Visual Arts Lesson Plan: Art 1- Drawing Unit

Date of implementation: 9-17-18 to 9-28-18 Instructor: Diane Billau

Central Focus: Introduce drawing techniques using still life. Simple shapes make objects, shapes to determine the proportions of each objects. Texture and value
will transform those 2D objects into realistic 3D forms, and showing space in the composition.

Grade Level: 9th – 12th

Total Class sessions/Minutes: 16/ 50- minute classes

Learning Objective(s):
 Develop skills in the observational drawing - draw from life
 Students will learn the elements of art (line, shape, value, texture, form, and space) and principles of design (proportion and emphasis)
 Easy four grid, to help students understand laying out the still life on paper
 Using simple shapes to make objects
 Understanding that the objects can be used to determine proportions
 Embellish still life with a Halloween theme
 Contour lines to emphasize the focal point in the still life
 Adding textures to make objects look realistic
 Adding value to transform 2D objects into 3D forms
 Students will critique other classmate's work (midway and when finished)

Materials Needed:
 #2 Drawing Pencils
 Drawing Paper 80#
 Eraser
 Objects for drawing
 Sketchbooks
 Ebony pencil
 Shading sticks
 Sketchbooks

State/National Content Standards Targeted:

 PERFORM Standard 1: Apply skills and knowledge to perform in the arts.
o ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem-solving process.
o ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to communicate ideas.
o ART.VA.I.HS.3 Demonstrate an understanding of organizational principles and methods to solve specific visual arts problems.
o ART.VA.I.HS.4 Exhibit, present, and publish quality works of art.
o ART.VA.I.HS.5 Responsibly and safely manage materials and tools.
 CREATE Standard 2: Apply skills and knowledge to create in the arts.
o ART.VA.II.HS.1 Identify, define problems, and reflect upon possible visual solutions.
o ART.VA.II.HS.2 Create artwork using materials and techniques with skill so that personal intentions are carried out.
o ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products.
 o ART.VA.II.HS.4 Apply knowledge and skill to symbolize the essence of an idea.
o ART.VA.II.HS.5 Reflect, articulate, and edit the development of artwork throughout the creative process.
o ART.VA.II.HS.6 Use emergent technologies and materials to create artistic products that demonstrate knowledge of context, values, and aesthetics.
 ANALYZE Standard 3: Analyze, describe, and evaluate works of art.
o ART.VA.III.HS.1 Analyze and describe the formal characteristics of a work of art or design.
o ART.VA.III.HS.2 Describe how organizational principles are used to elicit emotional responses.
o ART.VA.III.HS.3 Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology.
o ART.VA.III.HS.4 Evaluate the quality and effectiveness of one’s artwork.
o ART.VA.III.HS.5 Recognize and understand the relationships between personal experiences and the development of artwork.
 ANALYZE AND MAKE CONNECTIONS Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other
disciplines; between the arts and everyday life.
o ART.VA.V.HS.4 Identify commonalities, differences, and connections between the art disciplines.

Anticipatory Set:
 Daily questions or definitions on the board about what students will be doing that day in class. Students will write these in their sketchbooks
 YouTube video

Opportunities for Student Choice:

 Students will be able to choose the spot they wish to sit to draw out the still life
 Students will be able to choose whether they want to embellish their drawing. (Halloween theme)
 Students will be able to select the areas they want to enhance with the texture and values to emphasize their drawing

Plan for Teacher and Students to Support Diverse Student Needs:

 Students will have extra time if needed
 Allow students access to technology as a resource
 Allow students the use of the light table for tracing
 Let students know the objectives ahead of time, so faster students can keep going
 Assignment objectives will be on the board
 There will a rubric hanging up in the front of the classroom
 After the final critique, students will still have a week to work on their still life before having to turn it in for a grade

Key Instructional Materials:

 Still life
 The still life is their first project after the drawing techniques unit
 Demonstrations for each new skill and technique
 YouTube video on how to start a still life drawing
 Elmo for demonstrations
 Book: Drawing Course 101
 Web article: Basic Drawing Techniques: Draw a Compelling Still Life in 5 Steps (for step 1)
Assessments:
 Students will have a personal reflection on their project using a rubric
 Students will use a mirror to evaluate their assignment as a self-critique
 Students will talk to their neighbors on both sides of them as a small group critique
 The whole class will have a midway and final critique (What is working well and any suggestions for improvement)
 The teacher will walk around observing students while they work, checking for understanding with the use of the drawing techniques they are taught from
the previous lesson

Day 1: True or False: A quick Sketch shows every detail?

The teacher will demonstrate how quick sketches do not show any detail, just simple shapes. Students will have 10 minutes to do a quick sketch of the still
life in the center of the room. After 10 minutes they will get up and move to another spot to do another quick sketch from a different perspective. The teacher will
walk around viewing how students work their quick sketches.

Day 2: Show students a YouTube video for starting a still life drawing. https://www.youtube.com/watch?v=pzR4vyR6Nyg
Students will have 15 minutes to work on two more sketches (filling the paper). The teacher will walk around the room viewing student’s quick sketches,
and reminding them to use simple shapes instead of objects.

Day 3: True or False: Gesture lines are short lines you use to start a sketch or drawing?
The teacher will demonstrate the easy four grid and how to determine what objects go in each grid. The teacher will explain how simple shapes can
determine proportions for each objects. Students are given their larger paper. Students will use a ruler, to make a 1-inch border on the paper. Using light lines, they
will make a center horizontal and vertical line finding the center of the paper giving them an easy four grid. Using those lines, they can determine what objects are
in what section of the still life. They will use simple shapes to determine where object are located to one another. Students will also use perspective to determine
what they are seeing. The teacher will walk around helping students as needed.

Day 4: True or False: Proportions has nothing to do with size or scale of objects?
Students are shown an example from the article Basic Drawing Techniques: Draw a Compelling Still Life in 5 Step, step 1. Students will continue working
on their still life. The teacher will walk around observing students, and helping any students that need help.

Day 5: Ask students to write in their sketchbooks as to how they are feeling about their still life assignment at this time. What they like about it and what they do
not like about it.
The teacher will show students how to use contour lines to make the shapes into the objects they see in front of them in the still life. Students will work on
using contour lines in their still life. The teacher will walk around assisting students that are struggling.

Day 6: True or False: Contour lines vary in thickness?

The teacher shows examples of Halloween drawings, and talk to students on how to embellish the still life. Students that are finished with their contour
lines can decide if they wish to embellish their still life. They can choose to use a Halloween theme on their original paper, or if they like the original too much can
use the light table to make a copy and use the Halloween theme on the copy. The teacher will walk around the room assisting students as they need help.

Day 7: True or False: Contour lines can emphasize an area in a drawing?

Students will continue working independently. The teacher will walk around assisting students that need help.
Day 8: The teacher will talk about the objective for the assignment on the board.
The teacher will talk about how the critique will be performed. The teacher will demonstrate as to how the critique will go so that no student will have
their feeling hurt. Students will put their artwork on the board (4 to 5 students at a time). Students will describe what they see and what could be done to help with
improvements.

Day 9: Teacher and students will continue with the critique.

Day 10: True or False: You can only feel texture; you cannot see it?
The teacher will show examples of texture from the book Drawing Course 101. The teacher will give a demonstration of different textures from the still
life. Students will work on their still life adding in textures to objects in the still life. The teacher will walk around the room assisting students that need help.

Day 11: True or False: All objects have some texture?

Students will continue working on adding texture to their still life. The teacher will walk around the room assisting students that need help.

Day 12: True or False: In art, there are only five different shading values used?
The teacher will talk about the light source used to show value in their still life. The teacher will show examples of light sources from the book Drawing
Course 101. The teacher will demonstrate a value scale. Students will make a value scale in their sketchbook. The teacher will walk around assisting students with
their value scale. Once students are cleaned with their value scale, students can start adding value to their still life. The teacher will walk around assisting students
with their still life.

Day 13: True or False: When using value, it is better to start dark and erase to make light?
Students will continue working independently on adding value to their still life. The teacher will walk around assisting students that need help.

Day 14: True or False: Contrast in value can show space in a drawing?
Students will continue working independently on their still life. The teacher will walk around assisting students that need help.

Day 15: Teacher will go over the criteria of the rubric

Students will put their artwork on the board (4 to 5 students at a time). Students will describe what they see and what could be done to help with
improvements.

Day 16: Teacher and students will continue with the critique.

References:
Levin, Steven J. n.d. Artists Network. Accessed October 2018. https://www.artistsnetwork.com/art-mediums/drawing/draw-a-compelling-still-life-basic-drawing-
techniques/.
Robert Capitolo, Ken Schwab. 2004. Drawing Course 101. Toronto, Ontario, Canada: Sterling Publishing Company, Inc.,
Simple Art Tips. 2015. YouTube. June 12. Accessed October 2018. https://www.youtube.com/watch?v=pzR4vyR6Nyg.
Name: Hour:

Still Life Rubric 2018

Criteria Excellent Good Satisfactory Needs to Improve Your Score Teacher
20 Points 17 Points 14 Points 11 Points Score
Use of Line Showed full range of The range of contour Some consideration to Minimal if any line
contour line variation line variation. line variation variation

Proportions Great understanding Showed some There may be some Inaccuracies in

of proportions and understanding of inaccuracies in the proportions with no
viewpoint of the still proportions and proportions and understanding of
life viewpoint of the still viewpoint of the still viewpoint of the still
life life life

Use of Texture Used at least 4 Used 2-3 different Used 1-2 different There are no
different textures textures textures textures used

Use of Value There are at least 3 There are at least 3 There are at least 2 There is no value
tonal values used for tonal values, but no tonal values used used
gradation gradation

Self-evaluation: Answered all self- Answered self- Only answered 2 of the Did not answer self-
How did it go? Are evaluation questions evaluation questions 3 self-evaluation evaluation questions
you happy with the in complete sentences with quick responses questions with quick
outcome? Did in your sketchbook in your sketchbook responses in your
everything turn out as sketchbook
you planned?
Total

A/A+ = (90 to 100 points)

B/B+ = (80 to 89 points)
C/C+ = (70 to 79 points)
D/D+ = (60 to 69 points)
F = (55 to 59)