with the prompt with more explanation. All of the students used perspective with skill and intention. Students were focused throughout worktime and those who finished their work seemed happy with the final pieces.
