Assignment 9: Value Scales


Basic Information:
Date:
Subject: Visual Art
Grade: 9
Activities Breakdown: · Outline Learning Goals · Painting · Explain Assignment · Show Examples & Discuss · Create Grid Together 
Formative Assessments:
· TeacherStudent Conversations · Informal Observation
Instructional Teaching Strategies: Direct Instruction: · Listening and viewing · Questioning · Demonstration
Experiential Learning: · Practicing Value Scales


Targeted Learning Objective(s):
Creative/ Productive: · CP9.11 Select and use appropriate forms, technologies, images, and art making processes to convey ideas. · CP9.12 Solve visual art problems in new and unfamiliar ways.

Targeted Learning Indicator(s):
Creative/ Productive: · Experiment with different ideas and techniques. · Demonstrate effective use of visual art tools, materials, and techniques.


Brief Overview
Set: (30 minutes) To begin the lesson I will outline the learning goals, which will be written on the board. Students will then be asked to gather around the middle table for an explanation where I will have examples laid out. Next I will explain expectations for the assignment. values do not have to be black and white, they can be colours too (red) but keeping time in mind we are using pencil to create values this is practice showing how capable you are with using your pencil and will help you with your final assignment
Development: (20 minutes) I will then demonstrate how to divide our papers evenly and correctly and we will complete this task as a class. I will draw/ write the dimensions on the board as a visual for students. I will get two students to distribute rulers while I hand out paper. I will explain that this process should be very tedious because this is included in your mark. Your dimensions have to correct and your lines need to be straight. 11 squares in total but only 10 will be filled in (one for name) 2” from the bottom of the paper and make a straight line across 1” inwards on both sides of the paper and make a straight line (don’t just measure 2” from the one side because if it isn’t cut correctly then the dimensions will not be even) make sure squares are 2” in width height of each square should be 1” so start at the bottom and make tics and then draw our lines across.
Conclusion: (5 minutes) Students will put their value scale in their folder and put their folder away as they leave class. I will inform students that we will be continuing this assignment tomorrow.

Teacher Notes:
PDP Goal:
Materials Needed/ Preparation: · Pencil · Paper · Eraser · Ruler
Reflective Notes: –11 squares in total but 10 will be filled in (one will be for name) –assignment is out of 10 –each square needs to be 100% even value don’t move on from one area until it is complete start at the darkest (never start at the lightest) visual jumps from each value should not see pencil strokes you should be using a circular motion should see a line separating the values do not use tip of your pencil do not push hard try to get the lightest square as light as you possibly can with pencil and then use your kneaded eraser. straight lines proper cutting talk about width pay attention as we go along because detail matters and you will lose marks 

Prerequisite Learning:
· Basic knowledge of value scales 

Adaptive Dimension:
· Learning goals will be outlined at the beginning of lesson so students know what to expect · A demonstration will be provided for students to further understand the assignment 
