Correlation:

Art, Science, Social Studies

Activity:

Drawing

Time:

One hour, minimum

• Demonstrate a different point of view in the creation of a composition.
• Assess the natural resources necessary to construct machines and tools. (Science 4.05)
• Describe the absolute and relative location of the state and places within the state. (Social Studies 3.1)
• Identify and describe changes that have occurred in ways of living in North Carolina. (Social Studies 11.1)
• Identify how technology affects how things look and how they are done. (Visual Art 7.02)
• Exercise flexibility when approaching a problem-solving situation. (Visual Art 3.04)
  
  

Materials:

Construction paper
Large drawing paper
Glue, scissors
Markers, crayons, paints, as desired

Discussion:

Discuss the ways that flight has changed our world. List the students' ideas on the board. Ask students to imagine what it was like to NOT know what the world looked like from an aircraft. How did North Carolina appear to people before the Wright brothers' flight as compared to today?

Students will imagine what North Carolina looks like from the air. Looking at the map, ask them to list the different kinds of views we might find, (i.e., beach, mountains, cities, farms, etc.)

Look at the artists' works listed below. How has the artist balanced the composition? One is asymmetrical and one is symmetrical. How can you tell the difference? How do the two artworks differ in appearance? What views are the artists showing you?

Vocabulary:

Procedure:

Students will discuss good composition (symmetrical, asymmetrical) as they begin to create a multimedia view from above. Have students sketch and cut a large (should fill a 12 x 18 in. sheet of construction paper) aircraft shape from construction paper. (This can be a realistic or fantasy flying object.) Turn the cut object over and place it on the drawing paper so it creates a balanced composition. Glue down in position.

Use markers, crayons, or paint to create a North Carolina view below the aircraft. Ask students to remember how small things look from a plane. How would roads/trees/buildings look? Ask them to put in as many details as they can. They can also add details to the aircraft. Are there windows? Can you see a pilot?

Closure:

Discuss the results. Ask students to tell you about the point of view they used and what area in North Carolina is depicted in their artwork. What type of balance did they use to create their composition?

1. Was the student able to identify different geographical areas in North Carolina?
2. Was the student able to complete the task with appropriate details and explanation?
3. Did the student complete a successful composition?
   
   

Resources:

Related Activities:

Ask students to write creative stories about the person in the aircraft and the adventure he or she is having. Where is he or she going? What is he or she seeing? What will happen next?

Display stories with artwork.