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WVSU LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Jenna Criner

School: Poca Middle School

Date: 4/11/14

Grade/Subject: 6th Grade Art

Lesson Topic: Contour Line Drawing

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Through their artwork, students will demonstrate the ability to form mental pictures of objects using
imagination and by using the sense of touch. Upon completion of this lesson students will be able to
visualize what they want to draw, and they will know how to use contour lines when drawing. They will
also know how to use line variation in their work, and they will demonstrate knowledge of the
characteristics of line (calming lines versus high-energy lines).
WV CSOs
VA.O.6.2.2- create contour line drawings
VA.O.6.2.5- use organic shapes and forms in artworks.
NATIONAL STANDARDS-National Art Education Association
1. Content Standard: Understanding and applying media, techniques, and processes
MANAGEMENT FRAMEWORK
Overall Time - 45 minute lesson
Time Frame 5 min. teacher intro/review/ graphic organizer
30 min. work time
10 min. discussion/clean-up
STRATEGIES

Creative thinking skills

Lecture/discussion

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning differences: For students who are

struggling with the project, I will give them

Enrichment: The objects that students are going

to draw will differ in the difficulty it will take to

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extended time if needed, and I will assist them
individually.
Behavioral differences: I will give reinforcement
for proper behavior and expectations in the class.

Sensory differences: Students who have problems

with tactile discrimination can take the objects out
of the bag and look at them while they draw them.

draw them, so students who are good artists will

be challenged.
Attention differences: Instead of spending the
whole time on one piece, students will keep
moving to different objects to draw, so they will
spend a short amount of time on each one, and
they shouldnt lose attention.
Multiple Intelligence Addressed (check all that
apply):
X Verbal/Linguistic
X Spatial
Logical/Mathematical
X Bodily/Kinesthetic
Musical
Naturalistic
Interpersonal
Intrapersonal
Existensial
Others(explain)

PROCEDURES
Introduction/ Lesson Set

Discussion regarding the term contour line and the different types of lines (access prior
knowledge)
Ask the students what kinds of line they see in the drawing of the school on the board;
ask them what lines they see around the classroom.
Have students make a graphic organizer showing the different types of lines.
Verbal discussion of characteristics of line in art (line variation)
Show examples of artwork that includes line variation

Body & Transitions

Explain the assignment and what the expectations are:

Students are to reach in the bag and touch the object. They are not to take the object
out and look at it, but they are to study it by using the sense of touch.
Students are to draw a line drawing of the object using marker, visualizing on how it
looks.
Students are to trade bags with a neighbor after they are finished, and eventually they
will have drawn at least five objects.
Pass out the bags.
Check students progress.
Upon completion, collect the bags.

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Closure

Discuss what the students learned when working on the project.

Were some objects harder to draw than others?
What types of line did you use in your drawings?
Discuss line variation that was evident in the objects that the students drew.
Collect papers and clean up area.

ASSESSMENT
Diagnostic:
Ask students questions about contour lines, the characteristics of lines, and the different types
of line in order to access their prior knowledge of line drawing.
Formative:
Walk among students as they complete their drawings and assist them. Observe how they are using
lines within their drawings (they may use lines within the drawing of the object, not just on the outside.
Is there line variation? Are they drawing the object based on how it felt, or are they peeking in the bag
to see what it looks like?)
Summative:
Ask students what they learned when they were working on the project, and asked them what types of
lines they used in their work. Look over the pieces to see how students used contour lines in their
drawings, and determine whether work ethic was used or not. Complete a rubric for every student.
MATERIALS
- Paper
-Paper bags
- Objects to place in bags: empty water bottle, fuzzy ink pen, spoon, fork, paper clip, large paintbrush,
box, watch, eraser, pencils/pens, lock, string of beads, hairbrush, flag, clothespin, ear buds, keychain,
plastic cup, Styrofoam bowl
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early, then they can draw something that they choose to draw.
If Lesson Finishes Early

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If my lesson is finished early and all students have completed their work and we have finished discussing
what they learned, then I will have them practice using contour lines and line variation by having them
draw a line drawing of their hands. In the background of the piece, they can add a decorative pattern
that includes at least three different types of lines.
POST-TEACHING
Reflections
The students were very engaged throughout the lesson. There were four students seated to a
table, so after they passed their bags around to students at the same table, they exchanged bags
between different tables. I walked around and made sure that the students were not looking in the
bags, and I didnt see anyone looking in them. They enjoyed guessing what each of the objects was.
Instead of telling the students to be quiet while they worked, I let them talk amongst themselves, and I
found that most of them talked about what they thought was inside of the bags. I realize that I should
have provided better closure to the lesson by letting them look inside the bags. Five minutes before
class ended, I could have done this, and I could have asked what the easiest object was to draw, as well
as the hardest object. I think that using a graphic organizer to arrange the different types of lines helped
the students because when I asked them what kinds of lines there were, they responded with vertical,
horizontal, and parallel. They thought of lines in a mathematical type of way, but after we filled out
the graphic organizer, they saw what other kinds of lines were, and they made connections to where
they can find these lines. I think that if I showed them examples of objects and drawings that contained
wavy, jagged, decorative lines, then they would have made the connection more easily.
The seating arrangement of the students worked to my advantage in terms of transition
because since there were three or four students seated at each table, they could easily swap bags, and
when each table needed a set of new bags to use, I numbered the tables and said Tables 1 and 2,
switch. Tables 3 and 4, switch. The students quickly responded, so in terms of time management,
there was less time lost using this strategy. I also had a few extra bags just in case a student was left
without a bag because they were finished drawing the other objects that were in the available bags.
Data Based Decision Making
Analysis of Score:
Possible total score of 20 out of 20 (see rubric for details)
Data is as follows:
Number of
Number
students
of
participating students
receiving
20/20

Number
of
students
receiving
19/20

Number
of
students
receiving
18/20

Number
of
students
receiving
less than
18/20

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25

17

1 (16/20)

Contour Line Drawing Assessment

Scores
Percentage Score

100%
80%
60%
40%
20%
0%
17

Overall

Number of Students

The majority of the students understood the assignment, and they drew the outlines of five or
more objects. Only one student drew less than five objects (he drew four objects). Before I began this
assignment, I should have set a few extra sheets of paper at each table for students to use in case they
ran out, and I should have explained to the students that they could use the back of their papers when
they ran out of room on the front. That is probably why this student did not draw more objects. Most
of the students neatly drew their objects, but several of them did not add additional details to their
drawings, which was why they received scores of 19 or below. One of the objects, for example, was a
watch, and one way that students could have added additional details was to put the time on the watch.
I think that perhaps I didnt make this clear enough, although the majority of the class did add their own
details without me telling them to. One boy drew a die, and instead of just drawing it once, he drew it
six times and drew the dots that represented the numbers on the die. The die was a keychain, and he
drew the keychain as well. The next time I teach this lesson, I will make the expectations more clear,
and I will have the students write down what they will be graded on so that that way, they will know
what they need to do.