Name: _________________________________________________ Period: ________________ Enduring Idea: Throughout time, artists have used references and grids to master

proportion and accuracy in artwork. Lesson Title: New Beginnings Warming up to Canary Pride Grade/Class: 9-12 Art 1 Class Time Allotment: Five 45-minute class periods

Overview
Lesson Summary: Students will complete this warm-up lesson in the beginning of the school year to get them re-adjusted to looking carefully, seeing, and drawing from a reference. They will draw the Canary the school mascot freehand to begin, trying their best with proportion. Afterward, they will learn to use a ruler and U.S. measurements to create a 1.5x1.5 grid on a 12x16 paper. They will use a 1x1 gridded reference sheet to accurately draw the Canary, enlarged, on the 12x16 paper. They will then trace the outline in marker and add color as they see fit. When finished, they will complete a self-assessment. Artists, artworks, and/or artifacts: Kiki by Chuck Close The Canary mascot of William Allen High School

Key Concepts: Artists use references to sharpen their seeing skills and to be able to look closely at objects to improve their visual memory. Artists use grids to transfer or enlarge images so they can understand the relationship between proportion, scale, and placement.

Essential Questions: How does using references help artists? How does using a grid help artists?

PA Standards: Arts & Humanities o 9.1 Production 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities. Proportion/scale

(Turn Over)

9.1.12.B: Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. Proportion/scale the principle used for drawing the Canaries Other Disciplines o M11.A.2.1.3: Identify and/or use proportional relationships in problem solving settings. Drawing in proportion as it is related to measurement

Interdisciplinary Connections: This lesson applies mathematical knowledge of the U.S. measurement system through the creation of grid lines and translation of proportion in drawing.

Objectives
Students will...
Knowledge: Skills: Draw a freehand Canary using a reference image and proper proportion Measure and define a 1.5x1.5 grid on a 12x16 paper with accuracy Demonstrate excellent craftsmanship by neatly drawing, outlining, and coloring their gridded Canary Know how to enlarge an image by drawing in expanded dimensions using a grid with a reference image

Dispositions: Compare the experience of drawing a freehand Canary to that of drawing a gridded Canary Put forth effort by completing all assignments to the best of their abilities and reflecting on the experience

Assessment
What objectives or performances will count as evidence of student learning as stated in your objectives? Completion of freehand drawing with effort to gauge proportion difficulty

Use of a ruler to accurately measure and create a 1.5x1.5 grid on 12x16 paper Accuracy of final gridded Canary drawing Craftsmanship (outlining and coloring neatly) Completion of self-assessment sheet

How will you measure student achievement? Pre-Assessment: Freehand Canary drawing Summative Assessment: Student self-assessment, teacher checklist assessment

Instructional Procedures
Day 1: Motivation/Engagement o Students pick up folders and materials from the front table Development o Present Canary (school mascot) image to students o Explain that this activity is a warm-up exercise to help students hone their abilities again after a long summer (like runners stretch before a race or singers do vocal exercises before a performance) o Show the size of the big drawing paper and emphasize that students should try to fill the paper and use proper proportion (show poor examples) o Point out that if they fold the reference image in half, they will notice that the elbows meet the fold of the paper o Emphasize drawing large and light makes erasing easier o Many artists use grids when they work (Chuck Close) o Walk around as they work and offer pointers Culmination/Close o Informally ask about challenges o Students clean up and put away materials

Day 2: Motivation/Engagement o Students pick up folders and materials from the front table and are ready to work. They will immediately work on finishing the freehand drawing. Development o Move on to step 2: measuring and gridding o Dots should be made on each end of a blank 12x16 paper in the intervals of 1.5, 3, 4.5, 6, etc. o Draw lines connecting those dots and do the same on the other side o Look closely at where parts of the Canary fall within which parts of the squares

 Day 3:

o Walk around and assist individually Culmination/Close o Students clean up and put away materials

Motivation/Engagement o Students pick up folders and materials from the front table Development o Students will continue their canary grid drawings o Walk around the room and assist individually Culmination/Close o Students will clean up and put away materials o Brief, informal Q&A about how their grid drawings look compared to their freehand drawings which was easier? Which are you happier with?

Day 4: Motivation/Engagement o Students pick up folders and materials from the front table Development o Students may now add some life to the gridded Canary with color o Trace Canaries with a thick marker o Erase grid lines o Begin to add color to drawing Culmination/Close o Students will clean up and put away materials

Day 5:

Motivation/Engagement o Students will pick up folders and materials from the front table o Introduce school T-shirt design contest now that the students have the skills to illustrate the mascot to encourage school spirit Development o Students will continue adding color o Students will receive and complete the self-assessment worksheet Culmination/Close o Students will clean up and put away materials o Brief whole-group discussion about the questions on the worksheet

Preparation

Teacher Research and Preparation: Google Images

Instructional Resources: Photocopies of the Canary, gridded and not gridded Student self-assessment sheet Instructor assessment sheet Exemplars

Student Supplies: Pencils Two 12x16 papers per student Canary references Rulers Worksheet

Adaptations: Students who have fine motor difficulties and cannot hold the ruler steady while drawing straight pencil lines will have the large paper already gridded for them. Students with visual impairments will receive a reference whose outline is covered in thick lines of dry, regular glue to accommodate tactile sensitivity and either wax sticks, string, or pipe cleaners to draw the canary.

Two-Point Perspective
Directions: Use the word bank provided to match the terms with the correct definition.

Ashley Koopmann
Art 1 Lesson Plan

Horizon

Linear Perspective Two-point perspective Overlap

Vanishing Point Parallel Corner

_______________________ 1. The placement of an object over or in front of part of another object to show depth. _______________________ 2. A horizontally drawn line that is even in height with the viewer s eye and divides the land and sky. _______________________ 3. The part of an object or space you are looking at for drawing two-point perspective (one of the first lines you draw). _______________________ 4. A form of linear perspective where two vanishing points are used and all horizontal lines converge (meet) at one of the two points. _______________________ 5. An imaginary point or points on the eye level or horizon toward which parallel lines recede. _______________________ 6. The basic, broad term for the technique used to creating the illusion of depth on a flat surface. _______________________ 7. The term for two or more lines that are side by side (going the exact same direction) and have the same distance continuously between them. 7

Directions: In the provided box, first circle the Vanishing Points, then make these corner lines appear as boxes by drawing them in 2-point linear perspective.

Directions: Using the vanishing points in the provided box, draw two boxes on your own using 2-point linear perspective.

Canary: Assessment Checklist

0 = No
No Completion

1 = Somewhat
Partial Completion

2 = Yes
Full Completion

________ Student completed free-hand drawing with effort to gauge proportion difficulty ________ Student used ruler to accurately measure and create a 1.5 x 1.5 grid on 12x16 paper

________ Students grid Canary drawing is accurate

________ Student exercised excellent craftsmanship by outlining and coloring the [gridded] Canary neatly

________ Student completed Self-Assessment reflection Comments/Suggestions:

Self-Assessment Directions: Write your answers to the provided prompts about both Canary drawing experiences.

On a scale from one to four (1 = poor, 4 = excellent), how well do you think you executed your freehand Canary drawing? Circle your choice. 1 2 3 4

What did you struggle with the most while drawing your freehand Canary?

What did you do well in your freehand Canary drawing?

Which drawing did you like creating more the freehand or the grid? Why?

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In what way did using the grid to draw the Canary help you?

How have your Canary drawings made you a better artist?

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