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RE: middle school perspective


From: Rebecca Stone-Danahy (RebeccaStoneDanahy_at_TeacherArtExchange)
Date: Tue Sep 10 2002 - 03:56:24 PDT

I have just come up with a critique system that seems to be working really well. I have the projects due on a certain date in the morning. All day, the students can walk around with sticky notes (first 5-10 minutes of class) and place comments on the work. At the end of the day, the students are to come after school for 20 minutes to have a group critique. I then give them two days to take home their sticky note comments, make corrections to the work and complete an evaluation. I do guide the students through the end of the day critique but am training my more advanced ones to take it on. We basically just talk about what is working, what needs to be improved and then have an open forum for students who are "stuck. Yesterday, we had a critique and every student with the exception of four took home their work to complete. The students themselves pointed out that work that looked "undone" was not a good presentation and that most needed to spend more time. The work is now due back Wednesday AM with the sketchbook to grade their planning.
I will let you know how many spent more time to complete their work properly and without haste.
This is for advanced through AP students but I plan on doing it with freshman as well. I tell them it is to their advantage to participate as it will help them get a better grade.

Becky in NC

-----Original Message-----
From: Carolyn Keigley []
Sent: Tue 9/10/2002 1:06 AM
To: ArtsEdNet Talk
Subject: Re: middle school perspective

I love your idea with using a concrete cube -true hands on.
My HS students have been designing 9/11 memorials using their knowledge of linear and aerial perspective.
Since this is my first year at HS level one problem that I am having is with the
"young " freshmen who finish projects hastily in minutes while the rest of the students spend 3 to 5 days on the same projects.
Any ideas to get these guys into quality work from within ? Tomorrow I'm going to give these freshmen cube designs to make and then draw from.
Carolyn at Tahoe
  ----- Original Message -----
  From: Kathleen Shilson
  To: ArtsEdNet Talk
  Sent: Monday, September 09, 2002 6:22 PM
  Subject: Re: middle school perspective

  My 7th grade students always ask why are we doing perspective.. I have yet, to come up with a good answer....
  Wayne S
    ----- Original Message -----
    From: danna fuller
    To: ArtsEdNet Talk
    Sent: Monday, September 09, 2002 9:19 AM
    Subject: Re: middle school perspective

    Hi, all,

    I teach perspective in middle school. We do several things. I show a video called "Adventures in Perspective." It's kinda funky, kinda 70's, but simple and excellent.

    In sixth grade I have them draw a house, three trees, three people, a sidewalk or road, a vehicle, and a sky and ground. We talk about these pre-drawings. I ask them questions about common perspective mistakes I see often. I say things like "who has everything lined up on a line? who has things floating in the sky that you don't want to have floating in the sky? etc. They do understand that these things look out of place. I show them simplified overlapping, size relationship, and other simplified versions of perspective. After some instruction, we do another drawing similar to the first, but this time with corrections. They understand.

    In seventh grade, we look at an overhead of cubes around a vp. Then they build a cube from a template. They hold the paper cube at eye level, to the right, above, etc. We compare the overhead with the actual cube. They draw cubes around a vp. They can do this, but some of the kids who are not developmentally ready cannot draw transparent cubes. I ask all kids to draw cubes in 8 positions around a vp. Most kids can do this. If kids really "get it," I challenge them to draw transparent cubes. We then draw "secret cities" (got the cool idea from a web site.) We also learn about watercolor techniques when we paint the secret cities. Lots of ways to use perspective, and they look good for displays, too.

    8th grade. We review one point perspective. Most kids can draw transparent cubes around a vanishing point. If I have a student who missed 7th grade art with me, I ask for non-transparent cubes. We build cubes from templates. We do still life with the stacked and arranged cubes in groups. We study value, form, perspective, etc. using the cubes. I also use direct light sources for each table. We continue with perspective when we do our figure drawing unit. I vary my lessons for 8th grade, but they get the same objectives.

    I've found that I really had to work to find the right combination of concepts and assignments to make it challenging, yet within their reach (es?)

    Sorry so long,


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