Day 1
Objectives:
Content: Painting with Brushes: Animal Advocacy Art (Day 1)
Language: Students will explore a list of animals including many endangered species. Students will choose one animal to paint and research.
Vocabulary: endangered species, characteristic, inherited trait, atmospheric perspective, perspective
Assessment/Evidence of Learning: Students can recognize distinctive characteristics of various animals and discern their function for the animal's survival.
Materials: animal list, photographs of each animal on the list, pencil, eraser
Activities:
Engage:
IP-Students will peruse the list of animals and will place a dot next to each animal they are unfamiliar with.
Explore:
GP- Students will discuss animals they are familiar and unfamiliar with, viewing pictures of them to help with understanding. Instructor will point out endangered species and introduce the idea of advocacy for a cause like awareness of endangered species in art making.
Explain:
IP-Students will draw conclusions about animals’ behavior and habitat based on distinctive characteristics (such as a long snout, big ears, bright colors, or claws).
GP-Students will discuss possible functions for ‘strange’ body parts and characteristics (such as a hump on the back or an overly large beak).
Elaborate:
GP-iPads will be handed out to students. Students will be lead through how to find the Google app and search for a picture of their chosen animal. Students will print a picture of their chosen animal. Students will be encouraged to choose a photograph that is clear and depicts the animal in it’s natural habitat.
Modifications/Differentiation/Extension:
Mod: Special Education students will receive assistance from peers to read animal names and will be given many visual cues through pictures from a projector.
Diff: ELL students will be given verbal assistance in sounding out words and will be given the opportunity to share what certain animals are called in their native tongue if the name is known.
Ext: Students will be encouraged to research more on the animal they choose at home or during free time in their regular classroom so that they can add more conceptual depth to their artwork.
Day 2
Objectives:
Content: Painting with Brushes: Animal Advocacy Art (Day 2)
Language: Students will explore the app Brushes on iPads. Students will experiment with the app enough to have a basic understanding of the tools available within the app.
Vocabulary: layers, opacity, image size, gallery, pixels, density, intensity, dynamic angle, dynamic weight, dynamic intensity, desaturate, fill, color balance, hue, saturation, transform, invert, undo, redo, duplicate, color mixer, settings, blocking, sketch, RGB
Assessment/Evidence of Learning: Students can maneuver through the Brushes app, utilizing available tools with relative effectiveness. Students can follow visual cues to learn the basic tools available in a drawing app.
Materials: iPads with Brushes app loaded, printer, paper
Activities:
Engage:
IP-If not finished, students will choose animal and print out a picture of their animal as they would like to draw them.
GP- Instructor will lead students through creating an example image using all the tools available on the Brushes app to assist students in introduction to tools. Students will first create a background with visual texture and depth. Then students will create a new layer and sketch their animal using their picture as a guide with the pencil brush. Students will create a new layer and block in colors. Students will then create a new layer and add details into the picture. Students will turn off the sketch layer so that it is not visible.
Explore:
IP-Students will experiment with the app, trying out different brushes and styles to create different effects.
Explain:
IP-Students will summarize the tools and what they found they could do with them near the end of the lesson.
Extend:
GP-Instructor will encourage students to experiment with drawing using the free app at home if tablets or smartphones are available to them.
Modifications/Differentiation/Extension:
Mod: Special Education students will receive assistance from an aide to maneuver around the app, having the aide choose brushes to use and help with order of steps and will be given many visual cues through live stream from a projector.
Diff: ELL students will be given visual and verbal cues. The app is primarily image based so students can manipulate tools without too much difficulty.
Ext: Students will be encouraged to download the free app and experiment with it more before next week. Students will be encouraged to continue researching their animal to add concept depth.
Resources: Brushes app; theartofed.com; http://www.ipadcreative.com/blog/tag/brushes
Day 3
Objectives:
Content: Painting with Brushes: Animal Advocacy Art (Week 3)
Language: Students will explore the app Brushes on iPads. Students will create a ‘painting’ with the app, utilizing all the basic tools they have learned about Brushes in previous classes.
Vocabulary: layers, opacity, image size, gallery, pixels, density, intensity, dynamic angle, dynamic weight, dynamic intensity, desaturate, fill, color balance, hue, saturation, transform, invert, undo, redo, duplicate, color mixer, settings, blocking, sketch, RGB, endangered species, characteristic, inherited trait, atmospheric perspective, perspective, observation
Assessment/Evidence of Learning: Students can create a painting using the Brushes app on iPads, utilizing available tools with relative effectiveness. Students can use observation skills to draw an animal from a picture.
Materials: iPads with Brushes app loaded, printed picture of chosen animal.
Activities:
Engage:
GP- Students will each be given an iPad with the Brushes app loaded. Instructor will do a quick demo reminding students of tools and what they are capable of doing within the app.
Explore:
IP-Students will first create a background with visual texture and depth, depicting the landscape of their chosen animal’s habitat. Then students will then create a new layer and sketch their animal using their picture as a guide with the pencil brush. Students will create a new layer and block in colors. Students will then create a new layer and add details into the picture. Students will turn off the sketch layer so that it is not visible.
Explain:
IP-Students will save their picture and print it in black and white. Students will email their completed picture to the instructor for printing in color.
Extend:
GP-Instructor will encourage students to experiment with drawing using the free app at home if tablets or smartphones are available to them. Students will be reminded that any art made and printed from the Brushes app.
Modifications/Differentiation/Extension:
Mod: Special Education students will receive assistance from an aide to maneuver around the app, having the aide help choose brushes to use and help with order of steps and will be given many visual cues through live stream from a projector.
Diff: ELL students will be given visual and verbal cues. The app is primarily image based so students can manipulate tools without too much difficulty.
Ext: Students will be encouraged to download the free app and experiment with it more before next week. Students will be encouraged to continue researching their animal to add concept depth.
Resources: Brushes app; theartofed.com; http://www.ipadcreative.com/blog/tag/brushes
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