Perspective

Published on Nov 22, 2015

CBL Project Presentation

PRESENTATION OUTLINE

Perspective

An examination of how we see and create art.
Photo by wili_hybrid

Seeing is believing.

Objective: As an art teacher, perspective, whether visual or cognitive, impacts how we see our world. The challenge in this lesson is to examine how a change of perspective narrows or expands our viewpoints.

Challenge-based learning (CBL) and the universal design for learning (UDL) are intricately linked educational frameworks capable of fostering growth and enthusiasm in students. To give learners the UDL options of action and expression, representation, and engagement, while emphasizing a topic important to larger society, this lesson will challenge learners to examine how a change of perspective, whether in art or in awareness, narrows or expands viewpoints.
Photo by kevin dooley

The BIG IDEA:
Perspective

The Essential Question: How does perspective influence what you see?

Narrowing the topic of perspective to a single, essential question, learners will use a breadth of technological and artistic resources to examine how perspective influences what we see.
Photo by Ken_Lord

Apply the power of perspective to alter your viewpoint.

The Challenge
Thus, based on the essential question, the challenge is meant to create a specific solution that results in action (Apple, Inc., 2014). Learners will utilize their knowledge of their individual learning styles to work independently or through guided group work to critically understand how perspective is created in artwork, in life, and how easily perspective can be altered with more or less light, or a deeper or more shallow understanding.

Guiding Questions

  • Is your perspective the same as your peers'? Is this right or wrong?
  • What role does perspective play in abstract art?
  • What is the difference between linear and aerial perspective?
  • How does light effect perspective?
  • What is the first thing you see when you look at a piece of artwork?
Learners will develop their own guiding questions based on the actions they wish to take and the resources they wish to use. Examples of guiding questions are listed here.

Guiding Activities

-Investigate near and far perspectives and the effects of light in artwork

-Examine examples of differing perspectives in the media
(cont.)

The guiding questions, combined with the guiding activities, allow learners to uncover a variety of solutions: presentations, artwork, demonstrations, and interviews included.
Photo by VinothChandar

Guiding Activities (cont.)


-Illustrate whether geometry is essential to abstract and realistic art


-Interview an artist or architect to learn how they create perspective

Photo by VinothChandar

Resources:

-Basics of perspective: http://www.slideshare.net/
hoopart/art-10-basic-perspective-lesson

-New Angle Activity: http://www.nga.gov/content/ngaweb/
education/teachers/lessons-activities/new-angles.html

(cont.)

A variety of resources, including lessons from art museums and architects help engage learners to discover and grow.
Photo by Steve took it

Resources: (cont.)


-Looking glass activity: http://www.artic.edu/aic/collections/
citi/resources/Rsrc_001054.pdf


-Moma has many relevant perspective lessons: http://www.moma.org/learn/
moma_learning/themes

Photo by Steve took it

Challenge Documented

  • Creation of a presentation that demonstrates how to create perspective
  • Visual representations of differing perspectives
  • Utilization of multimedia materials to examine how light helps perspective
After which, the solutions discovered, although ongoing, assist learners to develop a representation of their learning in the form of a product.

Solution:

Students demonstrate a deeper understanding of perspective with clearer focus, more discernment, or a wider viewpoint.

Just for fun: http://youtu.be/4gjT9ujNOm0

Under UDL and CBL, learners have the opportunity to control the lesson, how it is understood, and the products created. CBL is a great means to encourage recognition, the use of strategy, and the demonstration of affect. At the end of this lesson, if students demonstrate a deeper understanding of perspective, whether through clearer focus, more discernment, or a wider viewpoint, this lesson will be successful.
Photo by OUCHcharley

References
-The Art Factory. (2014). Linear and Aerial Perspective in Drawing. Retrieved from http://www.artyfactory.com/perspective_drawing/perspective_index.html
-YouTube. (2012). Ratatouille - Anton Ego Perspective.mp4. Retrieved from https://www.youtube.com/watch?v=4gjT9ujNOm0
-Apple, Inc. (2011). Challenge Based Learning White Paper. Retrieved from https://www.challengebasedlearning.org/public/admin/docs/CBL_Paper_October_2011.pdf.
-Apple, Inc. (2014). Challenge Based Learned: Classroom Guide. Retrieved from https://www.challengebasedlearning.org/challenge/view/183

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Joanna Moore

Haiku Deck Pro User