UNIT X UNIT 2 | 77 FORMATIVE ASSESSMENT Ask and answer: How to draw a bridge Ask and answer in pairs: What aspect of drawing a bridge was easy? What was the most challenging? How does an artist create perspective? What are the steps? Instructional Routine: Art p. Txxxiv Drawing with Perspective A • Build background knowledge Draw students' attention to the picture. Ask: What do you notice about the bridge? Does it stay the same height? Let students trace their finger along the structure of the bridge and describe what happens. Explain how perspectives help make 2D objects look 3D. • Learn content vocabulary Write perspective on the board. Then play the audio. Have students raise their hand when they hear an interesting fact. Pause the audio and write a note for the information on the board. • Listen actively Point out the words in bold and assess whether they are familiar to students. (threedimensional, perspective, horizon, vanishing point, point of view) Then replay the audio as students follow along in a whisper read. Finally, have students reread the text in pairs. Remind them to use context to help them understand the words in bold. • Use content vocabulary Have students describe what they see in the image. Supply vocabulary if necessary. B Identify a sequence Ask a volunteer to read the instructions, then choral read the steps as a class. Have students use images of bridges as a model. Then direct students to follow the steps to draw a bridge. C Give feedback Have a volunteer share and discuss his or her drawing with you to model a conversation for the class. Monitor students’ conversations and supply vocabulary as needed. Essential Question: How can we make drawings of objects look real? Have students discuss the Essential Question in pairs using their notes and experience from drawing a bridge. Then ask them to share their answers with the class. ANSWERS Sample answer: Objects we draw will look real if we use lines of perspective. Practice Book p. 42 EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Using a light pencil and a ruler, guide students to draw the horizon, vanishing point, and straight lines, as shown in the model. Students can use this as a basis for their bridge. Amplify • Have students point out the horizon, vanishing point, and straight lines in their bridge drawings. Tell students to add details to their bridge. • Challenge students to follow the steps for creating perspective to draw a path through a forest to a world wonder. COMMUNICATE PRACTICE How to Draw a Bridge Three-dimensional shapes, like buildings and bridges, have length, width, and depth. When artists paint or draw an image, they try to make shapes look three-dimensional on a flat surface. The flat surface, like paper, only has two dimensions: length and width. To make a shape look three-dimensional on a flat sheet of paper, artists often use perspective. Here’s how to do it: 1. Put an imaginary horizon (A) at some place on the page. The horizon is where Earth meets the sky. 2. Choose a point on the horizon as a vanishing point (B). 3. Draw straight lines (C) that begin at the bottom of the page and move to the horizon. At the vanishing point, all of the lines meet. This makes it look like the objects on the page are getting farther away. A photo of the Golden Gate Bridge in San Francisco shows a good example of how to use perspective. Based on the point of view in this photograph, there is one vanishing point. It is found where the lines connect at the end of the bridge. Drawing with Perspective A Read the informational text. B Draw a picture of a bridge. 1. Choose a famous bridge or make up your own. 2. Follow steps 1, 2, and 3 in the reading to draw the main part of the bridge (the part cars drive across). 3. You can add legs to your bridge. You can also add water, land, and sky. C Making connections Exchange your picture with a classmate. Does the bridge look three-dimensional? How can we make drawings of objects look real? ? ESSENTIAL QUESTION C A B C C CONNECT TO Art UNIT 2 77 UNIT 2 / CONNECT TO ART
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