Visual+09

- Learn to use a viewfinder to aid in drawing objects ||  || - Observed teacher demonstration - Participation in class discussion - Create a value scale based on class discussion - Constructed their own viewfinders || Class participation || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || - Learn to use a viewfinder to aid drawing objects ||  || -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Class participation Informal teacher/student in process critique Final product in sketchbook || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || -Use a viewfinder to aid in the drawing process -Set up still lifes using a pair of shoes -Start creating six thumbnail sketches that show a different shoe still life setup as part of the planning stage for the final produce of this project ||  || -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Class participation Informal teacher/student in process critique Final product in sketchbook || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || -Use a viewfinder to aid in the drawing process -Set up still lifes using a pair of shoes -Continue creating six thumbnail sketches that show a different shoe still life setup as part of the planning stage for the final produce of this project ||  || -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Class participation Informal teacher/student in process critique Final product in sketchbook || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || -Use a viewfinder to aid in the drawing process -Set up still lifes using a pair of shoes -Continue creating six thumbnail sketches that show a different shoe still life setup as part of the planning stage for the final produce of this project ||  || -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Class participation Informal teacher/student in process critique Final product in sketchbook || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || -Conduct in process critiques with teacher and peers to help determine final still life setup. -Set up chosen still life and begin an 8x10 sketchbook drawing full value ||  || -Participate in the in process critiques with teacher and peer -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Class participation Informal teacher/student in process critique Final product in sketchbook Use thumbnail sketch to setup still life and begin 8x10 full value drawing in sketchbook || Instructor lecture Instructions written on the whiteboard || 1-4 || Oral presentation by the instructor Notes on the whiteboard Verbal clarification of tasks for the class period Teacher redirection of students not on task || -Conduct teacher/ student critiques of 8x10 sketches ||  || -Set up object and use the viewfinder as an aid to draw -Use the value scales to capture the proper tones of the object || Complete full value sketch of the shoe still life in sketchbook Participate in a teacher/ student individual critique of the 8x10 full value sketchbook drawings || Instructor lecture Instructions written on the whiteboard || 1-4 || Verbal clarification of tasks for the class period Teacher redirection of students not on task || Showed examples of different masks throughout history and cultures. ||  || Lectured on masks and mask making. Showed and discussed several different masks from history and culture. || Verbal assessment. || Internet. || 1,2 || Key points of the lecture written on the board to help keep the students focused. ||
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/ Readings ||~ DOK ||~ Special Considerations ||
 * 9/8 || Introduction to drawing || - Develop an understanding of varied tone through creating value scales
 * 9/10 || Introduction to drawing || - Develop an understanding of varied tone through creating value scales
 * 9/13 || Introduction to drawing || -Create a value scale that shows varied tone
 * 9/14 || Introduction to drawing || -Create a value scale that shows varied tone
 * 9/15 || Introduction to drawing || -Create a value scale that shows varied tone
 * 9/16 || Introduction to drawing || -Finish thumbnail sketches
 * 9/17 || Introduction to drawing || -Complete the full value sketchbook 8x10 drawing of the shoe still life
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/2/11 || Masks || Discussed masks and make making.
 * 3/3/11 || Masks ||  ||   ||   ||   ||   ||   ||   ||