Duration: 40 minutes
SPIRIT Skills:
- Critical thinking
- Problem-solving
- Creativity
Brief Description:
Briefly review the criteria for stage 1.
Choose now a specific landscape and find these elements in the selection of black and white copies.
- divide the black and white copies (both landscapes mixed together).
Check: Is their choice of landscape correct?
Can they justify their choice?
- cut out 7 different elements, at least 1 large and 1 very small
Drawing paper is distributed.
- arrange your cut-out elements from large to small on your sheet of paper.
Check: is this working?
- look together, validate and evaluate each other’s work.
Critical thinking: is this correct?
Arrange now your cut-out elements from large to small on your sheet of paper, but with overlap (in front of and behind each other)
- check: what happens to your image? Could this image be a real landscape?
Critical thinking: is this possible?
Drawing a landscape + making a collage with landscape elements
You are now going to make your own landscape!
- take your sheet of paper and lay it horizontally.
- We will start by dividing the sheet into two parts (teacher demonstrates all steps)
- this is the horizon line
- you choose whether to place this line in the middle or at the top
- you choose whether this horizon line is straight or curved
The sky goes in the top section. Below that is the ground, where the small and large elements go. (See appendix, teacher also demonstrates this on the blackboard.)
Now arrange your cut-out landscape elements on your sheet of paper.
Remember, the large elements go at the front and the small ones at the back.
The pupils arrange their landscape with their elements on their sheet of paper from near to far (atmospheric perspective).
Check: is this correct?
- Students check each other’s work to see if it is correct. Can the image become a real landscape?
Critical thinking: What was closest to your sheet/image?
Feedback to blackboard diagram:
- what was far away?
- where do large/small landscape elements come from?
Once the teacher has checked it, you can stick it onto the sheet.
Then continue drawing your landscape with a pencil.
The teacher walks around and asks individual pupils various questions about the process.
- why are you putting that element there?
- why is this large element in front?
- why is the small element behind?
- what kind of landscape did you choose and why?
The pupils draw their landscape with a pencil or black pencil, black markers until their chosen landscape is completely visible.
- They only work in black and white, no colour!
How does this develop particular SPIRIT skills
Problem-solving and critical thinking:
Stage 3 is designed in such a way that students must put the knowledge they have acquired in the previous stages (1 and 2) into practice. Without critical thinking, they cannot solve this problem, which involves organising a specific landscape with its own elements into a perspective. It is about making problem-solving thinking explicit and at the same time giving them the tools to form their own answers. This is done in the form of a collage design. Further elaboration through drawing gives them even more opportunities to finish this creatively. Because their own input and the chance of success are high, you automatically have the involvement and motivation of the students in this Steam lesson.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Design a landscape using simple landscape elements (e.g. meadows, trees, houses, streets, squares, parks, rivers, forests, factories, etc.).
- Describing the space and the location of objects in space using spatial concepts (large/small, near/far).
- Creating an image (2D or 3D) by consciously placing objects in space.
- Using spatial suggestion in 2D: using a horizon in a visual work.
Academic/Curriculum Objective connection
- Design a landscape using simple landscape elements (e.g. meadows, trees, houses, streets, squares, parks, rivers, forests, factories, etc.).
- Describing the space and the location of objects in space using spatial concepts (large/small, near/far).
- Creating an image (2D or 3D) by consciously placing objects in space.
- Using spatial suggestion in 2D: using a horizon in a visual work
Materials and tools needed for implementation
- black and white copies, scissors, A3 drawing paper, glue, drawing pencil, black pencil and/or marker, blackboard diagram.
Preparation notes
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Guided Questions
- why are you putting that element there?
- why is this large element in front?
- why is the small element behind?
- what kind of landscape did you choose and why?
Stage Debriefing Questions (Optional)
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Tips and Tricks for dealing with stage challenges
- Allow the children to consider the sizes of their cut-out elements by letting them experiment with their landscape image. Therefore, allow them to lay out the sizes and variations before they continue working on their own pieces.
- Encourage them to observe how other groups create and develop their landscapes and consistently engage their critical thinking skills. Encourage them to carefully consider their choices and their consequences.
- Limiting or increasing the number of elements to be cut out makes the assignment easier or more difficult. Adjust this to suit your class.