PHARMACEUTICAL CHEMISTRY

PHARMACEUTICAL CHEMISTRY

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  • cours - matière potentielle : for medicine
  • dissertation
  • exposé
w w w .im u. ed u. m y Pantone 3025 C Pantone 7469 U C80 M20 Y00 K50 Pantone 542 C Pantone 543 U C50 M20 Y00 K00 K100 K100 K30 Reverse White PHARMACEUTICAL CHEMISTRY
  • chemical properties of chemical compounds
  • b4 b4 b6 b6 b6
  • coordinators of clinical trial studies
  • clinical schools
  • industrial supervisors during the industrial attachment
  • chemical industries
  • pharmaceutical chemistry
  • kpt
  • industrial training
  • time

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High School - Art II & III - Unit and Lessons for Portrait/Figure
Drawing

ART UNIT PLAN DEVELOPED BY:
Ashley Burns
(Based on Analysis of Unit Plan and Lesson Plan from the TN Framework for
Evaluation and Professional Growth- FEPG). Tennessee does not require a specific
format but the components of the FEPG should be met. )

TOPIC OR FOCUS: Figure Drawing
GRADE(S): DATE: NUMBER OF UNIT LESSONS 5
10-12 (Art II) or NUMBER OF PROJECTS 1
11-12 (Art III) TIME ALLOTTED FOR UNIT 4 wks

UNIT GOALS (Long · TLW determine how to use a measuring stick to find common
range-how does this unit elements and establish proportion within the figure.
fit with year long goals?) · TLW discover how the skeletal and muscular structure of a person
IA Site specific ways to affects the outside structure of the figure.
relate goal(s) to · TLW demonstrate how the use of value and foreshortening
curriculum
(perspective for the figure) can create visual interest and the
(team/department,
illusion of depth system and state
frameworks). IB:

STATE TN curriculum standards: http://state.tn.us/education/ci/standards/
CURRICULUM · 1.2 Produce visual art that exhibits a communication of ideas through
STANDARDS: the use of media, tools, techniques, and processes
(Select the grade · 2.1 Demonstrate an understanding of art elements and design
appropriate principles.
standards/ SPI’s that · 2.4 Apply problem-solving skills to create solutions to specific visual
are being met in this
art tasks.
lesson. Copy and
· 3.4 Research and create a series of related works in a particular
paste.)
subject matter.
· 4.3 Demonstrate how history and culture influence the production of
art.
· 5.1 Assess visual artworks and their meanings by using a variety of
criteria and techniques.

LEARNING Language Arts Expand oral language through vocabulary instruction
INTEGRATION: and strengthen abilities in persuasive arguments
Utilize A Blueprint for through class critique of project
Learning: A Social Studies Recognize the impact such artists as Leonardo da Vinci
Teacher’s Guide to and the ancient Roman architect Vitruvius have had on
the Tennessee
modern figure drawing.
Curriculum.
Science Understand how important knowledge of the skeletal
and muscular structures are to drawing proportionally
accurate figures
Math Develop a geometric understanding of proportional
relationships in the figure

CHARACTERISTICS OF There are 13 students in this class (7 girls and 6 boys; 5 Black,
STUDENTS: and 8 White). One of these students is mainstreamed and has
(Characteristics of the an IEP that requires modifications. One student is new to the
students for whom this unit is school. She has been welcomed into the class and seems to be
intended (needs in the transitioning well. One student skipped Art II and went directly
cognitive, social, emotional
to Art III. Because of this he feels like he has something to
and physical areas). IA, IB, IC
prove and tends to want to slow down on completing his work.
One student was placed in the class that does not feel that his
skill level is up to par with the other students. I have been
working with him to bring up his self confidence. Two students
tend to get excited easily and need to be redirected at time to
avoid getting off task. This is an advanced level class that works
well together and are allowed to move around the room as
needed to work on assignments. No students have physical
handicaps that impair movement. This group is ordinarily well
behaved and attentive and they usually work well in class, but
any student could become a behavior problem given the right
circumstances.

INTRODUCTORY Anticipatory Set: As students enter the classroom, the teacher
PROCEDURES: will be setting up a human skeleton set up as a still life with a
(How will you introduce the spotlight aimed at it creating strong lights and darks. One of
unit and the goals?) IB the room’s overhead lights will be off to dramatize this act.

Today, we will begin our new unit by studying the figure. We
will determine how to use a measuring stick to establish
proportion, discover how the skeletal and muscular structure
affect the outside of the figure, and demonstrate different ways
to use value and foreshortening to create visual interest and the
illusion of depth.
Have you ever played a video game where the
people/players in it looked awkward or looked weird/blocky
in their movements?

When you understand what is under the body, it helps you more
accurately portray the proportions of the figure you are
drawing.

Let’s look at examples now… (The teacher show/teach a
keynote address to the students outlining the unit objectives,
introduce vocabulary, and show examples of what to expect in
the coming weeks)

ASSESSMENT: Students will be observed and monitored for
(Assess and evaluate learner understanding throughout each lesson as the teacher
understanding: Identify the methods questions students, moves about the room and checks for
the teacher will use to identify appropriate work habits and understanding of lesson
student learning levels and needs.
objectives. A rubric will be used to assess learner
Describe when these will be used
progress for each lesson. Each assessment rubric is
during the unit.) IB and IIIA. (Relate
related to learner objectives (SEE RUBRIC). A game will assessment instruments to the
be played with the entire class at the end of the unit to outcomes stated in the goals.) IIIA
test students’ vocabulary comprehension and retention of
unit objectives.


WORKS CITED: R. M. Lamann. The Figure Drawing Lab. [updated
6.15.1998; cited 2.27.08]. Available from
http://drawinglab.evansville.edu/.

Robert, Beverly, Hale. Drawing Lessons from the
Great Masters. Watson-Guptill Publications. New
York. 1989.



























ART UNIT PLAN
Unit Plan Title: FIGURE DRAWING
LESSON 1 Title: DISSECTING THE PORTRAIT
Lesson Author: Ashley Burns

TOPIC OR FOCUS OF LESSON: Facial proportions & relationships; drawing the
eyes, nose, mouth, and ears
GRADE LEVEL: 11-12 DATE:
(Art III)
TIME ALLOTED FOR LESSON: Six 55 minute class periods

LESSON DESCRIPTION: (Write a In this lesson, TSW will learn about facial proportions
brief, yet concise, description of what and measuring techniques for drawing the face and
occurs in this lesson. App. 50 words). head. TSW create a drawing of a portrait in their
sketchbook based on teacher instruction, handouts
given, and active participation in the stated lesson
objectives.

CLASSROOM LAYOUT / GROUPING OF Learning Rows Tables Centers: X
STUDENTS: Where will instruction take Circle: X
place? How will the room be organized?
How will students be grouped for practice? Whole group Pairs: Individuals: Small Groups:
X X X

OBJECTIVES: TLW will compare and contrast facial measuring techniques with what
Use Bloom’s they see in the mirror and observe in their classmates
Taxonomy. TLW discuss portrait drawings and studies done by master artists
Objectives should TLW practice drawing eyes, noses, ears, and mouths through direct
be specific, observation
outcome based and
TLW utilize measuring techniques to produce a self portrait of their head
measurable.
and face (either a three-quarter view and or a full frontal view)
TLW evaluate completed work through class discussion and critique
TLW evaluate their own wough identification of rubric standards

STATE CURRICULUM · 1.1 Demonstrate the use of knowledge and technical skills in
STANDARDS: at least one specific medium.
(Go to the TN curriculum · 2.1 Demonstrate an understanding of art elements and
standards design principles.
http://state.tn.us/education/ · 3.2 Evaluate meaningful images that reflect personal
ci/standards/
experiences and environments.
Select the grade appropriate
· 4.2 Interpret the function and explore the meaning of specific
standards that are being met
art objects within varied cultures. in this lesson. Copy and
· 5.1 Assess visual artworks and their meanings by using a paste:
variety of criteria and techniques.
· 6.2 Integrate ideas, issues, and themes in the visual arts
with other subject areas.


WEB ADDRESSES NEEDED FOR LESSON:
1 http://drawinglab.evansville.edu/proportion.html

ADDITIONAL RESOURCES NEEDED FOR LESSON (Title of prints, books, etc)
1. The History of the Human Body by Joseph Hixson
2. Te Human Body: Your Body and How it Works by Ruth Dowling Bruun, M.D. &
Bertel Bruun, M.D.
3. Bridgman’s Complete Guide to Drawing from Life by George B. Bridgeman

STUDENT’S PRESENT LEVEL OF There are 13 students in this class (7 girls and 6
PERFORMANCE & KNOWLEDGE boys; 5 Black, and 8 White). One of these students
(Do the students have the adequate is mainstreamed and has an IEP that requires
knowledge to complete the lesson modifications. One student is new to the school.
successfully? What pre-requisite skills must She has been welcomed into the class and seems to
the students have to complete the lesson be transitioning well. One student skipped Art II
content? Include technology skills.)
and went directly to Art III. Because of this he feels
like he has something to prove and tends to want to
slow down on completing his work. One student was
placed in the class that does not feel that his skill
level is up to par with the other students. I have
been working with him to bring up his self
confidence. Two students tend to get excited easily
and need to be redirected at time to avoid getting
off task. This is an advanced level class that works
well together and are allowed to move around the
room as needed to work on assignments. No
students have physical handicaps that impair
movement. This group is ordinarily well behaved
and attentive and they usually work well in class,
but any student could become a behavior problem
given the right circumstances.

INSTRUCTIONAL • We have spent this semester working in many different
PROCEDURES This media using still life’s as our subject matter. Over the next
sometimes unit we are going to focus on people and drawing the
referred to as Set: figure. This first lesson we will focus on the face. We will
(How will you open the use measuring techniques to discover simple way to
lesson to motivate the determine space and proportion in the facial structure.
students? How will you
relate this lesson to
previous learning & to
real life experiences.)

TECHNIQUES INSTRUCTION (The Teacher Will):
AND ACTIVITIES: 1. TTW review the handout pertaining to head and face
(List the step-by-step proportions, skull and muscle structure, and examples that will
activities in sequential aid in the drawing of the face and head. This will be the handout
order as they occur in we reference for this entire lesson.
the lesson. They
DRAWING (DAY 1)
clearly identify what
2. TTW show a keynote address to TL to show examples of portrait
is to take place in the
drawings by master artists lesson. Within the
3. TTW ask students to make a 15 minute timed self portrait in procedures a variety
their sketchbooks using pencil. of classroom teaching
strategies [methods] 4. TTW assess/evaluate learning by utilizing observations and
are identified. rubric. Students will be given appropriate feedback.
Student centered 5. TTW demonstrate techniques for drawing eyes and noses on the
activities are included chalkboard.
as well as guided 6. TTW ask the students to pose for their classmates and draw ten
practice of the
different views each of eyes and noses in their sketchbooks
learning.)
drawn on separate pages.
7. TTW will move about the class, check for understanding, re-
teach as necessary and give students appropriate feedback as to
project.
8. TTW assess/evaluate learning by utilizing observations and
rubric. Students will be given appropriate feedback.
9. TTW dismiss students using established classroom procedures.
DRAWING (DAY 2)
12. TTW review techniques learned during Day 1.
13. TTW demonstrate techniques for drawing ears and mouths on
the chalkboard.
14. TSW will ask the students to pose for their classmates and draw
ten different views each of ears and mouths in their sketchbook
drawn on separate pages.
15. TTW will move about the class, check for understanding, re-
teach as necessary and give students appropriate feedback as to
project.
16. TTW assess/evaluate learning by utilizing observations and
rubric. Students will be given appropriate feedback.
17. TTW dismiss students using established classroom procedures.
TECHNIQUES DRAWING (DAY 3 & 4)
AND 1. TTW review techniques learned during Days 1 & 2
ACTIVITIES: 2. TTW demonstrate measuring techniques and proportions within
(List the step-by- the face and head on the chalkboard.
step activities in 3. TTW will use a skeleton to demonstrate similarities between what
sequential order as is the under structure for the head and face and what is built on
they occur in the
top (the face and its features).
lesson. They clearly
4. TTW ask the students to create a timed 10 minute light pencil
identify what is to
drawing of the skeleton’s skull in their sketchbook. Then, TTW take place in the
ask the students to refer to the MUSCLE handout given on Day 1 lesson. Within the
to draw a light pencil drawing of what would be the muscle procedures a variety
of classroom structure over the drawing of the skull just created.
teaching strategies 5. TTW will move about the class, check for understanding, re-teach
[methods] are as necessary and give students appropriate feedback as to
identified. Student project.
centered activities 6. TTW assess/evaluate learning by utilizing observations and
are included as well
rubric. Students will be given appropriate feedback.
as guided practice of
7. TTW ask the students to pose for each other in the exact position the learning.)
of their skull sketch and draw the face and head over their lightly
sketched skull and muscle drawing. The students may erase
their skull and muscle sketch as needed.
8. TTW will move about the class, check for understanding, re-teach
as necessary and give students appropriate feedback as to
project.
9. TTW assess/evaluate learning by utilizing observations and
rubric. Students will be given appropriate feedback.
10. TTW dismiss students using established classroom procedures.
DRAWING (DAY 5 & 6)
11. TTW review techniques learned during Days 1 thru 4.
12. TTW lead a classroom discussion over what students have
learned about head proportions and measurement techniques for
the artist.
13. TTW ask the students to use an ebony pencil and a mirror to
make a self portrait drawing on 15” x 18” paper.
14. TTW dismiss students using established classroom procedures.

TECHNIQUES SUPERVISED PRACTICE: (days one thru six)
AND 1. TSW enter the room and prepare for learning by following
ACTIVITIES: established classroom procedures.
2. TSW listen quietly while the teacher introduces and demonstrates
the lesson.
3. TSW observe and listen quietly while the teacher presents images
of master artists illustrating drawing techniques for portraiture.
4. TSW answer questions, be attentive and respectful of peers and
teacher.
5. TSW draw a timed self portrait in their sketchbook.
6. TSW draw different views of eyes, noses, ears, and mouths on
separate pages in their sketchbook.
7. TSW draw a human skull by using direct observation in their
sketchbook. Then TSW use the muscle hand out to draw up the
muscles of the face on top of the previously drawn skull. Once
the bones and muscles have been laid out, TSW use their
classmates as models to build the skin and other facial elements
on top of their under structure drawing.
8. TSW draw a self portrait using ebony pencil on 15” x 18” paper.
9. TSW work together and model for each other and then work
independently as the exercise dictates.
10. TSW use materials appropriately, and participate in critique using
appropriate vocabulary.
11. TSW complete the work according to rubric/assessment
guidelines.
12. TSW clean area and put away materials neatly and quietly.
13. TSW exit the room following established classroom procedures.

CLOSURE (How Days one thru three
will the lesson Look at your sketchbook drawings from the last three days:
come to a close? • How does your second self portrait drawing differ from your first
The content should one?
be summarized and • What did you do differently?
related to future Days four thru six
lessons, and • What measuring tool is used to measure distance and proportion
actively involve the inside the face?
students.) • Where on the vertical axis are eyes placed on the head?
• How has practice, measuring, and understanding what is under
our skin altered your approach to making a portrait drawing?



STUDENT PRODUCTS: What artifact(s) or products will result TSW produce:
from the lesson? (Such as a painting, drawing, clay piece, • sketchbook drawing of a
slideshow, report, etc.) timed self portrait
• sketchbook drawings of 10
different poses each of an
ear, nose, mouth, and an
eye
• sketchbook drawing of a
skull, building muscle on
top, then skin and face
structure of a classmate
built on top of that
• a self portrait drawing
drawn in ebony pencil on
15” x 18” paper































EVALUATION (Students will be evaluated using the rubric below):
Lesson Rubric

Elementary/Mid E G S N U
dle: 25-20 20-15 15-10 10-5 5-0
A B C D F
High School:
Possible Earned Enthusiastic Good class Satisfactory Minimal class Little if any
Points Points: class participation class participation class
25 participation participation participation
Possible Earned Followed Followed Followed few Fo llowed only Did not follow
Points Points: directions most directions one or two directions
25 correctly and directions correctly directions
completely correctly correctly
Possible Earned Showed skill Showed Needed Very little No
Points Points: in use of some skill in some understanding understanding
25 materials use of assistance of basic of basic
materials with basic material use material use
materials
use
Possible Earned Understood Understood Understood Needed Did not finish
Points Points: concepts to concepts but concepts but as sistance to project. Little
25 create an needed some needed a lot complete originality or
original, and assistance to of assistance project in an creativity
interesting create an to create an interesting
work of art interesting interesting manner
and original work of art
work of art
Possible Earned Completed Completed Completed Completed Did not
Points Points: assignment on assignment most of little of the participate in
25 time. Work but may not assignment assignment any of the
shows show with some with minimal objectives of
excellent excellent level of craftsmanship the lesson
craftsmanship craftsmanshi craftsmanshi
p p

SUPPLEMENTAL Students who are having difficulty with the lesson will be reinforced
ACTIVITIES: with additional instruction that utilizes additional individual
Extension and demonstration, questioning techniques, and peer tutoring.
remediation:
Extensions are Students who complete work quickly and appropriately will be given
additional activities to
the opportunity to work further develop their self portrait or work in
expand learning on the
their sketchbooks for additional practice of drawing the skeletal
lesson content.
structure, muscles, and head/face elements. Remediation activities
include methods to
reteach the learning
for students who need
more
instruction/practice.