Brewer Elementary
Waters – Addie Newcomer
Learning Objective/Exit Outcomes:
- Students will be able to describe the differences between transparent, translucent, and opaque.
- Students will be able to identify objects that can be described using one of those terms.
- Students will be able to collaborate with classmates about how light can be seen and can travel through transparent, translucent, and opaque objects.
- Students will be able to show their understanding of the content through visual art.
Integration Area/Subject:
Science & Visual Art
State Standards:
S1P1. Obtain, evaluate, and communicate information to investigate light and sound.
- Use observations to construct an explanation of how light is required to make objects visible.
- Ask questions to identify and compare sources of light.
- Plan and carry out an investigation of shadows by placing objects at various points from a source of light.
VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Generate individual and group ideas in response to visual images and personal experiences.
- Generate visual images in response to open ended prompts, themes, and narratives.
- Produce multiple prototypes in the planning stages for works of art (e.g. sketches, models).
VA1.CR.2 Create works of art based on selected themes.
- Create works of art emphasizing one or more elements of art and/or principles of design.
- Create works of art that attempt to fill the space in an art composition.
VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop the identity of self as artist.
- Complete works of art.
- Sign a finished work of art.
VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of strategies for art criticism.
- Explain how selected elements of art are used in works of art to convey meaning.
- Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.
VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.
VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Materials/Playing Space:
- Plain computer paper, tri-folded
- Pencils
Description:
The teacher pre-folded the computer paper into three boxes, labeling each box 1, 2, or 3 from top to bottom. For Relay Drawing, the paper is passed around the class, so, at the end, a single piece of paper has the work of three artists on it. The paper can be passed a final time, so that a student who had no hand in the creation of the art can assess it and explain what they see in the artwork created by their peers.
Using the Relay Drawing strategy, students first drew a transparent object in box 1. The students then passed their paper to the student to their right, who then drew a translucent object in box 2. Again, the paper was passed to the student to the right, who drew an opaque object in box 3.
At the end of this strategy, help students to freely discuss similar items different students had drawn, new objects they may not have thought of, and their favorite complete Relay Drawing pieces, describing the reasons why it was their favorite. A good challenge is to have them pick a drawing they did contribute to.
Notes:
If your class is ready to move deeper into visual art theory, they can each create a gray scale of three boxes to match up with transparent, translucent, and opaque. The transparent portion of the grayscale would be completely white paper, the translucent portion would be partially colored gray with pencil, and the opaque portion would be colored with pencil as dark as possible. Art vocabulary words like shading, light, value, saturation, and grayscale can be incorporated.