Jessica+Saner


 * GO: Making connections between visual arts and other disciplines**

// Proficient: // // Advanced: //
 * Indicators:**
 * Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
 * Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
 * Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences


 * Unit Title:** Escher Stairs


 * Session 1**
 * Method of Delivery of Content:**
 * NI:**Give a **prezi** on the life and work of Dutch graphic artist M.C. Escher talking about his work and looking at some examples of his art. []


 * Student Activity: Creativity/Innovation and Collaboration**
 * APK:**Students **brainstorm** on **wallwisher** [] a list of real life examples of tessellations

Pull up the **wallwisher** wall on the projector and go over the examples that the groups came up with. Students discuss if all examples are tessellations and try to come up with 3 more as a group.

Although Escher did not have a mathematical training—his understanding of mathematics was largely visual and intuitive—Escher's work had a strong mathematical component, and more than a few of the worlds which he drew are built around [|impossible objects] such as the [|Necker cube] and the [|Penrose triangle].
 * NI:**Return to class discussion on Escher.


 * Student Activity:**
 * Cross-Fertilization**- Show students these example of impossible objects and have a discussion about how these may look like geometric forms that they have seen in math, then have students explain how they would be impossible to create in reality as three dimensional objects.

Have students go to my **linoit** page post their sticky for the way that they first see the Necker Cube. [] Do they see is as a cube going down and to the right, or up and to the left. Same thing with the other example. Do you see it as a bench with the weight on the bottom, or like a kitchen cupboard with the weight on the top. Some students may only be able to see one way at first and through discussion with the other students they may be able to see it from both perspectives.

[]
 * Session 2**
 * Method of Delivery of Content:**
 * NI: ** Show students specific examples of Escher’s work dealing with stairs, impossible worlds, and visual contradictions on **prezi.**

His artistic expression was created from images in his mind, rather than directly from observations.


 * Student Activity: Collaboration and Critical Thinking **
 * GEN: ** While looking at each one of these slides, ask the students **What If** questions. What if we could stand upside down? What if we could be lost in our own worlds and had no way to get out? Ask students to come up with their own what if’s. I have been amazed in the past when you start kids thinking in “what if” how many of their own ideas they come up with.


 * APP:Play with It ** - Give students the opportunity to brainstorm their own ways of drawing an impossible world or visual contradiction. Have the class pair up and try to come up with as many possible imaginary scenarios that they could represent in their artwork. Have students write these ideas in their sketchbooks, then put them away for the day. Tomorrow when they come into class they will read their ideas and see if they want to develop any of them further or if they should play with some of them and make some changes for their final project.

First thing during 3rd session have the students open their sketchbooks and look at the ideas that they came up with the day before and see what they think of their ideas. There may be some that they want to disregard right away and others that they may want to develop. Give students the chance to look at these ideas for about 5 minutes, make any changes and then put it away again. Students will all be making an impossible world with stairs. We will be making an initial stair template today that they can use to at least start with their idea. Students will follow instructions using a ruler, pencil and cardstock to make a very symmetrical stair template. Students will be able to come up with their own ideas, but this is a good starting point. Give students the time to start developing their ideas in their sketchbook.
 * Session 3 **
 * Method of Delivery of Content: **

Students get out their sketchbook and ideas for the third time. They need to look at their ideas and choose one to develop.
 * Student Activity **
 * Drop an Assumption- ** Students need to drop the assumptions that they have about the real world and come up their own image that incorporates impossible aspects. They should try to drop any assumptions that they have about their own world. Discuss as a class as many things that we think of as important parts of our world-gravity, driving on the right side of the road, etc. etc. Students should try to come up with at least 10 common assumptions of our world and contradict them in their project.


 * 5-10 Working Sessions to get drawing project finished **

Demonstrate how to post their final art projects on **artsonia.** Students will be posting their projects on this website so that they can show their family and friends their online gallery of artwork. They can also order prints or gifts that have their art printed on it. A portion of sales from that will come back to our school.
 * Session 4-Information Literacy **

Monitor student participation of class discussions, small group brainstorming, wallwisher and linoit participation and what if questions. Collect Sketchbooks to check for ideas and development of ideas. Grade final drawing project on how unique or original their ideas and contradictions were. Students should have come up with a drawing that reflects their creative questioning. Creativity will be graded on uniqueness and originality then their drawings will also be graded on technical skills.
 * Method of Assessment: **