Lesson Plan | Active Methodology | Drawing

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

The objectives stage is vital for guiding both students and teachers toward the learning goals of the lesson. By clearly establishing these objectives, students understand what is expected of them in terms of learning and how they can use their prior knowledge in class. This section serves to align expectations and ensure that everyone is aware of the intended outcomes.

Objective Utama:

1. Enable students to use motor skills to create various artistic forms.

2. Explore and appreciate different methods of artistic expression through drawing.

Objective Tambahan:

1. Cultivate the ability to observe and analyze the artistic works of fellow students.

Introduction

Duration: (15 - 20 minutes)

The introduction is designed to engage students with previously studied content, using practical scenarios that encourage the application of their knowledge. It also highlights the significance of drawing in everyday life and various careers, enhancing students' interest in the topic.

Problem-Based Situation

1. Imagine you are architects tasked with designing a futuristic city in outer space. How will you incorporate both geometric and organic shapes in your building and urban design to create a functional yet imaginative setting?

2. Picture an animated scenario filled with magical creatures. How would you portray these characters on paper, knowing their shapes may not adhere to the laws of logic or reality?

Contextualization

Drawing is a powerful medium not just for artists, but also for professionals in fields like design, architecture, and engineering. Representing images helps in visual communication and fosters creativity. For example, the famous architect Frank Gehry uses sketches to bring his innovative architectural concepts to life, often challenging conventional definitions of space.

Development

Duration: (70 - 75 minutes)

The development stage allows students to creatively and practically apply the concepts covered in drawing, focusing particularly on modes of expression. Working in groups, they build collaboration and communication skills while refining their drawing techniques within a context of problem-solving and artistic exploration. This phase is fundamental for reinforcing learning and enabling students to visualize practical applications of drawing theories.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Architects of the Future

> Duration: (60 - 70 minutes)

- Objective: Enhance drawing and creativity skills by applying knowledge of shapes and proportions in a futuristic urban design scenario.

- Description: In this activity, students will be grouped into teams of up to 5 and tasked with designing a future city on paper, utilizing only pencils and colored pens. They must think about employing geometric and organic shapes to create innovative buildings, parks, and transport systems.

- Instructions:

• Form groups of up to 5 students.

• Collaborate to sketch the city layout on paper, keeping in mind the placement of essential elements (buildings, parks, roads, and transport systems).

• Utilize geometric and organic shapes to depict different building types and green spaces.

• Present the project to the class, detailing design choices and how the shapes convey the concept of a futuristic city.

Activity 2 - Magical Creatures in Action

> Duration: (60 - 70 minutes)

- Objective: Encourage creativity and develop the ability to draw intricate shapes while practicing visual storytelling skills.

- Description: In groups, students will illustrate a range of magical creatures on paper, using drawing techniques that allow for the exploration of shapes that challenge conventional understanding. Each group must create at least three creatures and showcase their features and abilities through drawings.

- Instructions:

• Split into groups of up to 5 students.

• Each group must create at least three drawings of magical creatures, exploring shapes beyond logic and reality.

• Write a brief description for each creature, outlining their traits and abilities.

• Introduce the creatures to the class, explaining the creative process and decisions made during design.

Activity 3 - Gallery of Shapes

> Duration: (60 - 70 minutes)

- Objective: Learn to apply various shapes in artistic expression while fostering teamwork and public speaking skills.

- Description: Students, grouped together, will create an art gallery in a museum style, where each group represents an artistic movement or specific theme. The challenge lies in using different shapes to convey the concept of each selected artwork or theme.

- Instructions:

• Form teams of up to 5 students.

• Select an artistic movement or theme to represent in your gallery.

• Create at least two artworks that embody the chosen concept, employing diverse shapes.

• Prepare a short presentation about the represented movement or theme and the shapes chosen to express it.

Feedback

Duration: (10 - 15 minutes)

This stage aims to consolidate learning by allowing students to articulate and reflect on the creative process and design decisions made during the activities. Group discussions promote communication and critical thinking skills, while also offering a platform for students to receive constructive feedback from peers and the teacher. This dialogue is crucial for deepening their grasp of drawing concepts and artistic expression.

Group Discussion

To initiate the group discussion, the teacher can ask each group to share what they created and how the shapes relate to their ideas. Following this, groups should ask each other questions about their creations, encouraging critical and constructive dialogue. The teacher may step in to clarify any doubts or provide insights, promoting a vibrant exchange of ideas and perspectives.

Key Questions

1. What were the main challenges in expressing your ideas through shapes in drawing?

2. How did the shapes you've selected help communicate the story or concept behind your drawing?

3. Is there a particular shape you think is more powerful in conveying emotions or abstract ideas? Why?

Conclusion

Duration: (5 - 10 minutes)

The conclusion phase serves to reinforce and synthesize the learning gained during the lesson, linking practical activities to the theoretical concepts discussed. This also stresses the relevance of the topic in both practical and theoretical contexts, ensuring that students grasp the lesson objectives and reflect on how their newly acquired knowledge can be applied in diverse situations.

Summary

In the conclusion, the teacher should summarize the key points highlighted during the lesson, underscoring the role of shapes in artistic expression and visual communication. A recap of the activities, such as 'Architects of the Future', 'Magical Creatures in Action', and 'Gallery of Shapes', should illustrate how each activity explored the practical use of geometric and organic shapes.

Theory Connection

Today’s lesson created a connection between the theoretical aspects of shapes in drawing and their practical applications via activities simulating real-world design and artistic scenarios. Students were able to translate theoretical concepts into creative challenges, such as designing a futuristic city and bringing magical creatures to life, thereby reinforcing their understanding of shapes as versatile tools for visual communication.

Closing

Finally, it’s important to recognize the significance of drawing and the ability to manipulate shapes in daily life and the careers of various professionals like architects, designers, and artists. Grasping the use of shapes is a crucial step towards enhancing expressive and innovative skills across multiple fields.