Lesson 1

Standards:

Standard L1.T.CR. 6: Apply basic research and skills to construct ideas about the visual composition of a drama/theatre work.

Standard L1.T.CR.1: Develop imagination to create artistic ideas and work.

Essential Questions:

• What are the elements of design? 
• What do these elements communicate? 

Enduring Understandings:

Students will understand that the elements of Design gives us a universal design language that we can use to better communicate our ideas.

Objective:

Students will understand how texture, line, and color affect the story that is being told on stage through note taking, viewing of images used to identify these items in a stage, and through a coloring costume activity.

Materials:

Slide show: https://docs.google.com/presentation/d/1-MZBCqC30jabGPF87r8vjWrKKDQy9x4wlQ5KrBdl3Ds/edit?usp=sharing

Coloring pages

International Color handout

Markers and Pencils and Crayons

Scissors

Notes wheel handout

Instruction:

HOOK:

• Get to know the teacher!

  • This was the first unit that I taught these students, so it needed a get to know the teacher, if that does not apply to you feel free to add a different hook.  
• Pull up on the projector the student teacher intro slides and so through them with the students.
• When finished, tell them that you will take 3-5 questions (depending on time)

NOTES:

• Explain that for notes we are going to be used a notes wheel

  • Have they ever used one before? 

• The notes wheel will have six spaces that are labeled for each part of the elements of design. 

  • Instruct the students that they should write down the definitions and draw an example of each element of design. 

• Have students grab scissors and cut out their wheel 

  • Have them put the scissors away and go back to their chairs
  • Pull up the slide show of notes 

LINE:

• Have the students take notes and read off of the slides

• Line: any mark that connects two points. 

  • Horizontal line = peaceful 
  • Diagonal lines = energy and moment
  • Vertical lines = order 

• Example one is from 12 angry jurors

  • Have the students point out the lines that they see and what those lines mean or signify 
  • Have students point out how they feel about this scene and what they think is going on. 

  • Share that it is from 12 angry jurors, a show where those in the scene are trying to decide the fate of a murder trial

    • Vertical lines show order (like how the judicial system is ordered)

• Example two is from a mystery 

  • Have the students point out the lines that they see and what those lines mean or signify 

  • Have students point out how they feel about this scene and what they think is going on. 

    • The diagonal lines show that the energy and tensions are high. They are literally leaning in to hear the secrets just like you do when you are trying to listen

TEXTURE:

• Have the students take notes and read off of the slides
• Texture: the surface quality of an object. 

• Example one: 

  • Have the students identify what kind of textures they are seeing

  • How does this texture make you feel? 

    • It is quilted, so it makes it feel dreamy and soft and comfortable 

• Example two: 

  • Have the students identify what kind of textures they are seeing

  • How does this texture make you feel? 

    • It feels dirty and falling apart 

COLOR:

• Have the students take notes and read off of the slides
• Color: light that reflects off of an object and enters the human eye

• Go through the color theory slides

  • There are multiple Disney slides here, one for each color. 

    • If this interests the students feel free to go through all of them, if it does not just go through a few. 

      • There are more than really necessary so gage student interest as needed. 

• International color theory:

  • Share that colors mean different things in different countries

    • Share some examples of differences: green to us symbolizes nature, but in Latin America orange symbolizes nature! 

ACTIVITY:

• Explain the project: 

  • Students are going to get a color book sheet of a Disney character 
  • They need to use the color theory information that they just got to re-design this characters costumes in a way that makes sense for were their story comes from
• Pass out the various Disney character color sheets. 
• Pull out the crayons, pencils, and markers. 
• Have the students keep the noise to a minimum but it does not need to be silent 
• Color! 

WRAP UP:

• Have the students share with their table what choices they made and what those choices mean in those countries. 
• After 10 minutes, have some of the students share a choice that they heard that they enjoyed a ton! 

CLEAN UP:

• Put away all of the crayons, the markers, the scissors, ect. 
• Throw away scrap paper 
• Clean up the room
• Sit in your seats!
• Release them at the bell.