Unit plan: mark making still life unit

Learner Objectives
Students will experience a lack of control (raw marks) in their
drawings and appreciate its unique beauty
Students will be more at ease with unblended surfaces
Students will continue working on texture and composition
Students will create mood with different marks
Students will experiment with materials/ technique
Students will be inspired by everyday objects
Learner Outcomes:
E3 Mistakes, accidents, and experiments can influence the
making of an artwork.
A1 Sketching and composing skills can be developed from life
drawing.
I2 Images are created by exploring the possibilities and the
limitations of each medium.
J1 As I learn how to use different artistic mediums, my artwork
will change.
K2 Artists depict subjects from different points of view.
B2 Not all objects need to be fully drawn. The eye can see
implied line in images
D2 As I learn how parts of my artwork affect the overall piece,
I am learning to assess and interpret my own art.
H1 By developing several compositions and then choosing the
best one, my composing skills will improve.
F2 Exaggerating, distorting, and rearranging parts of drawings can
make great art.
A2 Gaining skill in one medium helps me gain competence as an artist.
A3 Combining images from life and my imagination can be an
interesting challenge for me to try.
B3 Being exact in proportion and perspective helps to create realism in
drawings.
D3 Noticing similarities and differences between artworks helps me
talk about subjects, themes, media use, and the reasons behind
artworks.

Rational:
My mentor teacher asked me to do something I am comfortable
in, BUT has an element of fun. The drawing and mark making unit is
aimed for students to relinquish control of drawing and understand
that leaving the medium raw and visible can enhance the art work.
This unit combats the mindset of young high school artists, and is a
valuable lesson that I learned in University. The unit will also be a
ridiculous fun and mainly low risk, because students who are not
natural drawers, can blame the process for an unsuccessful artwork.
Is it important to set out to make a work of art in order to end
up with a work of art? What is the role of intention in creating an art
object? What is the role of chance?
Jessica Stockholder says I think what kids do is play. [It is] a
kind of thinking and learning that doesnt have a predetermined end.
What methods do these four artists use to avoid a predetermined end
to their work?

Day 1
Introduction: Extended Arm
Introduce the new unit: mark making
Materials:
4B, 2B, HB pencil

(10#of students) x 2 foot stick

Cartridge paper or sketchbook
Still life material old wood or skulls
Lights for dramatic lighting
Handouts on sighting techniques

Goals:
Texture & Value
Sighting techniques
4 still life pictures by the end of class
Procedure:
Ahead of time, have the still lifes set up (with dramatic
lighting). Tape the 4B pencils to the two-foot sticks.
Tell the students that this exercise is about relinquishing
control over the medium and allowing for the process to shine
through. We are doing scribble drawings today. Challenge
them to mimic the texture and value of the object. As the
class goes on each consecutive drawing will give them more
control. At the end, we will compare which pictures we like
most between the 3 sets.
Do a quick demo on sighting techniques to help students
see what they are looking at and a refresher on texture. Have
handouts for the group, and a digital version for individuals to
print. Have students follow along and mimic the technique.
The process includes, each drawing will be on a new piece of
paper and timed for 12 minutes. The first drawing students
will draw using the 4B pencil with the two-foot stick. The
second drawing will use a 2B pencil with an extended arm
(elbow locked). The third drawing will be with the HB pencil
holding it like youre about to stab the paper. The teacher will
monitor, pushing students for texture and value, stopping kids
from using an eraser and assuring that students are
relinquishing control.
Do a formative critique and have two students volunteer to
show their work. Compare the three sets of drawings and ask
the class which one is most interesting to look at? Which
picture keeps your eye looking longer? What elements/ pieces
do you like in the pictures? Explain to students that our brains
and sense of control often inhibit the art making process.
Beautiful art can be made from mark making.

The rest of class we will work on one drawing where all

drawing processes will be combined into one picture. The
teacher will divide up the rest of class time into four intervals.
The first three intervals will mimic the first activity, the last
interval students are allowed to use the pencil as they wish
and an eraser for final touches.
Schedule:
5 min
12 min
12 min
12 min
5-10 min

Demo on sighting techniques

Pencil with one foot stick
Pencil arm extended
Pencil held like a knife
Formative critique, Which picture is most interesting?

Last 12 minutes students create using minimum two of the above

techniques (drawing normally is considered a forth technique)Day 2
Ink Blot activity
Materials
India ink
Cups of water
Bamboo and tooth Brushes
Plastic artist palettes
Paper Towel
Reference images of sitting birds.
Watercolor paper? 8x10

Handout on Final project

Carbon paper
Tarp

Goals
Mark making
Sighting techniques
One picture
Art History inspiration
Process
Introduce the final project so that students can prepare for
paper making tomorrow and an idea for Final Project.
Art History mini presentation about how contemporary
artists use process to make art, or show the medium as a
component of their artwork. Hopefully use as inspiration
A reminder that students will need to bring a trash item for
tomorrow and an everyday item for their final.
Students
Students
Students
Students

will
will
will
will

draw a bird using the sighting techniques

carbon transfer the bird to another paper
use splatter to add value/ texture to the bird
put the image to the side

Problems:
Working from light to dark (use a testing page)
Splattering goes wild
India ink STAINS
Schedule:
5min
20min
10 min
30 min

Art History Powerpoint

Draw a bird (or other object)
Carbon transfer that image to two other papers
Splatter paint to create a composition

Day 3
Unconventional materials / Background
Materials:
India ink
Water cups
8x12 paper
20x15 paper acetate?
Scissors
Glue
Unconventional materials
o McDonalds toys, string, cotton swabs, bag, cup
Goals
One final picture
Mark making
Students will Color their paper for final project
Process
Students will pool their brought-materials into the center with
the other unconventional materials. Students can give the
crummiest material to draw with to a friend to screw them
over until everyone has a material.
Students will paint the carbon transferred image today.
Remind students about value and texture.
Halfway through class students will color their paper
for the final project using any material they need.
Emphasize that the paper does not need to be over
handled.
Schedule
5 min

opening ceremony Students will give a crummy item

to paint/ draw with to a victim of their choice

1 hour
to paint or draw. Day 4 EXTRA
Touch ups Collage.
Materials
Bird artwork
Cardboard cut to 11x17
Decorative paper
Scissors
Glue
Tape
Exacto knife
India ink
Water cups
Artist palettes
Goal:
To create a class series from the exercises
Each person will finish his or her collage
Echo the emphasis of background
Process
Students can choose which bird they like most and add
some fine details.
The bird will be cut out with an exacto knife
With shoe lids or cardboard, have students tape wrapping
paper to one side of the cardboard to make a background
Then glue the bird onto the background
Add other desirable elements
If students are done then they may add another layer to
their final project paper or simply start on their final
project.

Day 5-8
Final Project
Aporx. 3 hours
Materials
Individual colored paper (teacher made extras?)
Pencil
Lights, for dramatic lighting

Student brought still life

Student choice of drawing material. (Charcoal, Graphite,
India ink, Pen, pastels)

Goal:
Students start drawing their item
Procedure:
Students will sketch their item on 8x11 cartridge paper
experimenting with a minimum of 4 different compositions.
Value and dramatic lighting should be considered. This paper
is due with final project.
Students will then start drawing their object from life (if
possible).
Students may take a reference photo of dramatic lighting for
their project and use that if its printed.
Remind students about the criteria.
Formative Assessment:
At the end of each day, students will discuss a critique
question with their peers on how to improve their art for next
class. They can write what was discussed on the backside of
their composition sketch page.
Day 5: Does this look proportionate?
Day 6: Do I have good texture and value so far? (mark
making)
Day 7: (Formative critique day)
Day 8: Give me two stars and a wish.
Day 5 schedule
10 min
1 hour

Sketch 4 compositions of your object

To draw the object on final paper

Day 6
All class to draw
Day 7
Do a quick formative critique at the beginning of class,
so students can have guidance of how to improve.
Class will continue working from this feedback.

Day 8
All class for final touch ups

Formative feedback: on sketching and proportion

Exit slip: What worked with todays technique? What didnt work?
Why would artists want to exaggerate mark-making to differ from
photo realism?
Walk around reflection, find two textures you want to add to your
picture.