Duration: 40 minutes
SPIRIT Skills:
- Critical thinking
- Problem-solving
Brief Description:
The teacher shows pictures again trough observation (pictures) we look for and name the visual characteristics of a landscape.
But now we look not so much at the elements but at their position and distribution in the overall picture.
- horizon line: the line that becomes visible where air and earth meet
- Placement and characteristic of that line determine the image that we see of the landscape
-e.g. Brussels Ridge- straight horizon line
Mountain landscape- wavy to angular horizon line
Where is far and what is near in a landscape?
- how do we see that?
- Using landscape elements, we look for criteria for near/far
Emphasis on large and small figures and landscape elements that define depth in an image
Let the children specifically perceive the size of the objects in the image and compare.
What stands out?
- large figures/elements mean increasingly closer in the picture
- small figures/elements mean further away in the image
- how do we see that?
This is followed by a checking phase:
We look for other possibilities
- who is the smallest in the class?
- who is the biggest of the class?
Now, in a picture, can we make X bigger than Y?
- Introduce the peephole board (1 per group of 4)
- How?
In groups (islands, benches 2×2) students look for the picture
Teacher checks if the picture taken is correct. Students can make smaller objects appear larger than a larger object
One or more photos are shown to the class and discussed.
How does this develop particular SPIRIT skills
Critical thinking: Critical thinking becomes very dominantly addressed at this stage. By moving from open-ended questions to criteria and classification, we come to the necessary conclusions. Facts are established which in turn form a basis for new “proper” critical thinking. Problem-solving: By disconnecting perception from specified photographs but having to take a picture themselves in which far away/small and near/large must form an application they face a problem. Can we manipulate the same in one photograph.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
As a result of this activity:
- The sudents become aware that visual and other information should not simply be accepted, but must be consciously analyzed and evaluated based on established rules.
- Based on their visual experiences, they become aware that people can be tricked, and therefore they must evaluate the information they receive.
- They understand the importance of cause-and-effect relationships, which help them recognize when the information available or received is misleading.
Academic/Curriculum Objective connection
- Describing space and the location of objects in space using space concepts. (big/small, near/further away)
- Create an image (2D or 3D) by consciously placing objects in space
Materials and tools needed for implementation
- PowerPoint with photos, blackboard diagram, peephole board.
Preparation notes
- PowerPoint, peephole board (1 each group).
Guided Questions
- Where are small and large elements in the picture?
- Is the small element really smaller than the large object in the same picture? (E.g. same kind of cars)
- Why is this?
- Does a clear line stand out in a landscape?
Stage Debriefing Questions (Optional)
- When you looked through the peephole board, how were you able to tricks your eyes? How was it possible to make a smaller object appear larger than an object that was originally larger? Do you think it’s possible to trick people this way in other situations? How do you think this can be avoided or prevented?
- We’ve seen that the horizon line separating the sky from the earth is straight. What would happen to the image if we didn’t draw the horizon line straight, but instead in a zigzag or wavy pattern? What kind of landscape would that represent instead of an urban street? Would it improve our mood, or would it have the opposite effect? Can we be tricked in this way into feeling better or worse in a given situation than we would in reality?
- If something on your paper is very small, how can we know that in reality it isn’t small, but rather a normal-sized object that’s just very far away? What do you think we need to consider in order to decide this?
Tips and Tricks for dealing with stage challenges
- The structure of this stage is largely the same as the science stage. Crucial here is again to choose images that the children recognise from their own environment but also other images that also play with the (atmospheric) perspective in a funny way. E.g. a zoomed-in nose of a cow in the park’s farm.
- Dwell sufficiently on perceiving the size of the objects in the image. If possible, also outline the objects in the picture to make perception more focused for the children and show them clearly that size depends on placement in the picture
- If necessary, you can just point out the objects large and small and their placing. The horizon line gives a foothold in the image for placing but it is not always clearly perceptible and therefore clear in a cityscape.