Reductive Drawing Unit Plan

Erica Thompson

Length: 5 days School: G.S. Lakie Middle School

Grade: 7 Drawing Teacher Associate: Tammy Casson
Unit: Reductive Drawing University Consultant: Janice Rahn

Unit Summary:
Students will be instructed on and guided through the process of completing a reductive charcoal
landscape drawing. The unit will start with discussing what is meant by a reductive drawing and
showing pictures of some examples. Students will be shown how to develop a mid-value
charcoal ground and pick from a selection of seven greyscale pictures of landscapes that they
wish to draw. Next, they will be shown how to lightly map out their landscape using their
erasers. They will also be shown how to use different erasers for different effects as well as how
to add value back into their pieces using their charcoal and blending techniques. After they have
their landscapes mapped out, students will be instructed on working from general to specific,
showing examples (both found and prepared) and by a quick demonstration of what this looks
like. As students develop their landscapes, they will be instructed and shown how to use the
white of their pages as their lightest values, and how to sparingly add emphasis using stark
contrast by adding white chalk/conte and by adding colour. Instruction for this sort of emphasis
will include examples from art history where colour and other mediums are used sparingly, yet
effectively.

Rationale:
Students will already be skilled in additive graphite drawings of high-realism and understand
how to break images down into smaller, more manageable units using a view finder. These
units would be worked in detail and pieced together as a whole. This unit will contradict these
previous learnings but also compliment them in such a way that asks students to primarily focus
on the big picture and subtracting from an image to create value within it; like sculptural drawing
where one carves away at a single entity to define whats really hiding underneath. This lesson
will show students that there is more than one way to draw a landscape, and other subject matter.
Students are given a choice of landscapes that vary in complexity in values, forms, and details.
This is to meet the range of self-efficacy within the classroom, as some students may not feel as
confident in their art skills as others do. Or, other students may not work as quickly as their
peers, so students would be reminded to pick their landscape with these factors in mind.
This group of students has epxerience that rival some college art students, myself included, and
should not be underchallenged, therefore students will be supplied with multiple levels of
difficulty in the selection of landscapes to reference from. Students will also be challenged to
reign in some control and critically think about their use of the eraser as a drawing tool and their
use of white and colour accents in their piece by only choosing one colour. They will be asked
why they chose the colour they did and asked to discuss what mood their piece exudes.
Given that we will have at most 45 minutes for classes, demonstrations and instructions must be
brief, especially if students have questions and are expected to thoroughly clean up before they
are expected for their next class.
Lesson Summaries:

Lesson One: Introduction to Reductive Drawings

45 minutes

Students will be introduced to the concept of reductive drawing through defining the difference
between additive and reductive (subtractive) drawings. They will understand that there is not an
easy way to tell the two types of drawings apart as they appear to be similar in many aspects.
After this introduction, students will be shown two completed examples of a landscape (one with
and one without the white and colour accents) drawn from the reductive and given their project:
a reductive charcoal landscape with effective highlight and colour accents.
They will be instructed on how to develop a ground for a drawing using compressed charcoal,
sand paper, masking tape, and paper towel. They will then be asked to make their own ground on
a sheet of provided drawing paper, based on the instructions given.
If time permits, students will be asked to chose the landscape they wish to draw from a pre-
selected group of seven pictures that range in complexity. (If this does not happen during the first
lesson, students will have the chance to do this in Lesson Two)

Lesson Two: Mapping out Landscape

40 minutes

Students will chose the landscape they will draw if they have not done so yet.
They will then be shown what it means to map-out the general forms of their landscape using
their erasers as their main drawing tool. They will also be instructed how indicating their highest
highlights and deepest shadows is helpful to the mapping proccess. Students will be asked to
repeat the process on their own grounds.
Students will also be shown, durring the mapping-out process, how to lightly record, and not
outline, general shapes in their composition and explained that they will work from general to
specific on this projects, but that this is not the only way to draw.

Lesson Three: Getting to Know Your Tools

45 minutes

Demonstrations for this lesson will include showing students some of the different techniques
and effects students can achieve with their drawing tools (kneaded and stick reasers, charcoal,
smudger, and paper towel). These will include line weight, the amount of pressure one uses on
the paper, and different ways to use the drawing tools to achieve desired textures and render
various forms within their lanscapes.
Because students only have three (this lesson included) classes to work on their projects, they
will be given the rest of this time to explore their tools on their grounds or in their sketchbooks.
They will be reminded to render forms by focusing on values and not details, they will be given
the opportunity to do this if they are ready to do so
Lesson Four: Documenting Foiliage
45 minutes

Using examples from online sources and from drawing textbooks, students will be shown how
foiliage may be rendered, again using general to specific gestures and mark-making. Students
will be given these images to put in their sketch books for reference purposes. As these images
are showing the additive drawing technique of drawing foiliage, students will be asked to
transfer this learning by guiding the teacher through the reductive technique of achieving the
same means: general to specific rendering of a tree. The steps will be the same (rendering the
basic shape of a tree, then work in the light values, then the lighter values until the white of the
paper is reached) students will just need to describe the steps in a reductive mind-frame.
Next, students will use a stick of willow or vine charcoal to work the deeper, darker shades,
blending as needed.
Students will be given time to do this and work with previous-learned skills and ask for help as
needed.

Lesson Five: Adding Colour Accents

45 minutes

Now that students have learned how to build values in their reductive drawings, they are ready to
discuss the incorporationg of white chalk/conte and colour into their reductive drawings.
Using a prepared reductive drawing by the teacher, students will discuss where the white
chalk/conte should be used to achieve fluid movement of the eye throughout the composition,
while keeping a balanced and effective representation of the landscape.
They will be asked to do the same with a single colour, chosen by the teacher and asked to justify
why they would choose the places they did.
If students are ready to add white and colour to their drawings, they may do so at this point but
they will be reminded that these decisions may not come immediately and to take their time with
this.
Transfer Goals:
Students will be able to describe what a reductive drawing is and be able to apply this
knowledge in rendering a landscape from a photgraph.
Essential Questions: Essential Understandings:
1) What are lines and how are they used in 1) The essential purpose of drawing is to
drawing? record boundaries, planes, volumes and
2) How can different drawing techniques and movement of forms using lines and marks
mediums be combined in a single cohesive 2) Lines may be used in a variety of ways to
piece? create moods in an image, emphasize
3) Why is it important to learn art-specific characteristics of a given subject matter, and
terms, especially when learning a new stimulate energy within a composition
technique? 3) Drawing techniques and mediums may be
manipulated and combined to define and
emphasize characteristics of a subject matter
4) Learning the proper terms associated with
the elements of art and the principles of
design is essential to identifying, describing,
discussing, and reflecting about ones art,
ones art practices, as well as the art and art
practices of others.
Prior Competencies Competencies to build on
Students will already Students will (SLOs)
Know how to Drawing skills and understandings that
a) Develop a range of values in rendering a include:
realistic portrayal of a subject matter Recoding internal/external boundaries,
b) Transfer an image from a picture on to planes, and volume of objects within a
drawing paper landscape using lines and marks in an
Understand additive and subtractive manner
a) Atmospheric perspective in documenting a Investigating value and texture within
landscape a landscape while exploring many
b) Terms and concepts pertaining to art characteristics of lines, value, and
including: textures
- Range of values Communicating expressive moods,
- Highlights, lowlights, and shadows characteristic qualities, and a balance
- Accents, qualities of interest, emphasis between energy and clarity by
- Composition, mood, proportion employing a variety of line qualities
- Line, line quality, line weight, energy and values
of a line Atriculating proper usage of art-
c) Expectations of their work are very high, inclined volcabulary when discussing
this assignment is no different art and art-related issues
Engaging in the representation of a
landscape in a reductive format from
one two-dimensional space to another
using colour to emphasize specific
charcteristics of the landscape.
Where will this lead? Assessment Evidence:
These skills and understandings will lead to a
well-developed competence in observing
value in a greyscale photographic image so
that they may work from a colour
photographic image and still understand
values wihin the colours, and eventually
drawing landscapes and simliar subject matter
in person.
Students should have, by the end of five
classes, a well developed drawing of the
landscape they chose. Upon submission, these
drawings will be marked using a 3-point
rubruic that will assess students likeness to
the photo, their use of different eraser
techniques, their definition of values, how
effective their use of colours is, and
craftsmanship.
 RUBRIC: Reductive Charcoal Landscape Drawing
NAME OF STUDENT: GRADE: /15

ITEM 3 2 1
Likeness to Photo Drawing is very similar Drawing is similar to Drawing in not similar to
to photo photo: photo:
- General proportions are - General proportions - General proportions are
correct are slightly inacurate, inacurate
- Forms and shapes are but believable - Many Forms and
present - Some forms and shapes are not present
- Details are rendered shapes are not present - Details are suggested
with acute acuracy - Details are generally but not specifically
rendered rendered
Use of Reductive An extensive variety of Different techniques is More variety of
Drawing Techniques: techniques by drawing appearant but not techniques by drawing
(by erasers, charcoal and tools is evident: obvious: tools is needed:
smudging) - Expressive mark- - Mark-making shows - Non-expressive mark-
making some expressivness making
- Wide variety of - Some variety of - Few textures are
textures implied by the textures implied by the implied by the
various techniques used techniques used techniques used
- Impressive rendering of - Forms are rendered - Rendering of forms
forms using a using a limited lacks evidnce of a
combination of combination of combination of
techniques techniques techniques
Definition of values: A wide range of values Some range in values Minimal range in values
(not including white has been achieved that is was achieved that is have been achieved that
highlights by consistent to the values in suggestive of the values may not reflect the values
chalk/conte) the photgraph in the photograph in the photograph
Use of white and colour Accents are used Consideration of accents More thought may be
accents effectively to emphasize within the landscape is required in employing
characteristics of the evident but does not accents to characteristics
landscapes meet full expectations of landscapes
Crafstmanship Assignment was Assignment was Assignment was
submitted with respect to submitted with moderate submitted with no respect
the product: respect to the product: to the product:
- Rip-free - Some rips; and/or - More than two rips;
- Wrinkle-free - Some rips: wrinkles; and/or
- Medium appears to be and/or - More than a few
in pristine condition - Medium appears to be wrinkles; and/or
some what smudged - Medium is smudged,
severely

COMMENTS:
 Lesson Plan
Subject: Art 7 Drawing Grade: 7 Date: Tuesday, March 7
Unit: Reductive Drawing Lesson: 1 Time: 45 mins
General Outcomes:
Drawings, Articulate and Evaluate: Students will learn to use the basic vocabulary of art
criticism in descriptions of their work
Compositions, Component 2: Students will experiment with techniques and media within
complete compositions of two and three dimensions
Specific Outcome:
Drawings, Articulate and Evaluate:
A) The skill of describing materials and techniques used in creating an image is part of
learning to talk about art.
Compositions, Component 2:
B) Relief compositions can be assembled or formed using materials in additive or
subtractive ways.
C) Two-dimensional materials can be used to make compositions demonstrating simple
pictoral space
Lesson Objectives:
Students will
1) Identify and describe a reduction drawing and how it differs from an additive
drawing. (Blooms: Remembering and Understanding)
2) Prepare a charcoal middle ground for an upcomming reductive drawing.
(Blooms: Applying)
Materials: Every material is intended to be used by the teacher and 30 students
- LOTS of masking/painters tape
- Vine charcoal or stick charcoal
- Sand paper (scrap is okay)
- Drawing paper with tooth
- Newsprint larger than the drawing paper
- Copies of five different images (10 of each|), in case students are ready to choose
- Clean-up supplies for table-tops and floors
Preparation:
- Pick the landscapes for students to choose from, they should be greyscale and
should range in difficulty (2 on the easier, less detailed side; 2 in the middle, and
1 an the more difficult side of things), make 10 copies of each
- Have a landscape done in advance to show students their end goal
- Prepare a slide show of images to show students of reduction drawings
- Distribute supplies for preparing gounds evenly throughout the classroom
(charcoal, sandpaper scraps, paper towels, tape, newsprint, and drawing paper)
- Have, ready for demonstration:
- A drawing board half-prepared for starting a ground (drawing paper
secured to middle of newsprint with painters/masking tape boarding half of
drawing paper)
- A piece of charcoal
- A piece of scrap sand paper
 - Some paper towel
Adaptations:
- Instructions and information may need to be repeated
Anticipatory Set:
- Students arrive in waves with some earlier than others, these students could be
asked to help pass out supplies
- There will be no Education Assistant
- The classroom is set up with three long tables, some have tables with adjustable
tilt settings and stools for sitting on
- There is not a smart board but there is a projector
Lesson Procedure:
1) Introduction: 10 minutes
Introduce the terms additive drawing and reductive drawing:
- Ask students if they know what an additive drawing is and if they can explain it to
the class. Add if necessary.
- Ask students if they know what a reductive drawing is and if they can explain it to
the class. Add if necessary.
- Explain to students that reductive drawing is a very painterly drawing technique
that asks the artist to subtract medium from a prepared ground with erasers. In this
way, the eraser and pencil/charcoal switch roles so that the erasers are now the
drawing tools and the charcoal becomes the eraser.
2) Whos Who?:
- Have one example of a reductive drawing and one additive (regular) charcoal
drawing taped to the board.
Reductive/Subtractive: Additive:

- Ask students to describe what they notice about the two charcoal drawings. Are
there any similarities or differences?
- Ask them to put up one finger if they think number one is the reductive drawing
or two fingers if they think the second one is. Remind students that there is no
wrong answer. NOTE: ensure you know which is which.
- Take a minure to allow them to justify their decisions. Reveal the right responses.
- Explain that many times the products of reductive charcoal and additive charcoald
drawings look similar, it is just the techniques that make them different.
3) Introduce the assignment:
 - Inform students that they will create a reductive drawing landscape similar to the
drawing that you brought but better because you students have mind-blowing
skills!
- Go through rubric and ask students if they have any questions
4) Body: 25-30 minutes
Demonstrate how to develop a charcoal ground on drawing paper: bring out your
prepared pieces of paper and ask students to observe the following steps.
1) Get a piece of newsprint and drawing paper
2) Secure drawing paper to the middle of the newsprint with tape:
TIP: some tape may be too tacky and may rip the page upon removal once the
product is completed. To prevent this, strips of tape can be pulled off in the
lengths that they will be used and attached to clothing (jeans and sweat
shirt/pants work best). By pulling off these strips 2-3 times each, the risk of
ripping your drawing paper is lowered.
- Take a stripe that is longer than the drawing paper by about two inches
and center it onto the paper (about an inch left on both sides), keep it
flush to the edge of the paper and press to secure
- Repeat this step for all edges.
- Repeat the first step for all edges but this round ensure that half of the
width of tape overlaps the other piece of tape and attaches to the piece of
newsprint.
- The tape now acts as a boarder-preserver and an anchor!
3) Scrape charcoal with sandpaper in copious amounts around the drawing paper
(about 15 scrapes per quarter of the paper)
4) Flick the sandpaper with fingernails and set aside on newsprint or into buckets
on the table
5) Using paper towels, rub charcoal into the paper NOTE: challenge students to
keep charcoal on the newsprint and not on the table surfaces or floors.
5) Allow students to develop their ground, helping as needed and ask students to
answer the following questions as they work/cleanup:
- What is significantly different about an additive charcoal drawing and a reductive
charcoal drawing?
- What is the main tool used in the reductive drawing?
- How do you tell the difference between the two types of drawings?
6) Closure: 5-10 minutes
Clean-Up and Recap:
- Allow students a minimum of 5 minutes for clean-up, while asking students the
above questions
- IF THERE IS TIME, HAVE STUDENTS PICK OUT WHICH OF THE SEVEN
LANDSCAPES THEY WOULD LIKE TO DRAW
Assessment:
During this lesson, students are assessed in observation, discussion, and in asking
questions.
At the beginning of the lesson, students are asked to explain what they know of addition
drawings and reduction drawings. This is a pre-assessment and will tell a teacher how
much the students already know about the different styles of drawing.
During the explaination of additive vs. reductive drawings, students are assessed for their
retention of the information in chosing which of the two drawings is reductive and in
justifying their responses.
While the teacher is demonstrating, a few select students are assessed in their ability to
attend to instructions by writing the instructions on the board for their peers.
By the end of class, students will have been asked some questions that review the content
learned in this lesson, providing an idea of how well students understand the content.

Reflection:
 Lesson Plan
Subject: Art 7 Drawing Grade: 7 Date: Wednesday, March 8,
Unit: Reductive Drawing Lesson: 2 Time: 40 mins
General Outcome:
Drawings, Articulate and Evaluate: Students will learn to use the basic vocabulary of art
criticism in descriptions of their work
Compositions, Component 2: Students will experiment with techniques and media within
complete compositions of two and three dimensions
Specific Outcome:
Drawings, Record:
B) Describing the internal and external boundaries of forms is one of the purposes of
drawing
C) Describing the planes and volumes of forms is one of the purposes of drawing
Drawings, Investigate:
A) Lines can vary in direction, locations, quality, emphasis, movement, and mood
B) Value in drawing is effected by the qualities of surfaces and qualities of light
C) Texture as the character of a surface can be dipicted in drawing by the arrangement of
line and marks
DrawingsCommunicate:
A) Mood or emotion in an image can be affected by the balance of values and qualities of
lines
B) Characteristic qualities of a person or object can be emphasized by the quality of the
line used in an image.
D) Strong, definite use of line suggests energy and clarity of images
Drawings, Articulate and Evaluate:
A) The skill of describing materials and techniques used in creating an image is part of
learning to talk about art.
B) The skill of identifying design elements used in creating an image is part of learning to
talk about art
C) Identifying and discussing ones problems in drawing and composing images is part of
learning to talk about art
Compositions, Component 2:
B) Relief compositions can be assembled or formed using materials in additive or
subtractive ways.
C) Two-dimensional materials can be used to make compositions demonstrating simple
pictoral space
Lesson Objectives:
Students will
1. Map out a landscape, in accurate proportion, from a photograph onto a sheet of
drawing paper. (Blooms Applying and Understanding)
2. Identify highlights and lowlights in a photograph of a lanscape and mark where
these highlights shoul be on a premade charcoal ground. (Blooms: Remembering
and Understanding)
3. Define basic shapes and forms using an eraser on a charcoal ground. (Blooms:
Analyzing)
Materials: Every material is intended to be used by the teacher and 30 students
- Vine charcoal
- Erasers (white stick, kneadable, etc.)
- Paper towels
- Pictures for students
- Copies from book: How To Draw Anything: a complete guide
Preparation:
- Distribute materials throughout room for students to use (charcoal in a bucket,
erasers in another bucket, sheets of paper towel)
- Have some students pass handouts to classmates
- Have, ready for demonstration:
- Prepared ground
- Vine charcoal
- Erasers
- Paper towel or rag
- Picture of a landscape
- Book open
Adaptations:
- Instructions and information may need to be repeated
Anticipatory Set:
- Students arrive in waves with some earlier than others, these students could be
asked to help pass out supplies
- There will be no Education Assistant
- The classroom is set up with three long tables, some have tables with adjustable
tilt settings and stools for sitting on
- There is not a smart board but there is a projector
Lesson Procedure:
1) Introduction: 5 minutes
Review what reductive drawing is by asking students to find and hold up the
main tools in reductive drawings (erasers)
2) Give students choice of landscape they will draw if they did not get to in the
previous class
3) Body: 25- 30 minutes
Demonstrate how to use the eraser as a drawing tool and lightly map out their
landscape. Encourage students to work from general to specific starting faintly
and not pressing hard into their ground:
- On a prepared ground, map out the basic outline of a chosen landscape,
lightly pressing an eraser into the charcoal ground, stress the lightly part
- Mark the places of highlight with a firmer mark by the eraser into the
charcoal by using the photograph as a guide
- Mark the places of the darkest shade with a piece of vine charcoal
- Assure students that if they makes mistakes, charcoal has this lovely ability
to be reworked into the paper
- Instruct students to try this on their own
 - Challenge students to mark out the general shapes of other features in their
landscapes as well.
4) Allow students to work on their landscapes offering help as needed.
5) Closure: 5-10 minutes
Clean-Up and Recap:
- Ask students to vote with their fingers if we are working from (one finger) general
to specific or (two fingers) specific to general
- Allow students a minimum of 5 minutes for clean-up
Assessment:
This lesson includes assessment by questioning and observation.
Prior to any instruction, asking students to review previous content gives teacher an
understanding of whether or not this content needs to be reviewed prior to continuing.
Post-Demonstration, the teacher will gain an idea of what students understood by
watching them work, and answering any questions they may have.
There is also the assessment that takes place with the student who writes the instructions
on the board.
*There is less time for discussion on Wednesdays, so there is less time for assessment

Reflections:
 Lesson Plan
Subject: Art 7 Drawing Grade: 7 Date: Thursday, March 9
Unit: Reductive Drawing Lesson: 3 Time: 45 mins
General Outcome:
Drawings, Articulate and Evaluate: Students will learn to use the basic vocabulary of art
criticism in descriptions of their work
Compositions, Component 2: Students will experiment with techniques and media within
complete compositions of two and three dimensions
Specific Outcome:
Drawings, Record:
B) Describing the internal and external boundaries of forms is one of the purposes of
drawing
C) Describing the planes and volumes of forms is one of the purposes of drawing
Drawings, Investigate:
A) Lines can vary in direction, locations, quality, emphasis, movement, and mood
B) Value in drawing is effected by the qualities of surfaces and qualities of light
C) Texture as the character of a surface can be dipicted in drawing by the arrangement of
line and marks
DrawingsCommunicate:
A) Mood or emotion in an image can be affected by the balance of values and qualities of
lines
B) Characteristic qualities of a person or object can be emphasized by the quality of the
line used in an image.
D) Strong, definite use of line suggests energy and clarity of images
Drawings, Articulate and Evaluate:
A) The skill of describing materials and techniques used in creating an image is part of
learning to talk about art.
B) The skill of identifying design elements used in creating an image is part of learning to
talk about art
C) Identifying and discussing ones problems in drawing and composing images is part of
learning to talk about art
Compositions, Component 2:
B) Relief compositions can be assembled or formed using materials in additive or
subtractive ways.
C) Two-dimensional materials can be used to make compositions demonstrating simple
pictoral space
Lesson Objectives:
Students will
1. Render forms of a landscape from general to specific using different eraser
and charcoal techniques. (Blooms: Applying and Remembering)
Materials: Every material is intended to be used by the teacher and 30 students
- Vine charcoal
- Erasers (white stick, kneadable, etc.)
- Paper towels
- Extra pictures for students
Preparation:
- Distribute supplies for students: charcoal, erasers, papertowels, etc.
- Have, ready for demonstration:
- A blank piece of paper
- Prepared ground, which should now be mapped out
- Vine charcoal, erasers, paper towel
- Exacto knife
- Picture for reference
Adaptations:
- Instructions and information may need to be repeated
Anticipatory Set:
- Students arrive in waves with some earlier than others, these students could be
asked to help pass out supplies
- There will be no Education Assistant
- The classroom is set up with three long tables, some have tables with adjustable
tilt settings and stools for sitting on
- There is not a smart board but there is a projector
Lesson Procedure:
1) Introduction: 5 minutes
Start lesson with a discussion on various lines and marks one may make with their
charcoal and their erasers.
2) Body: 30-35 minutes
Demonstrate these different techniques on the teachers ground:
- Start with different effects using the stick eraser (broad-side swipe, tapping,
slicing off fine tips with an exacto knife for a fine line)
- Kneadable eraser (swipe, knead a tip and feather away, blot, blot and wiggle,
tapping, AND cleaning the white stick eraser)
- Vine charcoal (fine/thick line, smudge, short/long lines, different pressures in the
same line, wide side lines)
3) Encourage students to experiment with these lines in their sketchbooks or on their
grounds.
4) Allow students time to work on their landscapes assisting as needed.
5) Closure: 5-10 minutes
Clean-up and Recap:
- Ask students while they work/clean-up to name 2 different ways a white stick
eraser may be used in a reductive drawing
- Ask students why their land scapes are not considered additive drawings
- Ask students to not yell out but show on their hands how many different lines
they came up with using vine charcoal
Assessment:
In this lesson, students will be assessed at the end through a series of questions. Their
answers as well as observations while they work on their landscapes will give an
indication of their understanding of the concepts.

Reflection:
 Lesson Plan
Subject: Art 7 Drawing Grade: 7 Date: Monday, March 13
Unit: Reductive Drawing Lesson: 4 Time: 45 mins
General Outcome:
Drawings, Articulate and Evaluate: Students will learn to use the basic vocabulary of art
criticism in descriptions of their work
Compositions, Component 2: Students will experiment with techniques and media within
complete compositions of two and three dimensions
Specific Outcome:
Drawings, Record:
B) Describing the internal and external boundaries of forms is one of the purposes of
drawing
C) Describing the planes and volumes of forms is one of the purposes of drawing
Drawings, Investigate:
A) Lines can vary in direction, locations, quality, emphasis, movement, and mood
B) Value in drawing is effected by the qualities of surfaces and qualities of light
C) Texture as the character of a surface can be dipicted in drawing by the arrangement of
line and marks
DrawingsCommunicate:
A) Mood or emotion in an image can be affected by the balance of values and qualities of
lines
B) Characteristic qualities of a person or object can be emphasized by the quality of the
line used in an image.
D) Strong, definite use of line suggests energy and clarity of images
Drawings, Articulate and Evaluate:
A) The skill of describing materials and techniques used in creating an image is part of
learning to talk about art.
B) The skill of identifying design elements used in creating an image is part of learning to
talk about art
C) Identifying and discussing ones problems in drawing and composing images is part of
learning to talk about art
Compositions, Component 2:
B) Relief compositions can be assembled or formed using materials in additive or
subtractive ways.
C) Two-dimensional materials can be used to make compositions demonstrating simple
pictoral space
Lesson Objectives:
Students will
1. Render forms from general to specific using different eraser and charcoal
techniques. (Blooms: Applying and Remembering, possibly Creating)
Materials: Every material is intended to be used by the teacher and 30 students
- Vine charcoal
- Erasers (white stick, kneadable, etc.)
- Paper towels
- Extra pictures for students
Preparation:
- Post pictures of tree drawings on white board from start to finish
- Have, ready for demonstration:
- A blank piece of paper
- Prepared ground, which should now be mapped out
- Vine charcoal, erasers, exacto knife, paper towel
- Picture for reference
Adaptations:
- Instructions and information may need to be repeated
Anticipatory Set:
- Students arrive in waves with some earlier than others, these students could be
asked to help pass out supplies
- There will be no Education Assistant
- The classroom is set up with three long tables, some have tables with adjustable
tilt settings and stools for sitting on
- There is not a smart board but there is a projector
Lesson Procedure:
1) Introduction: 5 minutes
Remind students that we are working our drawings values and details from
general to specific. Draw their attention to the pictures on the white board.
2) Show pictures of trees drawn from general to specific:

3) Ask students to describe the process, guiding as needed. (basic form, areas of light
shadow, areas of medium shadow, areas of dark shadow, detail in branches and
leaves)
4) Let students know that while these drawings show a degree of stylization, it is the
process they will be asked to try for this project.
5) Body: 30-35 minutes
Ask students to describe the same process but in a reductive technique. As they
describe the technique, demonstrate the process on the prepared ground using vine
charcoal and eraser. If the students are having trouble, guide them with
appropriate questions (Is the first form basic or detailed? Can I add the details
now? How about now? Etc.) This SHOULD be similar to:
- Start with general shape
- Erase the next lightest shade (the darkest highlight)
- Erase the next lightest shade (the medium highlight)
- Erase the next lightest shade (the lightest highlight)
 - Add the accent markings to add interest, definition, and to suggest proximity (the
details in the branches and foiliage)
- Emphasize that this stage requires careful observation but may leave room for
exressive gestures.
6) Allow students to work on their landscapes and offer assistance as needed:
7) Closure: 5 minutes
Clean-Up and Recap:
- Allow students at least 5 minutes of clean-up time
- Ask students while working or cleaning-up:
- What is the first step in documenting trees and other foiliage?
- What is the last step in documenting trees and other foiliage?
- Is this the only way to document trees and other foiliage?
- How else may you do it?
Assessment:
Content in this lesson will be assessed through observation and questioning and asking
students to guide the teacher in reductively drawing a tree. These assessments will
indicate to the teacher a level of understanding shared among students and ask students to
think outside the box.

Reflection:
 Lesson Plan
Subject: Art 7 Drawing Grade: 7 Date: Tuesday, March 14
Unit: Reductive Drawing Lesson: 5 Time: 45 mins
General Outcome:
Drawings, Articulate and Evaluate: Students will learn to use the basic vocabulary of art
criticism in descriptions of their work
Compositions, Component 1: Students will experiment with colour effects on
compositions
Compositions, Component 2: Students will experiment with techniques and media within
complete compositions of two and three dimensions
Specific Outcome:
Drawings, Record:
B) Describing the internal and external boundaries of forms is one of the purposes of
drawing
C) Describing the planes and volumes of forms is one of the purposes of drawing
Drawings, Investigate:
A) Lines can vary in direction, locations, quality, emphasis, movement, and mood
B) Value in drawing is effected by the qualities of surfaces and qualities of light
C) Texture as the character of a surface can be dipicted in drawing by the arrangement of
line and marks
DrawingsCommunicate:
A) Mood or emotion in an image can be affected by the balance of values and qualities of
lines
B) Characteristic qualities of a person or object can be emphasized by the quality of the
line used in an image.
D) Strong, definite use of line suggests energy and clarity of images
Drawings, Articulate and Evaluate:
A) The skill of describing materials and techniques used in creating an image is part of
learning to talk about art.
B) The skill of identifying design elements used in creating an image is part of learning to
talk about art
C) Identifying and discussing ones problems in drawing and composing images is part of
learning to talk about art
Compositions, Component 1:
C) Colour schemes direct attention.
Compositions, Component 2:
B) Relief compositions can be assembled or formed using materials in additive or
subtractive ways.
C) Two-dimensional materials can be used to make compositions demonstrating simple
pictoral space
Lesson Objectives:
Students will
1. Render forms from general to specific using different eraser and charcoal
techniques. (Blooms: Applying and Remembering)
 2. Decide upon and incorporate effective accents of a single colour so that a
cohesive piece is the final product. (Blooms: Analyizing and Applying)
Materials: Every material is intended to be used by the teacher and 30 students
- Vine charcoal
- Erasers (white stick, kneadable, etc.)
- Paper towels
- Pencil crayons, watercolour pencil crayons, oil pastels, chalk
- Extra pictures for students
Preparation:
- Post pictures of examples of art that use colour sparingly but effectively
- Have, ready for demonstration:
- A blank piece of paper
- Prepared ground, which should now be mapped out
- Vine charcoal
- Erasers
- Exacto knife
- Paper towel
- Picture for reference
Adaptations:
- Instructions and information may need to be repeated
Anticipatory Set:
- Students arrive in waves with some earlier than others, these students could be
asked to help pass out supplies
- There will be no Education Assistant
- The classroom is set up with three long tables, some have tables with adjustable
tilt settings and stools for sitting on
- There is not a smart board but there is a projector
Lesson Procedure:
1) Introduction: 15 minutes
Direct students attention to the pictures posted on the white board: Zile Latvian,
Its All About Conscience and Janine Baldwin Stormy Skies

2) Ask them to describe the use of white in the first piece, then the second. Ask them
to describe the use of colour in the pieces. How is the use of white and colour
effective? Why would the artist want to add colour to their drawings?
 3) Beside these images, post the pre-made reductive landscapre drawing from the
beginning of the unit and ask student where they feel white should be added using
chalk/conte? Have them justify their answers.
4) Ask them where they feel colour needs to be added, and justify their responses.
5) Keep the pictures posted on the board and explain to students to use them as
references as they add white and colour accents to their landscapes where they
feel it is needed.
6) Body: 25 minutes
Stress that this requires heavy thought and it may need time, so dont rush into it
if you are not ready. Ask students to consult with their peers before asking their
teachers as their peers may have valuable insight.
7) Allow students time to work on their landscapes, assisting as needed
8) Remind students of the expectations on the rubric
9) Closure: 5 minutes
Clean-up and Closure:
- Students will hand in their assignments.
- Allow students a minimum of 5 minutes for clean-up
- After they are done cleaning up ask students:
- What is meant by a reductive drawing?
- How does one start a reductive drawing?
- How does one add emphasis in their reductive drawing?
- Which do they preffer additive or reductive drawing? Why?
Assessment:
At the beginning of this lesson students will be assessed by being asked to analyze a
piece for its effective use of white as an emphasizing factor and colour as an emphasizing
factor. This will inform the teacher of how well students understand how to effectively
incorporate accents into their pieces.
During the lesson, students will be observed for their application of the learned content in
their work and answering any questions they have about their work. This will provide
insight into whether they understand the new concepts enough to use them in their
vocabulary.
At the end of the lesson, students will be asked questions about the concepts learned
within the leasson and within the unit. This may ultimately show what students are
walking away with.

Students will be asked to hand in their assignments with their images at the end of this
class.

Reflection:
Annotated Bibliography:

AndyCamperInc. (2011). The Best National Parks In Canada. Accessed from:

http://campfire.andycamper.com/the-best-national-parks-in-canada on March 1, 2017

Baber, Barington. (2004). The Fundamentals of Drawing: A Complete Professional Course for
Artists. p. 96-97.

Baldwin, Janine. (n.d.) Stormy Skies. Accessed from:

http://www.janinebaldwin.com/gallery/drawings/drawings-landscape.html on February 23, 2017.

Cook, Ian. (2008). Lessons on Drawing Landscapes. Lectures and demonstrations.

Grass, Kevin. (2011). Reductive Charcoal Drawing. Accessed from:

http://www.kevingrass.com/students/wp-content/uploads/2011/08/Reductive-charcoal-
drawing.pdf on March 1, 2017.

Latvian, Zile. (2017). Its All About Conscience. Accessed from:

https://www.reddit.com/domain/zileart.com/ on February 23, 2017.

Lykes, Catherine. (2013). Reductive Drawing: Erasure as Medium. Accessed from:

http://www.nitramcharcoal.com/blog/reductive-drawing-erasure-medium on February 23, 2017.

Gair, Angela. (2005). How To Draw Anything: A complete guide. p. 20-26.

Stavric, Marko. (2009). Cameron Lake: Early morning reflection at Cameron Lake at Waterton
National Park. Accessed from: https://www.flickr.com/photos/markostavric/5589290123 on
March 1, 2017.

Traveling Canucks. ( n.d.). 22 Landscapes From Alberta We Cant Stop Looking At. Accessed
from: http://travelingcanucks.com/2014/11/landscapes-from-alberta/ on March 1, 2017.

Zieba, Teresa. (2011). Cameron Falls Waterton Lakes Np. Accessed from:
http://fineartamerica.com/featured/cameron-falls-waterton-lakes-np-teresa-zieba.html on March
1, 2017.
List of Pictures as they will be shown to class:
Lesson 1:
Girl in Dress, Reductive Drawing
Tea pot, Additive Drawing
Lesson 4: general to specifics of drawing trees and other foiliage
Drawing Trees, four images
Lesson 5: adding colour and white accents
Its All About Conscience
Stormy Skies

Hand-outs for students will be copied from the following books:

Baber, Barington. (2004). The Fundamentals of Drawing: A Complete Professional Course for
Artists. p. 96-97.

Gair, Angela. (2005). How To Draw Anything: A complete guide. p. 20-26.