Professional Documents
Culture Documents
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
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)
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.)
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.
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.
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.)
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.
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
1.
Time
(9:58-11:02)
10:00
2.
10:15
3.
3.
10:20
4.
4.
10:30
5.
5.
10:40
6.
6.
10:50
7.
7.
11:00
Day
2
(9:25-10:42)
9:25
1.
1.
2.
2.
9:35
3.
3.
9:45
4.
4.
10:10
5.
5.
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.
7.
10:35
7.
Day
3
1.
1.
2.
2.
3.
3.
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.
5.
6.
(9:25-10:42)
9:25
9:35
10:25
10:40
5.
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 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)
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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.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/15 Fahey
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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?
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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
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.
3. Create several
contour drawings that
demonstrate accurate
observational drawing
and use of contour line
technique
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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.
14