# SPHERE ME! – Geometry, Colour, Distortion

Students use tempera paint to create a 2-dimensional, self-portrait that looks as if it is on the surface of a sphere.

180 Minutes

Language Arts
Mathematics
Visual Arts

#### Vocabulary

2-dimensional colour coordinates distortion grid system sphere

#### Materials

Rulers Pencils Erasers Bristol Board 30 cm x 30 cm (12"x 12") Paper Towels Water Containers Palettes (Paper Plates, or Yogurt Container Lids) Photograph of Self or Image to Represent Self Scissors Tempera Paint Paint Brushes

## Steps

### Step One

1. Lightly draw diagonal lines from corner to corner on the Bristol board to locate the centre.

### Step Two

1. Cut out a circle with a 20 cm (8") diameter.

### Step Three

1. Fold the circle into quarters to find the centre.

### Step Four

1. Line up the centre of the circle with the centre of the Bristol board.

### Step Five

1. Open the paper circle and trace it onto the Bristol board.

### Step Six

1. Draw a square around the circle.
2. Mark 2 cm (1") intervals on all 4 sides of the square.

### Step Seven

1. Connect the marks on opposite sides of the Bristol board with straight lines.
2. When you come to the circle gently curve the line as if you are moving over the surface of a sphere, then continue to the other mark in a straight line.

### Step Eight

2. Crop your photograph so it is a 10 cm (4") square and shows a close-up of your face.
3. Print the photograph.
4. Mark 1 cm intervals on all 4 sides of your photograph.
5. Connect the marks opposite each other to form a grid.

### Step Nine

1. Cut out a circle with a 10 cm (4") diameter.
2. Place it over your photograph and trace it.

### Step Ten

1. Assign a letter to each column of the grid on the Bristol board and a number to each row.
2. Assign matching letters and numbers to the columns and rows of the grid on your photograph.

### Step Eleven

1. Decide where to start drawing.
2. Look at the box that contains your starting point and find the corresponding box on the bigger paper. For example, 4G. Copy the details in that box.
3. You may want to place small pieces of paper strips along the edges of the box you are working on. This will help you see only those details.
4. Continue drawing from box to box until you have finished all the details.

### Step Twelve

1. Gently erase the grid lines and begin to paint.
2. Mix a range of colours to show light and shadow.

### Step Thirteen

1. Decide where you want your sphere to be.

## Learning Goals

Students will be able to:

1. Create a 2-dimensional painting of a self-portrait that looks as if it is on a sphere;
2. Use a grid system to transfer an image;
3. Use tints and shades of colour to create the illusion of depth;
4. Create a background that sets the scene for the sphere;
5. Demonstrate technical accomplishment; and
6. Support their ideas with evidence found in the works.

## Extensions

1. Have students explore other ways to distort images using a grid system by making mini drawings on a set of small cards.

## Prepare

1. Prior to this lesson have students complete the Bulge worksheet available on this website.
Bulge
2. Copy the circle templates one for each student. (Downloads – Circle10cm.pdf, Circle20cm.pdf)
Mirror Ball
Bubble
Bubble 2
Escher
Shopper
Garden Reflection
Posters

## Introduction

1. View the images of reflecting spheres and discuss them paying particular attention to distortion and light effects.
2. Review the grid system and things learned doing the bulge worksheet.
3. Introduce the challenge.

## Activities

### The Challenge

1. Create a 2-dimensional painting of a self-portrait that looks as if it is on a sphere.
2. Use a grid system to transfer an image'
3. Use tints and shades of colour to create the illusion of depth.
4. Create a background that sets the scene for the sphere.
5. Demonstrate technical accomplishment.
6. Support your ideas with evidence found in the works.

### The Process

1. Make sure everyone understands the challenge.
2. Guide students through the steps outlined in this lesson plan.
3. Observe students as they work.
4. Provide individual assistance and encouragement.

## Sharing

1. Place students in small groups and have them share thoughts about the work.
2. During the discussion include references to:
colour - how colour combinations and shading affect the overall impact of the work
-  placement - how the background contributes to the viewer's understanding of the painting
-  technical accomplishment - how condition of paper, careful measurement and attention to detail affect the overall impact of the work
3. Ask students what they found satisfying about doing this project and why.
4. Ask them what was difficult about doing this project and why.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.