Spaces Places Unit Plan

Teacher Candidate Name: Justin Scherer
School: Scioto Darby Elementary

4th Grade Spaces & Places
Central Focus/Theme/Concept:
Immediate Environment / Spatial Awareness
Unit Essential Questions:

Focus What makes a place / space unique?
How can art reflect and/or enhance a space?
Project:
In this project, we will take a look at the relationship between art and our immediate
environment. In doing this, we will try our hand at 3D paper crafts and one point perspective
drawings. In this unit, we will start out by creating small, personalized paper structures. We will
collaboratively arrange these structures into an entire class neighborhood (where we will then
brainstorm backstories, characters, and emotions that we can associate with our class
neighborhood). In the next project, students will create a one point perspective “dream room”.
To start off the project, students will list objects they would like to have in their room. We will
then draw these in one point perspective. At the end of the project, we will paint these rooms
with watercolors to make each room come to life!
Anticipated # of lessons & days for the unit:

Lessons: 2
Days: 6
What is the end goal of

this unit? Lesson 1: Paper
(You can paste an image or Neighborhood. Students will
describe what your end goal is
for this unit development) create small structures out of
printer paper. We will then
display all of these structures
in one big “paper
neighborhood” at the end of
the lesson.
Lesson 2: Watercolor “Dream

Rooms”. Students will utilize a
vanishing point to create a
perspective drawing of their
own unique room. We will
then bring these rooms to life
with watercolors.
Content Statement- Lesson 1:

Perceiving/Knowing 2PE Notice and describe different visual effects resulting from artmaking
From ODE Standards techniques.
5PE Link ideas in and design works of art to the emotions and moods
expressed in them.
2021-2022 Unit Planning Outline Tool

Lesson 2:
2PE Notice and describe different visual effects resulting from artmaking
techniques.
6PE Identify and name the sources for artmaking ideas (e.g., self,
environment, and other people).

Producing/Performing 1PR Identify, select, and vary art materials, tools, and processes to achieve
From ODE Standards desired results in their artwork.
6PR Demonstrate technical skill through the integration of common processes
and topics from other subject areas.
Lesson 2:
3PR Generate ideas and employ a variety of strategies to solve visual
problems.
4PR Demonstrate motivation, independence, and persistence during studio
practices to complete artworks.

Responding/Reflecting 1RE Identify qualities that contribute to the design and meaning of their
From ODE Standards artworks and the works of others.
Lesson 2:
1RE Identify qualities that contribute to the design and meaning of their
artworks and the works of others.
3RE Recognize and describe the relationship of artworks to their social and
cultural contexts.
6RE Give and use constructive feedback to produce artworks that achieve
learning goals.
Performance Based Lesson 1

Objectives • Students will identify structural and artistic choices that contributed to
the final design of their paper structures.
• Using color, students will link in emotions into their paper structures in
order to increase their work’s emotional complexity.
Lesson 2
• Students will identify and name the sources of inspiration for the
contents of their “dream rooms” (e.g., self, environment, fiction, etc.)
• Students will generate ideas and employ a variety of one point
perspective strategies in order to better depict their “dream rooms”.
Performance Based Lesson 1
Assessments • Students will write an artist statement explaining how their structures
were built, and the artistic choices that contributed to the final look
and feelings of their structures.

• In a full class discussion, students will discuss and brainstorm how real-
world structures can convey certain emotions.
Lesson 2
• Students will fill out a “Dream Room Wishlist” where they will mark
down what they want to include in their final perspective drawings.
This will allow them to will identify and name the sources of inspiration
for their project.
• Students will be assessed by a “Dream Room Rubric”. They will be
assessed on how effectively they used one point perspective
strategies.
Unit Vocabulary Paper Craft: An artistic medium where 2D or 3D objects are built out of paper.
Mood: The feeling you get from a work of art.
Perspective Drawings: A kind of drawing where depth is created; as objects
go further into the distance, they will appear smaller.
One Point Perspective: A perspective drawing with one vanishing point;
Usually opposite of the viewer on the horizon line.
Vanishing Point: The point where all the receding parallel lines will meet.
Horizon Line: The place where the earth meets the sky.
Additional Language Students will take part in an informal class discussion where they will talk
Demands about how real-world structures can convey certain emotions. Students will also
(How have you designed write an artist statement after creating their structures. In this statement, they
opportunities to speak will explain their artistic choices as they relate to the overall mood of their
and/or write throughout your structures. Students will also have an opportunity to fill out a “Dream Room
unit so students have Wishlist” where they will mark down what they want to include in their final
multiple ways to learning perspective drawings.
and knowledge?)
Accommodations For Demo:

Special Populations • Compact the demo into a short list of steps for students that may need
it to scaffold their work processes
Assessment:
• Potentially adding more weight to the beginning steps of the project
rather than the end for students who may get discouraged easily.
• Oral assessments option to check for understanding
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.

Art/Visual Culture • Art lesson inspiration – https://www.mschangart.com/studio-art/your-
Examples choice-one-point-perspective-drawing
(List all artists, artwork, • Perspective history (East vs. Western Art) –
and/or visual culture http://www.essentialvermeer.com/technique/perspective/histohi.html
resources used for this • Basic guide to perspective – https://drawpaintacademy.com/the-
unit) ultimate-guide-to-one-point-perspective/
• Famous paintings of rooms (and what they may have looked like in
real life) – https://www.artsy.net/article/artsy-editorial-rooms-6-
famous-paintings-today
• A collection of artworks depicting interior spaces –
https://www.saatchiart.com/art-collection/Interior-
spaces/775111/101113/view
• Joshua Smith (Artist) –
https://www.instagram.com/joshua_smith_street_artist/
• Alan Wolfson (Artist) – http://www.alanwolfson.net/
• More Inspiration – https://www.helenfriel.com/paper-neighbourhoods
• More Inspiration –
https://www.youtube.com/watch?v=mU4QuVrjMD8
• Dae Won Yang (Artist) –
https://artsandculture.google.com/entity/m0t5fvwc?hl=en
Materials & Supplies 75 Sheets of Printer Paper
Scissors
24 Glue Sticks
6 boxes of Markers
24 Pencils
24 large sheets of paper (12” x 18”)
24 Watercolor Palates
24 Paint Brushes
“Spaces & Places” PowerPoint
24 “Artist Statement” Sheets
24 “Dream Room Wishlist” Sheets
24 “Dream Room Rubrics”
Safety Procedures We won’t be using particularly dangerous materials, but I will remind them
how to safely use scissors for the first lesson (specifically with regard to
horseplay and transportation). For the second lesson, I will remind them how to
properly use watercolor palates and brushes.
Procedures for In the days listed below, feel free to outline which days align with each lesson
Teaching/Learning design. Please feel free to add/remove days/lessons as your unit design requires.-
Give estimates of time regarding your plan and procedures for each session and
the instructional .
For example:

Lesson 1 / Day 1 3 min – Students will file into the classroom, find their seats, and get settled in
(while I take attendance).
“Intro and Start 2 min – Get Students’ attention and tell them what we are going to be doing
Construction” today (starting our “Spaces and Places” unit).
8 min – Intro to project through the “Spaces & Places PowerPoint”. We will
briefly talk about mood and how certain places can evoke certain emotions. In
an informal class discussion, students will look at discuss how real-world
structures can convey certain emotions.
3 min – Go over the lessons vocab terms before we jump into the first lesson
demo.
6 min – “Paper Structures” demo (PART 1). In this demo, I will show students the
various ways they can go about constructing their paper structures.
Things to pay attention to:
• When to use certain kinds of adhesives
• Utilizing reference pictures and sketches
• Making effect cuts
2 - 4 min – Material distribution. My student helpers will help me distribute the
paper, scissors, pencils, and glue to each table.
14 min – Student work time. Students will take time to start their paper
structures. I will have my expectations and my teacher example displayed on
the projector. I will also be walking around assisting and checking in on anyone
who needs it (mostly in the form of one-on-one instruction).
4 min – Wrap up: Students will make sure their spaces are clean before lining
up to leave the classroom. For clarification on clean up procedures, see the
“Clean-up procedures to consider for this unit” section below.
“Workday: Construction 2 min – Get Students’ attention and tell them what we are going to be doing
& Color” today (continuing to build / decorate our structures).
3 min – Revisit vocab terms as an informal review before we jump into the
workday (with a focus on mood & papercraft).
6 min – “Paper Structures” demo (PART 2). In this demo, I will show students
how they can add color to their paper structures in order better communicate
and enhance their project’s mood.
• Continuing to utilize reference pictures and sketches
• Thinking about the emotions we associate with different colors
2 - 4 min – Material distribution. My student helpers will help me distribute
paper, scissors, pencils, markers, and glue to each table.
I will handle passing out their in-progress projects from last class.
22 min – Student work time. Students will take time to continue working on
their paper structures. I will still have my expectations and my teacher sample
displayed on the projector. During this work time, I will be walking around

assisting and checking in on anyone who needs it (mostly in the form of one-on-
one instruction).
“Finish and Display” 2 min – Get Students’ attention and tell them what we are going to be doing
today (adding the final details to our paper structures and then
collaboratively arranging them into a whole class neighborhood).
2 - 4 min – Material distribution. My student helpers will help me distribute
pencils and markers to each table. I will handle passing back their mostly
completed projects from last time
10 min – Student wrap up / artist statement. Students will take time to put the
finishing touches on their paper structures. As soon as they are done, I will have
them write an artist statement for their final structures. In this statement, they
will explain how their structures were built, and the artistic choices that
contributed to the final look and feelings of their structures.
21 min – Paper neighborhood discussion. As a class, we will arrange our
structures into a sprawling full class neighborhood. After we collaboratively
figuring out where each structure fits the best. We will engage in a discussion
about why each structure works where it does. We will also talk about the
emotions of certain structures comparatively to that of others.
• Ways we decided to arrange our paper neighborhoods (size, color,
mood, etc.)
• Comparing and contrasting two structures based on obvious
differences.
• Comparing and contrasting two structures based on shared
characteristics.
• Creating a through line: What is the overall feeling you get from this
class neighborhood? How would it feel to live here? Where in this
neighborhood would you like to live? (and why??)
“Perspective Intro, 2 min – Get Students’ attention and tell them what we are going to be doing
Wishlist, and Start” today (starting our “dream room” lesson).
5 min – I will pass out “Dream Room Wishlist” sheets to each table. Students
will take about 5 minutes to write down what they would want to include in the
room of their dreams. This sheet will work as a source of inspiration for their
project later on.

8 min – Intro to perspective drawings through the “Spaces & Places
PowerPoint”. I will show artist examples and explain how artists use
perspective to create the illusion of depth. I will then go over the goals of the
project as well as my teacher example.
3 min – Go over the lessons vocab terms before we jump into the first lesson
demo (with a focus on Perspective Drawings, One Point Perspective, Horizon
Line, & Vanishing Point).
6 min – “One Point Perspective” demo (PART 1). In this demo, I will show
students how to use perspective to draw their empty rooms.
• Light mark making
• Placement of vanishing point
• Utilizing straight edges
• Adding a back wall and using the eraser
paper, pencils, and straight edges to each table.
9 min – Student work time. Students will take time to start their “dream rooms”.
I will have my expectations and my teacher example displayed on the
projector. I will also be walking around assisting and checking in on anyone
who needs it (mostly in the form of one-on-one instruction).
“Workday” 2 min – Get Students’ attention and tell them what we are going to be doing
today (Continue working on our “dream rooms” and start filling them with
objects).
5 min – Review vocab before the work period starts (Perspective Drawings,
One Point Perspective, Horizon Line, & Vanishing Point).
8 min – “One Point Perspective” demo (PART 2). In this demo, I will show
students how to continue using perspective to draw the contents of their rooms.
• Light mark making
• Using the same vanishing point
• Utilizing straight edges
• Thinking about how objects look within boxes
pencils and straight edges to each table. I will handle passing back their in-
progress works.
18 min – Student work time. Students will use this time to continue working on
their “dream rooms”. I will have the expectations and my teacher example
displayed on the projector while they work. During this work time, I will be

walking around assisting and checking in on anyone who needs it (mostly in the
form of one-on-one instruction).
“Bringin’ in the 2 min – Get Students’ attention and tell them what we are going to be doing
Watercolors” today (start adding color to our “dream rooms” with watercolors).
5 min – Review vocab before the work period starts (Perspective Drawings,
One Point Perspective, Vanishing Point, & Mood).
8 min – Watercolor’s demo. In this demo, I will show students how to use
watercolors in order to color in their “dream rooms”.
• Marking sure everything is drawn in pencil first
• Water / pigment ratio
• Emotions associated with different colors
• Optional: (outlining everything in color pencil first???)
pencils, straight edges, watercolors, and brushes to each table. I will handle
passing back their in-progress works.
18 min – Student work time. Students will use this time to continue working on
their “dream rooms”. During this period, I would like students to wrap up their
initial pencil drawings and move onto adding color. I will still have the
expectations and examples displayed on the projector while they work. I will
also be walking around assisting and checking in on anyone who needs it
(mostly in the form of one-on-one instruction).
“Finale!” 2 min – Get Students’ attention and tell them what we are going to be doing
today (finishing our “dream rooms”).
5 min – Review vocab one last time (Perspective Drawings, One Point
Perspective, Vanishing Point, & Mood).
watercolors and brushes to each table. I will handle passing back their in-
progress works.
26 min – Student work time. Students will use this time to put the finishing
touches on their “dream rooms”. I will have the project expectations and
examples displayed on the projector while they work. I will also be walking

around assisting and checking in on anyone who needs it (mostly in the form of
one-on-one instruction).
As they wrap up, I will pass out the “Dream Room Rubrics”. On these rubrics,
they will have a chance to grade their work and explain why they believe
they deserve their grade.
Clean-up procedures to Students will be required to write their names on their projects before they turn
consider for this unit them in. They have done this before, so they shouldn’t have much issue with
preforming this task. On workdays, I will use student helpers to go around and
collect all of the in-progress projects. I will also use student helpers to collect
glue, markers, straight edges, and pencils (on their respective days).
On days we use watercolors, I will have students place their in-progress

projects on the drying rack in the back of the classroom. While this is
happening, I will have two student helpers collect the watercolor brushes and
palettes.
I will store the in-progress paper structures on a cart at the back of the class.
For the next project, I will use a cabinet to store their “dream room” projects.
Closure/review- What This lesson will take us to the end of student teaching for this site – with
comes next in curriculum that that being said, I would’ve liked to follow up this unit with an art
will build on student expressionism exploration! I like the idea exploring how we can better
knowledge from this unit?
insert our emotions into our artworks (considering we started dabbling
with these themes in this last unit).

Supplemental Activities The first supplemental activity comes in the form of a city street drawing
that connect with this exercise. If they finish their paper structures early, I will have them draw their
unit and corresponding structure on a street with the buildings that would ideally surround it (E.g. an
lessons. ice cream parlor and pizza place). This will help get them thinking about how
certain buildings can best fit in certain places. It will also help them make the
connection between neighboring structures and their shared emotions.
The second supplemental activity would be a chance to try out two point
perspective. I will show students the basics of two point perspective and let
them try making their own drawings. This experimentation could be helpful the
next time they encounter perspective drawings in the future.
Unit Reflection for art N/a

educator (Considerations
for when you teach this
again in the future)
Image of teacher sample

or samples to help
students learn processes
“Paper Neighborhood” Example
“Dream Room” Example
APA Reference list of

Works Cited APA
sources and research
conducted for this unit
Chang, C. (n.d.). Your choice-one point perspective drawing .
https://www.mschangart.com/studio-art/your-choice-one-point-
perspective-drawing

Foster, K. (n.d.). Interior spaces. https://www.saatchiart.com/art-
collection/Interior-spaces/775111/101113/view
Friel, H. (n.d.). Paper neighborhoods.

https://www.helenfriel.com/paper-neighbourhoods
Janson, J. (n.d.). The History of Perspective.

http://www.essentialvermeer.com/technique/perspective/history.h
tml
Ludel, W. (2019, March 29). What the rooms from 6 famous paintings
would look like today. https://www.artsy.net/article/artsy-
editorial-rooms-6-famous-paintings-today
Michaelson, M. (2017, July 18). One-point perspective dream room-7th

grade. https://www.youtube.com/watch?v=mU4QuVrjMD8
Scott, D. (2018, January 23). The Ultimate Guide to one point

perspective. https://drawpaintacademy.com/the-ultimate-guide-
to-one-point-perspective/
Smith, J. (n.d.). iknowjoshuasmith. http://www.iknowjoshuasmith.com/
Wolfson, A. (n.d.). Miniature Urban Sculptures.

http://www.alanwolfson.net/
Yang, D. W. (n.d.). Dae Won Yang - Google Arts & Culture.

https://artsandculture.google.com/entity/m0t5fvwc?hl=en
*All handouts / assessments associated with this unit can be found in the accompanying PowerPoint*

Spaces Places Unit Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Spaces Places Unit Plan

Uploaded by

Copyright:

Available Formats

Teacher Candidate Name: Justin Scherer

School: Scioto Darby Elementary

Unit Essential Questions:

Anticipated # of lessons & days for the unit:

What is the end goal of

Lesson 2: Watercolor “Dream

Content Statement- Lesson 1:

2021-2022 Unit Planning Outline Tool

Content Statement- Lesson 1:

Content Statement- Lesson 1:

Performance Based Lesson 1

2021-2022 Unit Planning Outline Tool

Accommodations For Demo:

2021-2022 Unit Planning Outline Tool

2021-2022 Unit Planning Outline Tool

2021-2022 Unit Planning Outline Tool

2021-2022 Unit Planning Outline Tool

2021-2022 Unit Planning Outline Tool

2021-2022 Unit Planning Outline Tool

On days we use watercolors, I will have students place their in-progress

2021-2022 Unit Planning Outline Tool

Unit Reflection for art N/a

Image of teacher sample

“Paper Neighborhood” Example

“Dream Room” Example

APA Reference list of

2021-2022 Unit Planning Outline Tool

Friel, H. (n.d.). Paper neighborhoods.

Janson, J. (n.d.). The History of Perspective.

Michaelson, M. (2017, July 18). One-point perspective dream room-7th

Scott, D. (2018, January 23). The Ultimate Guide to one point

Smith, J. (n.d.). iknowjoshuasmith. http://www.iknowjoshuasmith.com/

Wolfson, A. (n.d.). Miniature Urban Sculptures.

Yang, D. W. (n.d.). Dae Won Yang - Google Arts & Culture.

2021-2022 Unit Planning Outline Tool

You might also like