Assignment Formative Assement Nyla King
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School
South Florida State College *
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Course
1005
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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Uploaded by EarlCloverFly4
Name: Nyla King
Instructor: Lori Kupczynski
Area of Studied: 1005 Introduction to Education
Date: October 26, 2023
Understanding
Visual Perspectives
Grade level: Undergraduate education
Subject: Visual Art/ Fine Arts Objective: In this lesson plan, you will learn the visual art perspective that allows students to connect with their creativity while also practicing either photography or videography, and students
will also have to consider perspectives from things outside themselves. Students will learn to use various tools to express their creativity, such as cameras and video editing software. They will learn to take photographs or videos that capture their perspectives. They will also consider the perspectives of others and how their ideas can be incorporated into their work. The learners will create a photo array with narrative or a short video with sound sharing perspective of an inanimate
object. Students will be expected to be creative in the assignment's verbal and artistic areas.
Primary Standards Addressed: The proper Florida standards for undergraduates to learn Florida Visual/Fine arts from the Legislation section of the Florida Department of Education (Florida State Statue 1003.4995- Fine arts report) “The commissioner of Education shall prepare an annual report that includes a description, based on annual reporting by schools, of students access to and participation in fine arts course, which are visual arts, music, dance, and theatre course: the number and certification status of educators providing instruction in the course. Educational facilities designed and classroom space equipped for fine arts instruction, and the way
schools are providing the core curricular content for fine arts established in the state academic standards.”
https://www.fldoe.org/academics/standards/
Materials: The list of materials that you will need for this lesson are:
Cameras or video cameras
Computers/printers
USB – to upload video presentations to PowerPoint.
Notebook for any research that needs to be done.
Pencils
Technology Used to Deliver Lesson:
The technology that I will be using to deliver my lesson to my students is my laptop or computer. It is equipped with the necessary software, such as presentation software and video conferencing, and is portable, allowing me to easily move around the classroom. It also allows me to easily share my screen with the students so they can see the content I am presenting. I also will use a camera to break down the lesson more to make students understand how to record and take pictures with a camera. I use an online learning platform to provide additional resources for students to use. Including interactive activities such as quizzes and polls to engage the students and make the lesson more interactive.
Essential Question of the Day: How does collaboration expand the creative process, what conditions, attitudes, and behaviors support creativity and innovation thinking?
Opening: This is how I will open to this lesson:
Introduction:
Good afternoon class! Welcome to photography. Today we are learning different perspectives from not only ourselves but also the environment around us. We will
tap into the creative side of our brains to research a wide range of perspectives. By exploring different angles and lighting, we can create unique images that capture the essence of the environment. We will also gain an understanding of how to use our camera to capture the perfect photo. Finally, we will explore the post-processing and editing techniques to make our images stand out. First, before we get into the context of perspective, we will need to find the definition and meaning of perspective so we can grab a good understanding or perspective.
Pre-assessment: Step by Step procedures:
Guided Practice: Begin by asking students to sit on the floor.
o
Ask students to think about the world and form that perspective for a moment.
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How do things look different, what may look strange to something at the level?
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Students thinks about the world if they could only see from that position they are
in, all day, every day, in same spot
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Tell them this part of their next project.
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Invite students to ask any initial questions or share their thoughts about visual
perspectives.
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Assure them that their curiosity and participation are valued and will be addressed
during the lesson.
Independent Practice:
For independent practices students can do a one-point perspective drawing. Students will
ask to draw a simple scene using a one-point perspective. Provide a horizon line and have
them create a road, hallway, or railway disappearing into the distance. Following that,
students will be challenged to draw a box or building using a two-point perspective. By
aligning vertical lines with one vanishing point and horizontal lines with two vanishing
points, they should give a sense of depth. This practice teaches them how to represent
objects in space.
A photography scavenger hunt is a great in independent practices to encourage students
to explore their surroundings and take photographs that display different elements of
visual perspective. They can capture images that highlight linear perspective, overlapping
objects, and aerial perspective. Afterwards, I have my students analyze and discuss how
these photographs prove perspective techniques.
Students observe real-world objects and spaces to find and sketch instances of
perspective. They can draw the view down a long corridor, the way a row of trees seems
to recede into the distance, or how objects appear smaller when they are farther away.
4 questions that I ask while delivering this lesson:
How can you consider multiple perspectives to contribute a deeper understanding?
How does the choice of perspective, bird’s-eye view, worm-view, or eye-level
perspective, affect the way viewers perceive a scene or subject in a work of art?
Can you explain the concept of “vanishing points” and how they are used in linear
perspective to create the illusion of depth in artwork?
How do artists use the principles of overlapping, aerial perspective, and diminishing
detail to convey depth and composition?
Post-lesson assessments:
Step by Step produce:
After doing the individual work, students must come up with a written reflection on what
they learned about perspective in the lesson. This can help gauge their comprehension
and ability to articulate the concepts.
Multiple- Choice or a short quiz will be made for students. The quiz will consist of
questions related to perspective concepts covered in the lesson.
This can be a quick way to assess knowledge.
Class discussion will engage students in class discussion where they can explain the key
perspective concepts they’ve learned and how to apply them in their artwork.
Developing a rubric that outlines specific criteria for assessing perspective in their
artwork
Remediation – By breaking down about the complex topic of understanding perspective, by breaking down into smaller examples or less words. It can be more manageable to teach one aspect at a time, allowing students to master each step before moving on. Not only by breaking down the assignment step-by-step instructions can supply clear demonstrations for creating perspective in their own artwork. This can encourage them to follow along.
Enrichment – I will involve students who understand the lesson more by encouraging them to collaborate with their peers. Students who have a grasp of the lesson can collaborate with their peers by explaining to their classmates what they understand and answer any questions they may have. This can help to reinforce their understanding of the
material and supply an opportunity for them to practice teaching. Additionally, it can create an environment of mutual respect and understanding among peers. ESE Accommodations
– Making Flexible assessments to adapt and accommodate students with diverse needs. For example, considering alternative methods of evaluation, such as verbal presentations, visual projects, or written reports not only that I will communicate with support staff, such as special education teachers or speech therapists, to ensure the proper accommodations are in place for each student.
ESOL Modifications –
For my students, whose first language is not English, the modifications I will make to my lesson are by supplying visual aids such as pictures, videos, and diagrams. I will also provide translations or explanations of material in their primary language. I will also allow for extra time for questions and discussion. I will also use simple language that is easy to understand and provides opportunities for practice. Finally, I will supply resources such as textbooks or websites to help them understand the material better.
Closing:
You did it! Welcome to the end of the lesson plan. The objective of today’s lesson plan was to make sure that students understood the meaning of perspective. The students can now understand that perspective is the way we view the world, and how that view can be affected by our own experiences. They can also understand the importance of considering different perspectives to come to a more informed decision. They can understand how perspective can be used to help others. Not only from others' perspectives but also from the artistic aspect. They can
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also understand how perspective can be used to create a visual story. They can use perspective to create the illusion of depth, distance, and movement in a painting or drawing.
Homework Extension Activity: For homework students are required to make a collage from an object or the environment around them that can be considered to be seen from a perspective sight.
Assessment: What I'm looking for in these assessments is that students can think outside the box, think critically and analytically, and problem-solve. I want to assess their understanding of the material and
their ability to think independently. I also want them to demonstrate creativity and innovation. Furthermore, I'm looking for them to be able to effectively communicate their ideas and solutions.