Lesson Plan

Title:___Contour Line Drawing 7________________________________

Length:___3-4 class periods_________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your
lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

-In a previous lesson at the beginning of this semester, we had students fill out a questionnaire about their interests and past artistic experiences;
they also drew whatever they wanted to on the back for 30 minutes with no other technical instruction from us. They also were required to doodle
at least 10-15 small drawings on their expectations sheet for the class. These drawings served as a pre-assessment of their ability before learning
anything in our class. Furthermore, students created a drawing for the yearbook cover contest and brainstormed in their sketchbooks.
-In this lesson, I will pre-assess students knowledge and skills in contour drawing by asking questions on a worksheet and see if anyone in the
class can define contour, line, line quality, or sketching.
-Students will also start with a quick line drawing of an object at each table without any prior instruction of how to create a contour drawing.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are becoming one of the Great Masters of drawing along with the likes of Michelangelo, Da Vinci, Durer, Battista, Rubens, Matisse, David
Hockney, and others. You will become an apprentice of their drawing school and develop the technical skills necessary to complete accurate,
lifelike and artistic drawings.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Technique
Line
Observation

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
(Reflect --- Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives --Visual literacy skills are used to create meaning from a variety of information)
Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.
(Create --- Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive
features of art and design --- Restructure and apply the technical skills and processes required to achieve desired results in producing works of art)

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Given examples and explanation of contour drawing, SWBAT define vocabulary terms (shape, proportion, line, contour, line quality) and defining characteristics of contour line
drawing. (Understand -- Comprehend -- Knowledge of art vocabulary is important when critically analyzing works of arts -- Inherent characteristics/expressive features -Literacy)
Using their practice contour drawings, as well as input from other students, SWBAT recognize, discuss, write about and improve inaccuracies in their observational drawings.
(Evaluate -- Reflect -- Visual literacy skills are used to create meaning from a variety of information -- Reflection/Assessment)
Given objects and drawing materials, SWBAT create several contour drawings that demonstrate accurate observational drawing and use of contour line technique (Create -Create -- Restructure and apply the technical skills and processes required to achieve desired results in producing works of art -- Media/techniques)
Given teacher-directed, class-wide discussion, SWBAT explain (verbally and/or in writing) the importance of contour drawing technique and its place in respect to the way that
art is viewed today (Analyze -- Transfer -- The visual arts community messages its cultural traditions and events -- Art history/culture -- Literacy)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express
understanding.)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students can demonstrate more thorough understanding of the

definitions and concepts addressed by verbal explanation.
Students will be shown examples visually to supplement
auditory explanation. Individual feedback will be provided
to each student to address any unique difficulties. Students
will be given their choice of a variety of drawing subject
matter with varying complexity.
I will also print multiple copies of the worksheet with the
notes already typed in, so that students who need this can
have that resource without having to write their own.

Students will be allowed to turn in work that is either smaller in

size or quantity as long as they can demonstrate comparable
effort and understanding of the concepts being learned.
Students can draw their choice of a variety of drawing
subject matter with varying complexity.

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students will be given their choice of a variety of drawing

subject matter with varying complexity, and will be
challenged to push themselves to try unfamiliar things.
Students will be encouraged to help those around them.

Students will be expected to turn in work that is larger in size or

quantity while still demonstrating exceptional effort and
understanding of the concepts being learned. Students can
draw their choice of a variety of drawing subject matter
with varying complexity.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Literacy is integrated through a worksheet where students will be writing definitions to the following terms:
-Shape: A 2-Dimensional enclosed space
-Proportion: Relative size of parts of a whole
-Line: A path created by a moving point - 1-Dimensional
-Contour line: A line that defines a form or an edge - contour = outline
-Line quality: The thickness or thinness of a line
Students will also write responses to the following questions, and will verbally discuss them with their tables and as a class:
- Why do people draw?
- Why is observation important in drawing?
- Why is it important to be able to draw realistically?
Rules:
1.
2.
3.

Draw what you see, not what you think

Concentrate on the object (70-80% of time looking)
Feel the object with your eyes and pencil at the same time

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

-Worksheets
-Example drawings
-Still life objects
-Sketchbooks
-Drawing pencils
-Erasers
Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

All of these images can be found by searching on the internet for contour line drawings by each of the artists:
Degas: Horse Galloping and Man Wearing Hat
Leonardo Da Vinci: Head of a Girl
Picasso: Olga (drawing) and Olga (painting)
Rembrandt: Christ Washing the Disciples Feet, Man with Cane, Entrance of a Cottage, and Christ in the Storm on the Lake of Galilee
Van Dyck: Portrait Study of a Man on Horseback with his Groom
My own work:
Pencil drawings of people from 5th grade
Watercolor of eagle from 6th grade
Pencil drawing of eagle from 9th grade
Colored pencil still life from college
Watercolor architecture from college
Contour line drawing example portrait from this semester
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

-Create and print copies of worksheet of terms and discussion questions

-Make sure the room has backup drawing supplies for any students missing components of their kits
-Bring in drawing subject matter / still life objects
-Save examples to google drive

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

-Normal class procedures (treat people and materials with respect, no running/horseplay, 6 Ps, etc.)

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

Show a couple of my own contour drawings and final drawings / paintings, and mention the same things about these too
- Show my 5th grade drawings of people and 5th grade painting of eagle compared to 9th grade drawing of eagle, for humor/motivation and to bring art
examples back to real life after the old master examples.
- Also show a recent contour still life and graphite contour drawing to demonstrate that over time, observational practice helped me develop skills and enabled
me to draw whatever I want
-Demonstration of visual symbols that were all dependent on as replacements for realistic drawing
-Show examples of contour drawings by master artists
-Show a couple examples of finished paintings by the same master artists to show that they base their incredible techniques on contour line studies
-Show examples of my own contour drawings and final paintings for the same reason
Questions:
-What other more difficult things would you draw if you knew you could realistically draw anything you wanted?
-Ideation/Inquiry discussion questions (see section directly below)
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

-Why do people draw?

-Why is observation important in drawing?
-Why is it important to be able to draw realistically?
-What other more difficult things would you draw if you knew you could realistically draw anything you wanted?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day
1

Instruction - The teacher will... (Be specific about what concepts,

information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)

1.

(This activity is a wrap-up from the previous lesson that

needs to happen but is not part of this lesson) Vote on our
favorite yearbook covers from the previous project of
designing them for the yearbook cover contest. The cover

Learning - Students will... i.e.: explore ideation by making connections,

comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
1.

Developing criteria for evaluation: clarifying values and

standards

Time

(9:58-11:02)
10:00

drawings from all classes who made them will be lined up

and numbered in the media center. Students will write down
their top three choices in no particular order.
2.

Quick pre-assessment drawing: students will get out

sketchbooks and pencils and draw an object at their table as
accurately as they can with only lines, not values

2.

Comparing analogous situations: transferring insights into new

contexts

10:15

3.

Students will fill out the questions at the beginning of their

worksheet:
-Why do people draw?
-Why is observation important in drawing?
-Why is it important to be able to draw realistically?
Students will discuss these responses at their table and then
pick a representative to share out to the class. Then they
will answer the next question on their paper:
-What other more difficult things would you draw if you
knew you could realistically draw anything you wanted?

3.

Developing ones perspective: creating or exploring beliefs,

arguments, or theories
Questioning deeply: raising and pursuing root or significant
questions
Reasoning dialogically: comparing perspectives, interpretations
or theories

10:20

4.

Demonstrate symbols vs observation:

a. Ask students if they can define what a symbol is
b. Explain that symbols can be defined as simplified,
stand-in visual images that represent real, more
complex objects or ideas
c. Have students draw their own symbols
d. Ask for students for any examples of symbols,
then draw those on the board (tree, cloud, sun,
stick figure, heart, star, eye, mountains, house,
birds)
e. Explain that these are not anywhere near what any
of these objects actually look like and they dont
look real
f. Ask how this ties in with what we just discussed
-If you are ONLY able to draw in symbols
(even if theyre slightly more complex than what
we just drew on the board), you will always be
limited to drawing based on symbols and what you
THINK these things are supposed to look like,
as opposed to what you SEE and what they truly
look like to your eye in real life

4.

Developing criteria for evaluation: clarifying values and

standards
Noting significant similarities and differences
Analyzing or evaluating actions and policies

10:30

5.

Show examples of the following artworks:

Degas: Horse Galloping and Man Wearing Hat
Leonardo Da Vinci: H
ead of a Girl
Picasso: Olga (drawing) and Olga (painting)
Rembrandt: Christ Washing the Disciples Feet, Man with
Cane, Entrance of a Cottage, and Christ in the Storm on the
Lake of Galilee
Van Dyck: Portrait Study of a Man on Horseback with his
Groom
a. Briefly ask students what they notice about each
work, and describe the use of contour line in each.
b. When showing the final painting examples from
Rembrandt and Picasso, explain that this technique
is fundamental to these (and many other) masters
ability to create accurate, stunning artwork
Show a couple of my own contour drawings and final
drawings / paintings, and mention the same things about
these too
- Show my 5th grade drawings of people and 5th
grade painting of eagle compared to 9th grade
drawing of eagle, for humor/motivation and to
bring art examples back to real life after the old
master examples.
- Also show a recent contour still life and graphite
contour drawing to demonstrate that over time,
observational practice helped me develop skills
and enabled me to draw whatever I want

5.

Listening critically: the art of silent dialogue

Developing criteria for evaluation: clarifying values and
standards
Exploring implications and consequences

10:40

6.

Lead students through definitions on worksheet:

-Shape: A 2-Dimensional enclosed space
-Proportion: Relative size of parts of a whole
-Line: A path created by a moving point - 1-Dimensional
-Contour line: A line that defines a form or an edge contour = outline
-Line quality: The thickness or thinness of a line

6.

Clarifying and analyzing the meanings of words or phrases

10:50

7.

Clean up: students are responsible for putting their own

materials back where they got them. If their whole table is
not clean, they cant leave.

7.

Developing intellectual good faith or integrity

11:00

Day
2

(9:25-10:42)
9:25

1.

Review what we learned on Day 1:

- What did we start talking about last class?
- Go through each of the vocab terms and ask
someone to explain it without using the exact
definition they wrote down
- Finish vocab list

1.

Questioning deeply: raising and pursuing root or significant

questions
Clarifying and analyzing the meanings of words or phrases

2.

I will demonstrate a contour drawing of my hand and talk

them through my observational focus of following my eye
around the shape with my pencil, spending 80% of the time
just looking at the object, and using long, fluid lines

2.

Comparing analogous situations: transferring insights into new

contexts
Evaluating the credibility of sources of information

9:35

3.

Practice drawing objects around the room - hand first

students choose their own object (try to challenge
themselves), spend 10 minutes trying to get it exactly
proportionally accurate - size of your hand or bigger, 3D
object, no one elses artwork, challenging. I will tell people
when to change objects. ~10 minutes each for three
different objects

3.

Thinking independently, making plausible inferences, and

comparing and contrasting ideas with actual practice

9:45

4.

Write in box on worksheet: What is going well? What are

you struggling with? How can you improve?

4.

Generating or assessing solutions

Making plausible inferences, predictions, or interpretations

10:10

5.

Practice one 20-25-minute drawing, with at least two

objects that are more complicated

5.

Thinking independently, making plausible inferences, and

comparing and contrasting ideas with actual practice

10:15

6.

Closure:
a. What elements of art are we using / learning
about?
b. Whisper to your neighbor one thing that youre
proud of / that you learned / improved at.

6.

Distinguishing relevant from irrelevant facts

7.

Clean up: students are responsible for putting their own

materials back where they got them. If their whole table is
not clean, they cant leave.

10:35

7.

Developing intellectual good faith or integrity

10:40

Day
3

1.

Review of what weve learned so far about contour:

a. What is contour line drawing technique?
b. What is line quality?
c. How can we use line quality to help a contour
drawing feel more 3-D?
d. What are the rules of contour drawing that I gave
you?

1.

Clarifying and analyzing the meanings of words or phrases

Questioning deeply: raising and pursuing root or significant
questions

2.

Warm-up drawing of student (15 min)

2.

Comparing and contrasting ideals with actual practice

3.

Two long still-life contour drawings, ~25 minutes each

a. Students can switch to the second still life after 25
minutes or draw the same one again from a
different angle
b. I will give them the 80lb loose 9x12 drawing paper
and be coaching them through the whole drawing
process, drawing along with them, answering
questions, and providing positive and constructive
feedback for students

3.

Noting significant similarities and differences

Comparing and contrasting ideals with actual practice

4.

Reflection:
a. With a partner at their table, discuss the following:
i.
What did I do well in these drawings?
ii.
How could I improve them?
iii.
How did I show contour line techniques?
iv.
Did I follow all the requirements?
Closure:
a. I will ask the class these questions:
i.
Why is contour drawing a useful skill?
ii.
How does this apply to real life?
iii.
How does technical skill impact the way
non-artists see the purpose/value of art?

4.

Thinking precisely about thinking: using critical vocabulary

5.

6.

(9:25-10:42)
9:25

9:35

10:25

10:40
5.

Developing intellectual good faith or integrity

Clean-up: students are responsible for putting their own

materials back where they got them. If their whole table is
not clean, they cant leave.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

- Students will write about and discuss the following questions with each other at their tables and share with the whole class:
- Why do people draw?
- Why is observation important in drawing?
- Why is it important to be able to draw realistically?
- What other more difficult things would you draw if you knew you could realistically draw anything you wanted?
- Students will individually reflect upon their work after several practice contour drawings and write responses to the following questions:
- What is going well?
- What am I struggling with?
- How can I improve?
- At the end of the lesson, students will discuss the following questions with a partner and give each other constructive feedback:
i.
What did I do well in these drawings?
ii.
How could I improve them?
iii.
How did I show contour line techniques?
iv.
Did I follow all the requirements?
-During the closure activity at the end of the last lesson, we will discuss the following questions:
v.
Why is contour drawing a useful skill?
vi.
How does this apply to real life?
vii.
How does technical skill impact the way non-artists see the purpose/value of art?

Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.

Given examples and explanation of contour drawing, WSBAT define vocabulary terms (shape, proportion, line,
contour, line quality) and defining characteristics of contour line drawing? (Understand -- Comprehend -Knowledge of art vocabulary is important when critically analyzing works of arts -- Inherent
characteristics/expressive features -- Literacy)
Using their practice contour drawings, as well as input from other students, WSBAT accurately recognize,
discuss, write about and improve inaccuracies in their observational drawings? (Evaluate -- Reflect -- Visual
literacy skills are used to create meaning from a variety of information -- Reflection/Assessment)
Given objects and drawing materials, WSBAT create several contour drawings that demonstrate accurate
observational drawing and use of contour line technique? (Create -- Create -- Restructure and apply the
technical skills and processes required to achieve desired results in producing works of art -Media/techniques)

(Complete rubric is attached at the end of this

lesson plan)
Students will be assessed based on how successfully they
meet each objective of this lesson, as shown in the rubric at
the end of this lesson plan.
The rules of contour drawing that I gave the students will
be evaluated throughout the drawing process as one type of
formative assessment, but their implementation will be
apparent in the final products and included in the third
objective, in the category of accurate observational drawing
and use of contour line technique.

10

Given teacher-directed, class-wide discussion, WSBAT explain (verbally and/or in writing) the importance of
contour drawing technique and its place in respect to the way that art is viewed today? (Analyze -- Transfer -The visual arts community messages its cultural traditions and events -- Art history/culture -- Literacy)

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

1) To what extent were your lesson objectives achieved?

Assessment data for the final contour still life drawings: Out of 26 students in the class, 10 earned a 4, 14 earned a 3, and 2 received a 2. No
students earned a score of 1 or 0. Overall, they were very strong in meeting of the objectives of using contour line technique and rules, and
trying to draw what they saw in front of them. As far as formative assessments, students were generally proficient or advanced in
explaining and demonstrating their knowledge of contour drawing terminology, principles and application, as well as the transferable
concepts of how realistic drawing applies to the arts as a whole and how they impact the world. I made it a point to call on students who I
hadnt heard from yet to give me a better grasp of how the whole class was understanding the objectives. Many of their self-reflections
about how to improve their drawings were fairly basic, but still accurate. I checked these but did not collect them for a grade - the main
point was to help students learn and practice metacognition and evaluating their own successes and struggles.
2) What changes, omissions, or additions to the lesson would you make if you were to teach again?
I would change a few components of this lesson if I were to teach it again. I would require students to continue working on one drawing for
the full duration of their final still life contour (about an hour), instead of switching and doing a second drawing. They were more focused
and productive than I expected, so the students who chose to switch halfway through just didnt get super far on either drawing. I might
also continue it on another day and teach other forms of adding value using line, such as cross-contour, hatching, cross-hatching, etc. This
could serve as a good transition into the next lesson about value and light direction.
3) What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, I would transition it directly into another similar lesson about value and light direction. These fundamental drawing
techniques cover the basics of realistic, observational 2D art-making techniques, which can then be applied throughout different media and
levels of abstraction. Throughout both of these lessons, we would continue to look at examples from a variety of historical and modern
artists to motivate students of the purpose and importance of being able to draw technically. This would likely be followed by a lesson that
is much more creative and allows for more independent decisions of subject matter, but still applies the same technical skills.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/15 Fahey

11

DRAWING SKILLS: LINE

Why do people draw?

Why is observation important in drawing?

Why is it important to be able to draw realistically?

What things would you draw if you knew you could realistically draw anything you wanted?
________________________________________________________________________________________________________________________________________________
VOCABULARY:
Shape: A 2-Dimensional enclosed space
Proportion: Relative size of parts of a whole
Line: A path created by a moving point - 1-Dimensional
Contour line: A line that defines a form or an edge - contour = outline
Line quality: The thickness or thinness of a line
________________________________________________________________________________________________________________________________________________
RULES:
1. Draw what you see, not what you think
2. Concentrate on the object 70-80% of time looking
3. Feel the edge of object with your eyes and pencil at the same time
________________________________________________________________________________________________________________________________________________
REFLECTION:
What is going well?

What am I struggling with?

How can I improve?

12

Rubric
Criteria

1.Basic

2.Developing

3.Proficient

4.Advanced

1. Define vocabulary
terms (shape,
proportion, line,
contour, and line
quality) and
characteristics of
contour line drawing

Student cannot
accurately describe the
terms and characteristics
they learned related to
contour line drawing

Student can somewhat

accurately describe some
terms and characteristics
they learned related to
contour line drawing

Student can mostly

accurately describe most
terms and characteristics
they learned related to
contour line drawing

Student can accurately

describe all terms and
characteristics they
learned related to
contour line drawing

2. Reflect upon,
recognize, discuss,
write about and improve
inaccuracies in their
observational drawings

Student rarely
recognizes and discusses
ways to improve their
drawings, and writes an
incomplete reflection on
their worksheet.
Artwork shows little to
no reflective practice and
improvement.

Student moderately
recognizes and discusses
ways to improve their
drawings, and writes a
shallow or rushed
reflection on their
worksheet.
Artwork shows little or
moderately effective
reflective practice and
improvement.

Student recognizes and

discusses ways to improve
their drawings, and writes
a clear reflection on their
worksheet.
Artwork demonstrates
mostly effective
reflective practice and
improvement.

Student recognizes and

discusses ways to
improve their drawings,
and writes a clear and
well thought-out
reflection on their
worksheet.
Artwork shows
outstanding reflective
practice and
improvement.

3. Create several
contour drawings that
demonstrate accurate
observational drawing
and use of contour line
technique

Student does not

complete assigned
drawings, or creates
contour drawings that
demonstrate little to no
accurate observational
drawing and use of
contour line technique

Student creates several

contour drawings that
demonstrate moderately
accurate observational
drawing and use of
contour line technique

Student creates several

contour drawings that
demonstrate mostly
accurate observational
drawing and use of
contour line technique

Student creates several

contour drawings that
demonstrate highly
accurate observational
drawing and use of
contour line technique

13

4. Explain the
importance of contour
drawing technique and
observational drawing
and their place in
todays art and culture

Student is mostly or
entirely unable to explain
the importance of
contour drawing
technique and
observational drawing and
their place in todays art
and culture.

Student can somewhat

effectively explain the
importance of contour
drawing technique and
observational drawing and
their place in todays art
and culture. Student
demonstrates little
independent critical
thinking and an awareness
of the transferable
nature of art concepts.

Student can effectively

explain the importance of
contour drawing technique
and observational drawing
and their place in todays
art and culture. Student
demonstrates some
independent critical
thinking and an awareness
of the transferable nature
of art concepts.

Student can highly

effectively explain the
importance of contour
drawing technique and
observational drawing
and their place in todays
art and culture. Student
demonstrates
independent critical
thinking and an
awareness of the
transferable nature of
art concepts.

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