BIRD'S EYE VIEW
3rd Grade
“The World From a Bird’s Eye View”
Relationship to the Unit: The first lesson in Bird’s Eye View introduces point of view, specifically the bird’s eye view perspective and details a visual vocabulary for drawing from this perspective. The book “Tar Beach” provides visual information about what it would be like to fly over one’s city or neighborhood and details what certain objects or people would look like from an bird’s eye view perspective. A discussion about what it would be like to fly over the city of Boston prompts students to think of other places they would like to fly over and see from a bird’s eye view. A brief look at the illustrations from the book “Bird’s Eye View,” as well as the exemplar images of Yvonne Jacquette and Minecraft support and help develop a visual vocabulary for what certain things may look like from the bird’s eye view perspective. Time is allowed for students to practice drawing in this perspective in their sketchbooks. Students are to think about three places they would like to fly over and make three small drawings in their sketchbook about each of these places.
Relationship to Life:
Problem/ Activity Statement: Discuss and analyze the exemplar images in order to establish a visual vocabulary for what things on earth look like from a bird’s eye view. Brainstorm and draw in sketchbook what it would look like to fly over three different places.
Goals: Students should...
Understand: The use of texture in 2D work and identify a wide variety of types of textures in the environment and in artwork (MACF Standard 2.3)
Know: How to identify a wide variety of types of lines in the environment and in artwork (MACF Standard 2.2)
Be able to: Identify shapes of different sizes and forms in the environment and in artwork (MACF Standard 2.4)
Objective(s):
Instructional Concepts:
-Working from art allows students to see ways in which artists have graphically solved problems symbolically or compositionally.
-The point of view is determined by the artist and direct’s the viewer’s response.
-Introducing children to art develops their visual awareness and provides a springboard for personal image-making.
Exemplars:
“Bird’s Eye” by Michael Ansell and Judy Graham
“Tar Beach” by Faith Ringgold
“Paper Company, Somerset, Maine II” - Yvonne Jacquette
“Channels (The Inlet and Outlet of Lawry Pond, Searsmont, ME)” - Yvonne Jacquette
“Napa Valley Composite II” - Yvonne Jacquette
Motivation: The teacher will read portions of the story “Tar Beach” to the class and have them participate by thinking about and sharing what it would be like to fly over their city or neighborhood. Other exemplar images are shown, including Minecraft imagery, which many of the students will be able to relate to and share about. Students will raise their hands and tell the teacher where they recognize the images from. Teacher will relate bird’s eye view to the “mod” on the Minecraft game that allows you to view the world from a bird’s eye view. Students may utilize this knowledge and apply it to their own drawings. Students will have the opportunity to choose their favorite of the three sketchbook drawings to make into a final image later in the unit.
Topic Questions:
Association Questions:
Visualization Questions:
Transition Questions:
Relationship to the Unit: The first lesson in Bird’s Eye View introduces point of view, specifically the bird’s eye view perspective and details a visual vocabulary for drawing from this perspective. The book “Tar Beach” provides visual information about what it would be like to fly over one’s city or neighborhood and details what certain objects or people would look like from an bird’s eye view perspective. A discussion about what it would be like to fly over the city of Boston prompts students to think of other places they would like to fly over and see from a bird’s eye view. A brief look at the illustrations from the book “Bird’s Eye View,” as well as the exemplar images of Yvonne Jacquette and Minecraft support and help develop a visual vocabulary for what certain things may look like from the bird’s eye view perspective. Time is allowed for students to practice drawing in this perspective in their sketchbooks. Students are to think about three places they would like to fly over and make three small drawings in their sketchbook about each of these places.
Relationship to Life:
- Instructional Importance: The artwork and illustrations from the exemplars serve as models for what the world might look from a bird’s eye view. Since humans cannot fly and may have never experienced this perspective first hand, it is important to look at exemplars and establish a visual vocabulary for what certain things may look like from a bird’s eye view. Engaging students in a discussion about what it might be like to fly over the city of Boston will help students plan their own bird’s eye view drawing.
- Developmental Needs: During the Symbol Making stage of artistic development, students pay close attention to solving spatial issues, as objects in their drawings often revolve around a baseline and begin to consider real life space. Children during this phase devise graphic symbols to solve spatial problems and are more capable of drawing from multiple view points, especially bird’s eye view. Children try to solve these spatial issues by combining different points of views in their own unique ways. Physically and perceptually, children at this age begin to see depth, and better understand ideas about proportion and perspective, differentiating between two and three-dimensional space. An introduction to the bird’s eye view perspective as well as a visual vocabulary of common objects or elements of nature, will help these students focus on one perspective and practice their drawing skills (Kerlavage, 1998, pp. 43-50).
Problem/ Activity Statement: Discuss and analyze the exemplar images in order to establish a visual vocabulary for what things on earth look like from a bird’s eye view. Brainstorm and draw in sketchbook what it would look like to fly over three different places.
Goals: Students should...
Understand: The use of texture in 2D work and identify a wide variety of types of textures in the environment and in artwork (MACF Standard 2.3)
Know: How to identify a wide variety of types of lines in the environment and in artwork (MACF Standard 2.2)
Be able to: Identify shapes of different sizes and forms in the environment and in artwork (MACF Standard 2.4)
Objective(s):
- Demonstrate an understanding of the perspective of Bird’s Eye View and ways that artist solve the problem of bird’s eye view in a visual format.
- Analyze and apply knowledge of what objects on the earth and elements of nature may look like from a bird’s eye view based on the images of the exemplar artists.
- Identify and use personal ideas of where students would like to fly in order to establish a unique bird’s eye view.
- Use the visual vocabulary chart as an way to begin practicing and drawing images from a bird’s eye view.
Instructional Concepts:
- Quotes from artists and theorists:
- “Sleeping on Tar beach was magical. Lying on the roof in the night, with stars and skyscraper buildings all around me, made me feel rich, like I owned all that I could see” (Ringgold, 1996).
- “I have told him it’s very easy, anyone can fly. All you need is somewhere to go that you can’t get to any other way. The next thing you know, you’re flying among the stars” (Ringgold, 1996).
- Formal Concepts:
- Line can be thick, thin, or curved.
- Line can be used to invent forms.
- Texture can be used to create surface variety.
- Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
- Space can be achieved through the variation of size, shape and placement.
- Form can be described in relation to parts of a whole.
- Artistic Behaviors:
-Working from art allows students to see ways in which artists have graphically solved problems symbolically or compositionally.
-The point of view is determined by the artist and direct’s the viewer’s response.
-Introducing children to art develops their visual awareness and provides a springboard for personal image-making.
Exemplars:
“Bird’s Eye” by Michael Ansell and Judy Graham
“Tar Beach” by Faith Ringgold
“Paper Company, Somerset, Maine II” - Yvonne Jacquette
“Channels (The Inlet and Outlet of Lawry Pond, Searsmont, ME)” - Yvonne Jacquette
“Napa Valley Composite II” - Yvonne Jacquette
Motivation: The teacher will read portions of the story “Tar Beach” to the class and have them participate by thinking about and sharing what it would be like to fly over their city or neighborhood. Other exemplar images are shown, including Minecraft imagery, which many of the students will be able to relate to and share about. Students will raise their hands and tell the teacher where they recognize the images from. Teacher will relate bird’s eye view to the “mod” on the Minecraft game that allows you to view the world from a bird’s eye view. Students may utilize this knowledge and apply it to their own drawings. Students will have the opportunity to choose their favorite of the three sketchbook drawings to make into a final image later in the unit.
Topic Questions:
- What is point of view?
- What is it called when you are viewing things from this angle (flying)?
- How does Yvonne Jacquette depict trees? Buildings? Bodies of water? Land?
- What kind of shapes or lines does she use?
- How can you make distinctions between these elements?
Association Questions:
- Has anyone ever flown before?
- Has anyone ever been in an airplane and looked out the window?
- What did the earth look like from the airplane window?
Visualization Questions:
- What would it be like to fly?
- What are some elements of Boston that would stand out if you could fly over it? What landmarks would you see?
Transition Questions:
- Where would you go if you could fly anywhere?
- What are three places that you would fly to?
- What visual elements, shapes, or lines would you see in these places?