Title of Course: Drawing
Unit: Pencil
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use drawing pencils and a
variety of shading
techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D



Essential Questions:
1.
2.
Why is it important for
artists to use a full
range of values in a
drawing?
What are the
differences between
the shading techniques
and how are they
applied in a drawing?
Competencies and
Art
Core Skills



Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
Using different
shading techniques
will create different
effects in a drawing.
Leonardo da Vinci
was a Renaissance
artist.
Geometric shapes can
be defined
mathematically.
th
Cubism is a 20
century art
movement.
Rene Magritte was a
surrealist artist.
A self-portrait is a
portrait where the
artist is the subject.





Apply value using
three different
drawing techniques.
Define contour line,
cross-contour,
geometric shapes,
and value.
Recognize and
appreciate works of
art by Leonardo da
Vinci, Rene Magritte,
and the cubists.
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
Vocabulary/Content (list)
Blending: Technique of shading
through smooth, gradual application
of dark values.
Chiaroscuro: The arrangement of
light and shadow. This technique
was introduced by Italian artists
during the Renaissance and used
widely by Baroque artists.
Chiaroscuro is also called modeling
and shading.
Contrast: Technique for creating a
focal point by using differences in
elements.
Contour drawing: Drawing the
edges, or contours of figures or
objects.
Cross contour: Line that runs across
the form or around it to show its
volume or to give it depth. This kind
of line creates the illusion of a third
dimension, depth, in addition to
width and height.
Crosshatching: Shading created by
crossed parallel lines.
Cubism: A twentieth-century art
movement in which artists tried to
show all sides of three-dimensional
objects on a flat canvas.
Design: Plan, organization, or
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing pencils
(assorted
hardness/softness)
Value Scale
Create 3 – 6 step
value scales using
three different
shading
techniques
Erasers (kneaded
and plastic)
Tortillions
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Still Life Drawing
Create a drawing
of a still life that
includes 5 or
more objects in
pencil using a full
range of values.
Three-Part
Object Drawing:
Create three
drawings of the
same object
(same view)
using contour
line, crosscontour lines,
and shading in
pencil.
Student examples
Natural Objects:
Create
3.
4.
5.
6.
7.
8.
Why is it important to
draw from direct
observation?
Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
Who was Leonardo da
Vinci?
Who was Rene
Magritte?
What is cubism?
What is a self-portrait
and why do artists
create them?
expression.
arrangement of elements in a work
of art.
Geometric shapes: Precise shapes
that can be defined using
mathematical formulas. Basic
geometric shapes are the circle, the
square, and the triangle.
Hatching: Technique of shading with
a series of fine parallel lines.
Highlights: Areas on a surface that
reflect the most light. In a drawing,
these areas are shown by light
values to create the illusion of depth.
Leonardo da Vinci: A painter, a
sculptor, an architect, and an
engineer, Leonardo Da Vinci's
numerous skills have earned him the
title of renaissance master. Da
Vinci's fascination with science and
his in-depth study of human
anatomy aided him in mastering the
realist art form.
Line: Element of art that is a
continuous mark made on a surface
with a pointed, moving tool.
Although lines can vary in
appearance, they are considered
one-dimensional and are measured
by length.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
casing around a marking substance.
Portrait: Picture or image that is an
attempt to achieve a likeness or
representation of a particular
person.
Rendering: The careful and complete
drawing or painting of an object,
place, or person to make it appear
realistic.
Rene Magritte: A Belgian surrealist
renderings of
three natural
objects in pencil.
Geometric
Design: Create a
design using a
combination of
overlapping
geometric shapes
in pencil using a
full range of
values.
Leonardo’s
Sketchbook:
Create a drawing
of an object or
group of related
objects inspired
by Leonardo Da
Vinci’s
sketchbook
drawings in
pencil using a full
range of values.
Shattered Image:
Create a cubist
image of an
overlapping
object in pencil
using a full range
of values.
Night/Day
Drawing: Create
a drawing of
night and day
inspired by the
work of Rene
artist. He became well known for a
number of witty and thoughtprovoking images. The goal of his
work was to challenge observers'
preconditioned perceptions of
reality and force viewers to become
hypersensitive to their surroundings.
Self-portrait: a portrait where the
artist is also the subject.
Setup: Group of objects arranged as
a subject for drawing.
Shading: Graduated variations in
value, often used in painting to give
a feeling of volume, form, and
depth.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Surrealism: A twentieth-century art
style in which dreams, fantasy, and
the subconscious served as the
inspiration for artists.
Value: An element of art that
describes the lightness or darkness
of a color or tone.
Magritte in pencil
using a full range
of values.
Self-Portrait:
Create a selfportrait from
direct
observation in
pencil using a full
range of values.
Title of Course: Drawing
Unit: Charcoal
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use the various types of
charcoal and charcoal
techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
Why is it important for
artists to use a full
range of values in a
drawing?
10. What are the
differences between
the shading techniques
and how are they
applied in a drawing?
11. Why is it important to
Competencies and
Art
Core Skills



9.

Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume,
form, and depth to a
drawing.
Using different
shading techniques
will create different
effects in a drawing.
Different types of
charcoal will help you
achieve different
values and
techniques.
Expressionism is a
20th century art
movement which
focused on expressing
personal and
emotional feelings to
the viewer.
Kathe Kollwitz was a
German Expressionist
artist.




Apply value using
different types of
charcoal.
Define abstract art,
balance, charcoal,
charcoal pencils,
compressed pencils,
composition,
chiaroscuro, contrast,
design,
expressionism,
expressive lines,
gesso, highlights, line,
portrait, set up,
shading, shape, still
life, texture, value
and vine charcoal.
Recognize and
appreciate works of
art by Kathe Kollwitz
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
Vocabulary/Content (list)
Abstract art: Art stressing the form
of its subject rather than its actual
appearance. The subject is broken
down into elements: line, shape,
etc., not necessarily resembling the
subject itself.
Balance: A principle of design
referring to the arrangement of
visual elements to create stability in
an artwork. There are three kinds of
balance: symmetrical, asymmetrical
and radial.
Charcoal: A black or very darkcolored, brittle substance made of
carbon.
Charcoal pencils: Compressed
charcoal in pencil form.
Compressed charcoal: A form of
charcoal made by binding together
tine particles of ground charcoal.
Composition: The act of organizing
the elements of an artwork into a
harmoniously unified whole.
texture can also be implied;
perceived visually though not felt
through touch.
Chiaroscuro: The arrangement of
light and shadow. This technique
was introduced by Italian artists
Instructional
Materials
(list)
Charcoal (vine,
compressed,
powdered and
pencils)
Erasers (kneaded
and plastic)
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Suggested
Activities
Including but
not limited to:
Enlargement:
This lesson
focuses on
creating an
abstract image
by enlarging an
object and
finishing in
charcoal.
Expressionism:
This lesson
focuses on
drawing a
portrait of an
animal in
charcoal.
Still Life:
This lesson
focuses on
drawing a still life
set up from
direct
observation, in
charcoal.
Drapery Study:
This lesson
draw from direct
observation?
12. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
13. What is expressionism?
14. Who was Kathe
Kollwitz?

studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
during the Renaissance and used
widely by Baroque artists.
Chiaroscuro is also called modeling
and shading.
Contrast: Technique for creating a
focal point by using differences in
elements.
Design: Plan, organization, or
arrangement of elements in a work
of art.
Expressionism: Any style of art in
which the artist tries to
communicate strong personal and
emotional feelings to the viewer.
Written with a capital “E”, it refers to
a definite style of art, begun in
Germany early in the twentieth
century.
Expressive lines: Lines that are
produced to express an idea, mood
or quality (e.g., graceful, nervous,
delicate, aggressive, etc.)
Gesso: White, plaster-like surface
used for drawing or painting.
Highlights: Areas on a surface that
reflect the most light. In a drawing,
these areas are shown by light
values to create the illusion of depth.
Line: Element of art that is a
continuous mark made on a surface
with a pointed, moving tool.
Although lines can vary in
appearance, they are considered
one-dimensional and are measured
by length.
Portrait: Picture or image that is an
attempt to achieve a likeness or
representation of a particular
person.
Setup: Group of objects arranged as
a subject for drawing.
focuses on
drawing drapery
(fabric) from
direct
observation, in
charcoal.
Shading: Graduated variations in
value, often used in painting to give
a feeling of volume, form, and
depth.
Shape: An element of art. An
enclosed space defined by other art
elements such as line, color and
texture.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Texture: The surface quality of an
artwork usually perceived through
the sense of touch.
Value: An element of art that
describes the lightness or darkness
of a color or tone.
Vine Charcoal: Charcoal in its most
natural state. It is made by heating
vines until only the charred, black
sticks of carbon remain. These thin
carbon sticks are soft, lightweight,
and extremely brittle.
Title of Course: Drawing
Unit: Chalk Pastel
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use chalk pastels and chalk
pastels techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
15. How does color affect a
drawing?
16. Why is it important to
draw from direct
observation?
17. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
18. What is expressionism?
Competencies and
Art
Core Skills





Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
Chalk pastels need to
by layered to achieve
a fine surface quality.
Georgia O’Keeffe was
an early 20th century
American Artist.
Edvard Munch was an
expressionist artist.
Expressionism is a
20th century art
movement in which
artists tried to
communicate strong
emotional feelings to
the viewer.
A landscape drawing
is one in which
natural land scenery
is the main focus.




Apply value and color
using chalk pastels
Define background,
abstraction, color,
composition, contour
drawing, contour
lines, expressionism,
expressive qualities,
fan, foreground, freeform shapes, horizon,
Japanese, landscape,
middle ground,
opaque, pastels,
perspective, portrait,
season, seascape,
simulated texture,
stained glass, stencil,
texture, and value.
Recognize and
appreciate the work
of Edvard Munch,
Georgia O’Keeffe and
Louis Comfort Tiffany.
Recognize and
appreciate the art of
the expressionists.
Demonstrate
Vocabulary/Content (list)
Background: Part of the picture plan
that seems to be farthest from the
viewer.
Abstraction: a work of art that
emphasizes design and a simplified
or systematic investigation of forms.
The subject matter may be
recognized or may be completely
transformed into shape, color,
and/or line.
Color: An element of design that is
derived from reflected light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light. Color
has three properties: hue, value, and
intensity.
Composition: The act of organizing
the elements of an artwork into a
harmoniously unified whole.
Contour drawing: Drawing in which
only contour lines are used to
represent the subject matter.
Contour line: A line that defines the
edges and surface ridges of an
object.
Expressionism: Twentieth-century
art movement in which artists tried
to communicate
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Chalk pastels
(assorted colors)
Pepper
Abstraction:
This lesson
focuses on a bell
pepper from
direct
observation, in
chalk pastel.
Erasers (kneaded
and plastic)
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Landscape Fan:
This lesson
focuses on
creating a
Japanese
inspired
landscape fan, in
chalk pastel.
O’Keeffe
Inspired Flowers:
This lesson
focuses on
creating a
drawing of a
flower inspired
by the work of
Georgia O’Keeffe.
19. Who was Edvard
Munch?
20. Who was Georgia
O’Keeffe?
21. What is stained glass,
when was it developed,
and who are some of
the artists who created
it?


compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
their strong emotional feelings and
which stressed personal feelings
rather than composition.
Expressive qualities: Those qualities
that communicate ideas and moods.
Fan: 1. A device for creating a
current of air or a breeze. 2. To open
(something) out into the shape of a
fan.
Foreground: Part of the picture
plane that appears closest to the
viewer. The foreground is usually at
the bottom of the picture.
Free-form shapes: Irregular and
uneven shapes. Their outlines are
curved, or angular, or both. Freeform shapes are often referred to as
organic (found in nature).
Horizon: Point at which earth and
sky seem to meet.
Japanese: Of or relating to Japan or
it people, language, or culture.
Landscape: Painting or drawing in
which natural land scenery, such as
mountains, trees, rivers, or lakes, is
the main feature.
Middle ground: Area in a picture
plane between the foreground and
the background.
Opaque: Quality of a material that
does not let any light pass through.
Opposite of transparent.
Pastels: Pigments held together with
gum and molded into sticks.
Perspective: A graphic system that
creates the illusion of depth and
volume on a two-dimensional
surface. Perspective is created by
overlapping, size variations,
placement, detail, color, and
converging lines.
Stained Glass:
This lesson
focuses on
creating a
stained glass
effect using
white glue and
chalk pastels on
black paper.
Self-Portrait:
This lesson
focuses on
creating an
expressive selfportrait from a
digital
photograph using
chalk pastels.
Freeform Stencil
Drawing:
This lesson
focuses on
creating an
abstracted
landscape design
using stencils and
chalk pastels.
Still Life:
This lesson
focuses on
drawing a still life
from direct
observation
using chalk
pastels.
Portrait: Image of a person,
especially the face and upper body.
Seascape: Painting or drawing in
which the sea is the subject.
Season: One of the four natural
divisions of the year, beginning
astronomically at an equinox or a
solstice and characterized by specific
meteorological or climatic
conditions; spring, summer, fall, or
winter.
Simulated texture: A kind of visual
texture that imitates real texture by
using two-dimensional pattern to
create the illusion of a threedimensional surface.
Stained glass: Colored glass cut into
pieces, arranged in a design, and
joined with strips of lead.
Stencil: A method of producing
images by cutting openings in a mask
of paper, wax, or other material so
that paint or dye may go through the
openings to the material beneath.
Texture: The surface quality of an
artwork usually perceived through
the sense of touch. However,
texture can also be implied;
perceived visually though not felt
through touch (simulated texture).
Value: The element of art that
describes the darkness or lightness
of an object.
Title of Course: Drawing
Unit: Oil Pastel
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use oil pastels and oil pastel
techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
22. How does color affect a
drawing?
23. Why is it important to
draw from direct
observation?
24. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
25. What is impressionism?
Competencies and
Art
Core Skills



Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume,
form, and depth to a
drawing.
Chalk pastels need to
by layered to achieve
the highest surface
quality.
Color can affect the
mood or feeling of a
work of art.
Free-form and
geometric shapes are
different.




Apply value and color
using oil pastels
Define analogous
colors, border, color,
composition,
expressive qualities,
figure, free-form
shapes, geometric
shapes, hue,
impressionism,
informal balance,
intensity, landscape,
motif, non-objective
art, pastels, pattern,
portrait, repetition,
self-portrait, shape,
still life, style, value,
and viewing frame.
Recognize and
appreciate the work
of Claude Monet.
Recognize and
appreciate the art of
the impressionists.
Demonstrate
compositional
techniques to create
Vocabulary/Content (list)
Analogous colors: Colors that are
next to each other on the color
wheel and are closely related, such
as yellow, yellow-orange, and
orange.
Border: A plain or decorative margin
around printed matter. The part or
edge of a surface area that forms its
outer boundary.
Color: An element of art that is
derived from reflected light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light.
Composition: The way the principles
of design are used to organize the
elements.
Expressive qualities: Those qualities
that communicate ideas and moods.
Figure: Human form in a work of art.
Free-form shapes: Irregular and
uneven shapes. Their outlines are
curved, or angular, or both. Freeform shapes are often natural.
Geometric shapes: Precise shapes
that can be described using
mathematical formulas. Basic
geometric shapes are the circle, the
square and the triangle.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Oil pastels
(assorted colors)
Still Life:
This lesson
focuses on
drawing a still life
from direct
observation
using oil pastels.
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Shape Drawing:
This lesson
focuses on
creating a
nonobjective
design using a
combination of
geometric and/or
freeform shapes,
an analogous
color scheme, in
oil pastels.
Student examples
Landscape
Drawing:
This lesson
focuses on
creating a
landscape
drawing in the
style of Monet
26. Who was Claude
Monet?


balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
Hue: The name of a spectral color.
Hue is related to the wavelength of
reflected light.
Impressionism: A style of painting
that started in France during the
1860’s. Impressionist artists tried to
paint candid glimpses of their
subjects and emphasized the
momentary effects of sunlight. The
leaders of this movement included
Monet and Renoir.
Informal balance: Way of organizing
parts of a design so that unlike
objects have equal visual weight or
eye attraction.
Intensity: The brightness or dullness
of a hue. A pure hue is called a highintensity color. A dulled hue (a color
mixed with its complement) is called
a low-intensity color.
Landscape: A painting, photograph,
or other work of art that shows
natural scenery such as mountains,
valleys, trees, rivers, and lakes.
Motif: Unit repeated in visual
rhythm. Units in a motif may or may
not be an exact duplicate of the first
unit.
Nonobjective art: Art that has no
recognizable subject matter.
Pastels: Pigments held together with
gum and molded into sticks.
Pattern: Two-dimensional
decorative visual repetition. A
pattern has no movement and may
or may not have rhythm.
Portrait: Image of a person,
especially the face and upper body.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
using oil pastels.
Group Portrait:
This lesson
focuses on
creating a
drawing in the
Impressionist
style of two or
more people
using a
photograph you
have taken.
Fine Art Design:
This lesson
focuses on
creating a
nonobjective
design from a
section of a
selected fine art
reproduction
using oil crayons.
Animal Drawing:
This lesson
focuses on
creating a
drawing of an
animal that has a
border with a
pattern, using oil
pastels on black
paper.
Self-Portrait:
This lesson
focuses on
creating an
expressive self-
again.
Reproduction: Copy of a work of art.
Self-Portrait: A portrait of the artist
created by the artist.
Shape: A two-dimensional area that
is defined in some way.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Style: The artist’s personal way of
using the elements and principles of
art to reproduce what is seen and to
express ideas and feelings.
Value: An element of design that
relates to the lightness and darkness
of a color or tone.
Viewing frame: A piece of paper
with an area cut from the middle. By
holding the frame at arm’s length
and looking through it at the subject,
the artist can focus on the area of
the subject he or she wants to draw
or paint.
portrait drawing
using oil pastels.
Title of Course: Drawing
Unit: Colored Pencil
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use colored pencils and
colored pencil techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Competencies and
Art
Core Skills


Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
Rene Magritte was a
surrealist artist.
Color can affect the
mood or feeling of a
work of art.

Essential Questions:
27. How does color affect a
drawing?
28. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
29. What is surrealism?
30. Who was Rene



Apply value and color
using oil pastels
Define abstract art,
analogous colors,
atmospheric
perspective,
cityscape, color,
colored pencils, color
scheme, color triad,
complementary
colors, contrast,
geometric shapes,
landscape,
monochrome,
pattern, perspective,
rendering, repetition,
seascape, shading,
surrealism, value,
warm colors, weaving.
Recognize and
appreciate the work
of Rene Magritte
Recognize and
appreciate the art of
the surrealists.
Demonstrate
compositional
Vocabulary/Content (list)
Abstract art: Twentieth-century art
containing shapes that simplify
shapes of real objects to emphasize
form instead of matter.
Analogous colors: Colors that sit
side by side on the color wheel and
have a common hue. Violet, redviolet, and red are analogous colors.
Atmospheric perspective: Effect of
air and light on how an object is
perceived by the viewer. The more
air between the viewer and the
object, the more the object seems to
fade. A bright object seems closer to
the viewer than a dull object.
Cityscape: Painting or drawing in
which a city is the main feature.
Color: An element of art that is
derived from reflected light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light. Color
has three properties: hue, value,
and intensity.
Colored Pencils: Waxy pencils with
strong, durable color.
Color scheme: Plan for organizing
colors. Types of color schemes
include monochromatic, analogous,
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Oil pastels
(assorted colors)
No. 2 Pencils:
This lesson
focuses on
building a twodimensional
image using
pencil shapes
and colors,
transforming the
ordinary into the
extraordinary.
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Magritte Image:
This lesson
focuses on
creating a surreal
landscape image
inspired by the
work of Rene
Magritte.
Student examples
Popcorn
Drawing:
This lesson
focuses on
creating two
drawings from
popcorn kernels;
one from direct
Magritte?


techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
complementary, triad, split
complementary, warm, and cool.
Color triad: Three colors spaced an
equal distance apart of the color
wheel.
Complementary colors: The colors
opposite each other on the color
wheel.
Contrast: Technique for creating a
focal point by using differences in
elements.
Cool colors: Blue, green, and violet.
Cool colors suggest coolness and
seem to recede from a viewer.
Geometric shapes: Precise shapes
that can be described using
mathematical formulas. Basic
geometric shapes are the circle, the
square, and the rectangle.
Landscape: Painting or drawing in
which natural land scenery, such as
mountains, trees, rivers, or lakes is
the main feature.
Monochrome: One color. A
monochromatic color scheme uses
only one color and the values, tints,
and shades, of that color for a
unifying effect.
Pattern: Two-dimensional
decorative visual repetition.
Perspective: A graphic system that
creates the illusion of depth and
volume on a two-dimensional
surface. Perspective is created by
overlapping, size variations,
placement, detail, color, and
converging lines.
Rendering: The careful and
complete drawing or painting of an
object, place, or person to make it
appear realistic.
observation and
one that is an
imaginative
interpretation.
Geometric
Abstract Design:
This lesson
focuses on using
three different
color schemes in
an abstract
geometric
design.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
again.
Seascape: Painting or drawing in
which the sea is the subject.
Shading: Graduated variations in
value, often used in painting to give
a feeling of volume, form and depth.
Surrealism: Twentieth-century
artistic style in which dreams,
fantasy, and the subconscious
served as inspiration for artists.
Value: The art element that
describes the darkness or lightness
of an object. Value depends on how
much light a surface reflects. Value
is also one of the three properties of
color.
Warm colors: Red, orange, and
yellow. Warm colors suggest
warmth and seem to move toward
the viewer.
Weaving: Art of making fabric by
interlacing two sets of parallel
threads, held at right angles to each
other on a loom
Title of Course: Drawing
Unit: Crayon
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use crayons and crayon
techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
31. How does color affect a
drawing?
32. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
Competencies and
Art
Core Skills

Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
Color can effect the
mood or feeling of a
work of art.





Apply value and color
using crayons.
Create a scratchboard
using crayons and
black tempera paint.
Define border,
collage, color, contour
drawing, contour line,
crayons, line, negative
spaces, pattern,
positive spaces,
repetition, rubbing,
rhythm, scratchboard,
shape, space, and
texture.
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
Vocabulary/Content (list)
Border: A margin or edge. A design
or stripe in the margins of a page of
a book or illustration, etc.
Collage: Two-dimensional work of
art consisting of many pieces pasted
onto a surface.
Color: Element of art derived from
reflective light. The sensation of
color is aroused in the brain by
response of the eyes to different
wavelengths of light.
Contour drawing: A drawing in
which contour lines (outlines) alone
are used to represent subject
matter.
Contour line: A line that defines the
edges and surface ridges of an
object.
Crayons: Among the oldest of all art
media. Available in both pencils, and
square sticks, in varying degrees of
hardness. Crayons provide a wide
range of colors, and they can be
applied to many different surfaces.
Because of the adhesive strength of
the binder, crayon marks are almost
permanent and difficult to erase.
Line: An element of art that is the
path of a moving point through
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Oil pastels
(assorted colors)
Rubbings:
This lesson
focuses on
creating a nonobjective collage
using textured
paper created
from rubbings.
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Animal
Scratchboard:
This lesson
focuses on
creating a
scratchboard
emphasizing
pattern and
inspired African
textiles.
Flower/insect
Scratchboard:
This lesson
focuses on
creating a
scratchboard
emphasizing
pattern and
inspired flowers,
piece through written
and/or verbal
expression.
space. Although lines can vary in
appearance (they can have different
lengths, widths, textures, directions,
and degree of curve), they are
considered one-dimensional and are
measured by length.
Negative spaces: Empty spaces
surrounding shapes and forms. The
shape and size of negative spaces
affect the interpretation of positive
spaces.
Pattern: Two-dimensional
decorative visual repetition.
Positive spaces: Shapes or forms in
two- and three-dimensional art.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
again.
Rubbing: Technique for transferring
textural quality of a surface to paper
by placing paper over the surface
and rubbing the top of the paper
with crayon.
Rhythm: A principle of art, it refers
to the careful placement of repeated
elements in a work of art to cause a
visual tempo or beat.
Scratchboard: Illustration board that
has been coated with a chalklike
substance that can then be coated
with ink. The image is then scratched
into the surface.
Shape: A two-dimensional area that
is defined in some way.
Space: The element of art that refers
to the emptiness or area between,
around, above, below, or within
objects. Shapes and forms are
defined by space around and within
them.
insects, or
combination of
the two.
Hand Drawing:
This lesson
focuses on
creating an
interesting image
using hands, line,
shape, and color,
in crayon.
Texture: Element of art that refers to
how things feel or how they look like
they may feel on the surface.
Title of Course: Drawing
Unit: Marker (pen and ink)
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students will learn how to
use markers and marker
techniques.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D



Essential Questions:
33. Who was Vincent van
Gogh?
34. How is pattern
created?
35. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
Competencies and
Art
Core Skills


Students will be able to:

Vincent van Gogh
believed he needed
to master the art of
drawing in order to
be a great artist.
A landscape is a
painting or drawing in
which natural land
scenery is the main
feature.
A figure is a human
form in a work of art.
Pattern is created by
repeating a motif
again and again.
Negative spaces are
the empty spaces
surrounding shapes
and forms.
Positive spaces are
shapes or forms in
two-dimensional art.




Define contour
drawing, contour
lines, figure,
landscape, line, motif,
negative spaces,
pattern, positive
spaces, repetition,
rhythm, shape, space,
texture.
Recognize and
appreciate the
landscape drawings of
Vincent van Gogh.
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
Vocabulary/Content (list)
Contour drawing: Drawing in which
only contour lines are used to
represent the subject matter.
Contour lines: Lines creating
boundaries that separate one area
from another. Contour lines define
the edges and surface ridges of an
object.
Figure: Human form in a work of art.
Landscape: Painting or drawing in
which natural land scenery, such as
mountains, trees, rivers or lakes, is
the main feature.
Line: A mark drawn with a pointed,
moving tool. Although lines can vary
in appearance (they can have
different lengths, widths, textures,
directions, and degree of curve) they
are considered one-dimensional and
are measure by length.
Motif: A unit that is repeated in
visual rhythm. Units in a motif may
or may not be an exact duplicate of
the first unit.
Negative spaces: Empty spaces
surrounding shapes and forms. The
shape and size of negative spaces
affect the interpretation of positive
spaces. Negative spaces are also
Instructional
Materials
(list)
Markers
(assorted colors
and sizes)
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Suggested
Activities
Including but
not limited to:
Pattern &
Texture Exercise:
This lesson
focuses on
producing a
variety of
patterns and
textures using a
fine point black
marker.
Landscape
Drawing:
This lesson
focuses on
creating a
landscape
drawing using
different textures
and patterns
inspired by the
drawings of
Vincent van
Gogh.
Patterned Figure
Design:
This lesson
focuses on
expression.
called ground.
Pattern: The principle of art that
refers to a two-dimensional visual
repetition.
Positive spaces: Spaces or forms in
two- and three-dimensional art.
Empty spaces surrounding them are
called negative spaces or ground.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
again.
Rhythm: Principle of design that
indicates movement by the
repetition of elements.
Shape: A two-dimensional area that
is defined in some way. Shapes are
either geometric or free-form.
Space: The element of art that refers
to the emptiness or area between,
around, above, below, or with
objects. Shapes are defined by space
around them and within them.
Texture: Element of art that refers
to how things feel, or look as if they
might feel if touched. Texture is
perceived by touch and sight.
creating a design
using 5 or more
figures and a
variety of
patterns and
textures.
Positive/Negative
Shape Drawing:
This lesson
focuses on
creating an
interesting design
that focuses on
positive and
negative shapes.
Title of Course: Drawing
Unit: Mixed Media (pen and ink)
Suggested Duration: Approximately two - three weeks per project
Standards, Big Ideas,
and
Essential Questions
Concepts
Big Idea:
Students will learn how to
create drawings using more
than one medium (mixedmedia).
Students should know
that:
Standards (list numbers):

9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
36. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
37. Who was Giuseppe
Arcimboldo and what
kind of art did he
produce?
38. What is American
Competencies and
Art
Core Skills






Students will be able to:

Giuseppe Arcimboldo
was a Renaissance
artist.
A profile is a side view
of a person’s face.
Symmetry is a type of
formal balance.
Pattern is created by
repeating a motif
again and again.
Manuscript
illuminations were
created by monks
during the medieval
times in Europe.
American traditional
tattoo is also known
as “Old School Style”.
Art nouveau is
characterized by the
used of undulating
waves or flames,
flower stalks, and
flowing lines.




Define American
traditional, art
nouveau, color,
colored pencils,
contour drawing,
contour lines, design,
flash, henna,
illumination, line,
mixed-media, motif,
pattern, portrait,
profile, Renaissance,
repetition, silhouette,
self-portrait, shape,
symbol, symmetry,
and value.
Recognize and
appreciate works of
art by Guiseppe
Arcimboldo.
Recognize and
appreciate the art
nouveau style.
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
Vocabulary/Content (list)
American traditional: Style of tattoo
characterized by bold outlines, heavy
black shading, primary colors, and
standard designs or themes. Also
know as “Old School Style”.
Art Nouveau: Abstract style in
European and American arts from
the 1880’s to 1930’s characterized
by the use of undulating waves or
flames, flower stalks and flowing
lines.
Color: An element of art that is
derived from reflected light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light.
Colored pencils: Waxy pencils with
strong, durable colors.
Contour drawing: Drawing in which
only contour lines are used to
represent the subject matter.
Contour lines: Lines creating
boundaries that separate one area
from another. Contour lines define
the edges and surface ridges of an
object.
Design: Plan, organization, or
arrangement of elements in a work
of art.
Instructional
Materials
(list)
Markers
(assorted colors
and sizes)
Colored Pencils
(assorted colors)
Drawing paper
Ruler
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Suggested
Activities
Including but
not limited to:
Profile Portrait:
This lesson
focuses on
creating a selfportrait profile
inspired by the
art of Giuseppe
Arcimboldo.
Symbolic SelfPortrait:
This lesson
focuses on
creating a selfportrait where
one half is
realistic and the
other is symbolic
using pencils,
colored pencils,
and/or markers.
Art Nouveau
Self-Portrait:
This lesson
focuses on
creating a self
portrait in the Art
Nouveau style.
39.
40.
41.
42.
43.
traditional tattoo
design?
What are the
characteristics of the
art nouveau style?
How is pattern
created?
What is symmetry?
What is manuscript
illumination?
What is the art of
henna decoration?

critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
Flash: Tattoo design ideas that have
not yet been inked on a client. Flash
is most often done with line work in
ink and color in either pastels or
colored pencil.
Henna: The powdered leaves of a
tropical shrub, used as a dye to color
the hair and decorate the body.
Illumination: Colored illustrations,
often containing gold and silver that
decorated manuscripts in medieval
times in Europe.
Line: An element of art that is the
path of a moving point through
space. Although lines can vary in
appearance (the can have different
lengths, widths, textures, directions,
and degree of curve), they are
considered one-dimensional and are
measured by length. A line is also
used by an artist to control the
viewer’s eye movement.
Mixed-media: A two-dimensional art
technique that uses more than one
medium, for example, a crayon and
watercolor work.
Motif: A unit that is repeated in
visual rhythm. Units in a motif may
or may not be an exact duplicate of
the first unit.
Pattern: The principle of art that
refers to a two-dimensional
decorative visual repetition.
Portrait: Image of a person,
especially the face and upper body.
Profile: Side view of a face.
Renaissance: The name given to the
period at the end of the Middle Ages
when artists, writers, and
philosophers were “re-awakened” to
art forms and ideas from ancient
Radial Name
Design:
This lesson
focuses on
creating an
interesting
design using your
name,
descriptive words
and patterns, and
repetition, in
marker and/or
colored pencil.
Playing Card
Design:
This lesson
focuses on
creating a
fantasy version
of a playing card
using a
symmetrical
design.
Flash Tattoo
Design:
This lesson
focuses on
creating a flash
art based on a
personal
narrative in the
traditional
American tattoo
style.
Illuminated
Initials:
This lesson
Greece and Rome.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
again.
Silhouette: Outline drawing of a
shape. Originally a silhouette was a
profile portrait, filled in with a solid
color.
Self-Portrait: A portrait of the artist
created by the artist.
Shape: A two-dimensional area that
is defined in some way. Shapes are
either geometric or freeform.
Symbol: something that stands for,
or represents, something else.
Symmetry: A special type of formal
balance in which two halves of a
balanced composition are identical,
mirror images of each other.
Value: The art element that
describes the darkness or lightness
of an object. Value depends on how
much light a surface reflects. Value
is also one of the three properties of
color.
focuses on
illuminating your
initial(s) similar
to the medieval
style of
manuscript
illumination.
Henna Hands:
This lesson
focuses on using
symbols, line,
shape, color, and
pattern to create
a drawing of
hands inspired by
the art of henna
decoration.
Doodle Design:
This lesson
focuses on
creating a
drawing from a
doodle that uses
pattern and
repetition.
Title of Course: Drawing
Unit: Rank 2 Paper
Suggested Duration: Paper due 1st marking period of the course
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Rank level 2 drawing
students will write research
papers on the following
topics: Art Criticism, Famous
Artist Report, History of
Drawing, Materials and
Processes. These papers will
be assigned on a rotating
basis so that a student taking
drawing for four (4) years will
not have to write the same
paper more than one time.
Competencies and
Art
Core Skills
Concepts
Students should know
that:




Standards (list numbers):
9.2.12.A, 9.2.12.B, 9.2.12.C,
9.2.12.D, 9.2.12.E, 9.2.12.F,
9.2.12.G, 9.2.12.H, 9.2.12.I,
.2.12.J, 9.2.12.K, 9.2.12.L,
9.3.12.A, 9.3.12.B, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G,
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D

Essential Questions:


Students will be able to:

Describing an artwork
requires good
observation skills.
The elements and
principles will
determine how the
work is organized.
To interpret a work,
you must look closely
at the content.
Judging the success of
a work requires good
reasoning.
A work of art can
include more than
one theory.
To have a good
understanding about
an individual artist
requires looking at
the entire life of the
artist.
To analyze an
individual artist’s
work requires looking
at the body of work as
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Choose an artwork to
describe in detail.
Analyze the artwork
by looking at how the
elements and
principles are used.
Interpret the meaning
of an artwork by
looking closely at the
content.
Use good reasoning to
determine the success
of a work of art.
Determine which
theory or theories are
being used in a work
of art.
Choose an artist to
study.
Research biographical
information about an
artist.
Describe the
characteristics of the
artist’s work.
Choose famous works
and favorite works by
Vocabulary/Content (list)
Aesthetic qualities: The qualities
that can increase our understanding
of artworks and serve as the criteria
on which judgments are based.
Analysis: The second step of art
criticism during which the principles
of art are used to learn how an
artwork is organized or composed.
Chalk: A soft rock composed of
fossilized shells. Like charcoal, it can
be ground or compressed into a
crayon.
Charcoal: A black or very darkcolored, brittle substance made of
carbon.
Colored pencils: Waxy pencils with
strong, durable colors.
Content: The subject matter in a
work of art.
Crayons: Among the oldest of all art
media. Available in both pencils and
square sticks, in varying degrees of
hardness. Crayons provide a wide
range of colors, and they can be
applied to many different surfaces.
Because of the adhesive strength of
the binder, crayon marks are almost
permanent and difficult to erase.
Criticism: The act of making
Instructional
Materials
(list)
Reference books
Suggested
Activities
Including but
not limited to:
Art Criticism
Paper
Textbooks
Computer
Library
Famous Artist
Report
History of
Drawing Paper
Materials and
Processes
Research Paper
Art Criticism Paper:
44. How would you
describe the work of
art?
45. How is the artwork
organized? Which
elements and
principles being used
and how?
46. What is the artist
saying to you?
47. Is this a successful work
of art?
48. What theory is this
artwork aligning with:
Imitationalism,
Formalism, or
Emotionalism?
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Famous Artist Report:
1.
2.
3.
4.
How does the time
period affect the life
and career of an artist?
What do you consider
to be the distinctive
qualities of the artist’s
work?
Which artworks are
most characteristic of
the artist and/or
recognized as
outstanding?
Which artworks appeal
to you and why?
History of Drawing Paper:
1.
How did drawing as an
artform develop for the
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a whole.
Researching requires
using more than one
reference source so
that a fuller
understanding of an
artist and his/her
work.
The history of
drawing developed
differently during
different time periods
and cultures.
Drawing materials
and techniques
developed differently
during different time
periods and cultures.
Artists can use a
variety of materials
and techniques to
create drawings.
Drawing media have
evolved over time.
Different drawing
materials produce a
variety of techniques.
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the artist.
Follow directions to
write a paper that
includes a biography,
characteristics,
famous works,
favorite works, and
conclusion.
Choose a time period
to study drawing.
Research the history
of drawing from that
time period.
Discuss the materials
and techniques used
during that time
period.
Find artists who
created drawings
during that time
period.
Choose a drawing
medium to study.
Define the medium.
Research the history
of that medium.
Describe the
techniques developed
for that medium.
Find artists and
artworks that used
that medium and/or
technique.
Provide an
opportunity for the
organization,
research, and
actualization of an art
paper.
judgments; analysis of qualities and
evaluation of comparative worth;
especially, the definition and
judgment of literary or artistic work.
Description: The first step of art
criticism. It involves asking and
answering questions designed to
help you discover everything in a
work of art.
Design qualities: How well the work
is organized, or put together. This
aesthetic quality is favored by
formalism.
Dry media: Media used in drawing
that are free of liquid or moisture
and remain that way when they are
used. Dry media include pencils,
charcoals, chalks, and crayons.
Elements of art: The basic
components, or building blocks, used
by the artist when producing works
of art. The elements consist of color,
value, line, shape, form, texture, and
space.
Emotionalism: A theory of art that
places emphasis on the expressive
qualities. According to this theory,
the most important thing about a
work of art is the vivid
communication of moods, feelings,
and ideas.
Formalism: A theory of art that
emphasizes design qualities.
According to this theory, the most
important thing about a work of art
is the effective organization of the
elements of art through the use of
the principles.
Imitationalism: A theory of art that
places emphasis on the literal
qualities. According to this theory,
2.
3.
time period you chose?
What drawing
materials and
techniques were used
during the time period
you chose?
Who were the artists of
the time and what
kinds of drawings did
he/she create?
Materials and Processes
Research Paper
1.
2.
3.
4.
5.
What drawing medium
will you choose to
study?
How would you define
the medium?
How did this medium
develop?
What kinds of
techniques can be
produced using this
medium?
Who are the artists
who worked with this
medium and how did
he/she use it?
the most important thing about a
work of art is the realistic
representation of subject matter.
India ink: Black drawing ink. It is
available in two types: waterproof
and soluble. Waterproof ink will
withstand washes after the ink has
dried. Soluble ink will dissolve in
water.
Judgment: A thoughtful and
informed response to a drawing.
Media: Materials used by an artist to
create a work of art.
Medium: any material used to
create art.
Pastels: Chalks that, depending on
the kind and amount of binder, can
be powdery, waxy, or oily. They can
be applied to high-quality surfaces,
usually special pastel papers, by
hand or with rubbing techniques.
Available in both round and square
sticks.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
casing a marking substance.
Principles of art: Refers to the
different ways that the elements of
art can be used in a work of art. The
principles of art consist of balance,
emphasis, harmony, variety,
gradation, movement, rhythm, and
proportion.
Wet media: Media that come in a
liquid state and are applied with
brushes, pens, and other drawing
tools. Most wet media are
permanent and erasing is nearly
impossible.
Title of Course: Drawing
Unit: Independent Drawing Project (Rank Level 2)
Suggested Duration: One project due at the end of the 2nd marking period of the course
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students are required to
complete one independent
drawing which is due at the
end of the 2nd marking period
of the course. This is an
independent visual arts
project developed and
created by the student.
Students must spend at least
10 hours on it.
Standards (list numbers):
9.2.12.A, 9.2.12.B, 9.2.12.C,
9.2.12.D, 9.2.12.E, 9.2.12.F,
9.2.12.G, 9.2.12.H, 9.2.12.I,
.2.12.J, 9.2.12.K, 9.2.12.L,
9.3.12.A, 9.3.12.B, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G,
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D
Competencies and
Art
Core Skills
Concepts
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N/A
Students will be able to:
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Use any materials
they choose.
Use any surface they
choose.
Create sketches or
gather resources to
work from.
Create their own
project from idea to
completion.
Participate in the
teacher-led in-process
and final critiques.
Self-evaluate the
visual quality of the
project through
written and/or verbal
expression.
Complete a selfassessment prior to
teacher assessment.
Vocabulary/Content (list)
Abstract Art: Twentieth-century art
containing shapes that simplify
shapes of real objects to emphasize
form instead of subject matter.
Calligraphy: An Asian method of
beautiful handwriting.
Collage: An artwork created by
pasting cut or torn materials such as
paper, photographs, and fabric to a
flat surface.
Chalk: A soft rock composed of
fossilized shells. Like charcoal, it can
be ground or compressed into a
crayon.
Charcoal: A black or very darkcolored, brittle substance made of
carbon.
Colored chalk: Dry, powdery sticks of
pigments.
Colored pencils: Waxy pencils with
strong, durable colors.
Crayons: Among the oldest of all art
media. Available in both pencils and
square sticks, in varying degrees of
hardness. Crayons provide a wide
range of colors, and they can be
applied to many different surfaces.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Various grounds:
paper, wood,
stone, metal,
canvas, etc.
Independent
Drawing Project
Proposal
Various drawing
materials: pencil,
eraser, chalk
pastel, oil pastel,
marker, colored
pencil, ink,
scratchboard, etc.
Materials list only
limited by
imagination
Any reference
sources (books,
photographs,
etc.)
One
Independent
Drawing Project
due the 2nd
marking period
of the course.
Evaluation
(grade sheet) for
each the
independent
drawing project.
Because of the adhesive strength of
the binder, crayon marks are almost
always permanent.
Design: A skillful blend of the
elements and principles of art.
Drawing: Creating a work of art
using a drawing material.
Elements of art: The basic
components, or building blocks, use
by the artist when producing works
of art. The elements consist of color,
value, line, shape, form, texture, and
space.
Fine art: Art made to be experienced
visually.
India ink: Black drawing ink. It is
available in two types: waterproof
and soluble. Waterproof ink will
withstand washes after the ink has
dried. Soluble ink will dissolve in
water.
Pastels: Chalks that, depending on
the kind and amount of binder, can
be powdery, waxy, or oily. They can
be applied to high-quality surfaces,
usually special pastel papers, by
hand or with rubbing techniques.
Available in both round and square
sticks.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
casing around a marking substance.
Principles of art: Refers to the
different ways that the elements of
art can be used in a work of art. The
principles of art consist of balance,
emphasis, harmony, variety,
gradation, movement, rhythm, and
proportion.
Realism: Mid-nineteenth century
artistic style in which familiar scenes
are presented as they actually
appear.
Visual arts: Unique expressions of
ideas, beliefs, experiences, and
feelings presented in well-designed
visual forms.