Level 3: ART 309 & Student Teaching
Drawing Fundamentals
Central Focus
Grade Level
Class Size
Time
Class Demographics
Drawing processes and techniques
Early Sr. High
18 & 21
45 minutes classes, Daily
4 students with IEP’s
National Visual Arts Standards Addressed
Cr1.1.Ia, Cr3.1.Ia, Cn10.1.Ia,
Common Core State Standards Addressed
 CCSS.ELA-LITERACY.W.9-10.1.E: Provide a concluding statement or section that follows from and supports the argument
presented.
 CCSS.ELA-LITERACY.W.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the
topic
Forms
Frames
Conceptual
Framework
2D
Cultural
Artwork
Subjective
3D
Structural
4D
Postmodern
Artist
Audience
World
Student Prior Knowledge and Conceptions
 This is an introductory lesson, so students are not expected to know any concepts to be discussed in class, besides the
specific term, Composition.
Interdisciplinary Connections
 English
 History
UNIT OBJECTIVES
As a result of this lesson, students will be able to:
1. Given information on contour line drawing, gesture drawing, and site measuring, students will be able to use
multiple drawing techniques and apply them to one full drawing, utilizing the entire page.
2. After having practiced techniques, students will be given one class period to complete their best examples of
gesture, cross contour, contour, and continuous line drawing, having each drawing fill up the page, and turned in
by the end of class.
3. Given examples from historical and modern artists, students will compare their works and gradually build off of
new concepts in order to work up to their final drawings.
4. After each technique learned, students will document all stages of their learning process by collecting their
sketches, and will turn them in with their final projects.


Introductory powerpoint
Viewfinders cut out


Pencils (2H-6B)


Key Artists
Key Artworks
Key Critical Questions
TEACHER MATERIALS
A model for students to draw
(maybe the students will take turns
at their table being the model
figure).
STUDENT MATERIALS
Paper 8X10
Paper 16X20

Still life objects

Markers
ARTISTS IN CONTEXT
Edgar Degas, Leonardo DiVinci, Michaelangelo Buonarroti, Raphael Sanzio, G F Watts, Pablo
Picasso
Edgar Degas, The Dancing Class, 1874
Leonardo DaVinci, The Battle of Anghiari, 1505
1. How do you think gesture drawing helped these artists create their final drawings? Why paint
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
these particular subjects? (pastry paintings) What are some things you think of when you
observe these paintings? Are all of our answers to the previous question similar or different?
What does this say about the way we critique artwork? Are there specific standards for art that
make some art better than others? Who determines this?
Vocabulary
Language Functions
Language Demands
Language Tasks and
Activities
Language Supports
VOCABULARY AND LANGUAGE ACQUISITION
Composition
Contour lines
Cross Contour
Observational Drawing
Gesture Drawing
compare/contrast, critique, describe, interpret
Syntax
Discourse
1. The instructor will ask students throughout the lesson at random to define different vocabulary
words from the lesson
2. The instructor will have the students write reflections on their work, using the vocabulary terms
to describe their finished works.
1. The instructor will make a vocabulary handout for the students.
2. The instructor will hang up examples of the vocabulary words throughout the room.
SPECIAL PRE-INSTRUCTION PREPARATIONS
 The instructor needs to prepare the intro presentation, set up the still life, create view-finders, and cut paper to the proper
size for this unit.
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
 Students who have difficulty remembering information and specific steps will be given a handout that further demonstrates
these steps, and includes a checklist.
 Students who need to spend more time on their assignments may come in after class to work on them.
Enrichment and Extensions
 Students who finish earlier than their classmates’ will write a reflection on their work, describing the pose they chose and
how it expresses their personality.
 During the lesson, I’d like students to partake in a mid process critique, in which they can compare their works with their
classmates, and make final decisions.
Activity for Early Finishers
 Students who finish assignments early may have the opportunity to work on sketchbook assignments during class.
OBJECTIVE-DRIVEN ASSESSMENTS
1. Rubric assessing students’ finished projects and use of the space on the paper, the application of learned techniques,
craftsmanship and effort. (Objectives 1 & 3)
2. Checklist that makes sure the students have completed the sequential steps in completing the final work, based on
participation and attempt (Objective 2).
REFERENCES
Met Museum. The Dancers and Degas. Retrieved from
http://www.metmuseum.org/content/interactives/DANCERS/gesture.html
* Developed and written by Emily Evensen, Art Education, Illinois State University, 2014 *
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
GESTURE DRAWING DAY / LESSON 1
Launch
 The instructor will welcome the students to class, and ask if any students know
specific terms that will be discussed in today’s presentation: Contour drawing,
cross contour, observational drawing, etc.
Instruction
 The instructor will present the Powerpoint presentation introducing drawing
techniques and processes, as well as materials: types of paper (weight),
difference between pencils, thumbnail sketches, use of sketchbooks.
 The instructor will move into gesture drawing, and discuss how many artists use
this technique to warm up, as well as to create final drawings.
 The instructor will ask for one volunteer student to stand in the center of the
room, and another to keep track of time (30 seconds). The instructor will
demonstrate a gesture drawing on the dry erase board.
 The instructor will demonstrate the use of positive and negative space in
drawing. (shapes made within the figure, shapes made from arms, legs, etc.
 Students will then gain understanding in that a gesture drawing will not look
perfect. In fact, it may look more like scribbles.
 The instructor will end class with allowing students to practice this method at
their tables. One student will volunteer each turn, and be drawn beginning at one
minute, moving down to 30 seconds.
Closure
 The instructor will ask for students to hold up their drawings, and describe what
they notice from their drawings: “The drawings aren’t very detailed, the drawings
are scribbly, the drawings are active*”.
Instruction Methods
 Teacher Demonstration
 Show of hands
Instruction Methods
 Teacher Lecture
 Teacher demonstration
Instruction Methods
 Teacher-student discussion
CONTOUR DRAWING DAY / LESSON 2
Launch
 The instructor will ask students to draw the object in the center of their tables
without any instruction on observational drawing.
Instruction
 The instructor will discuss what the term Contour means, and what it entails.
Cross contour will also be discussed.
 The instructor will discuss the difference between contour and outline.
 The instructor will discuss how, in artwork, negative space should still be
considered when portraying positive space.
 The students will participate in a contour line drawing activity, in which they draw
different objects displayed in the center of their tables.
 After this activity, students will draw an object placed in the center of their tables
using contour line practice, as well as cross contour. This will help the students
to understand form in objects.
Closure
 The instructor will ask students to compare their original observational drawing to
their cross contour drawing. In their sketchbooks, students will describe the
differences in their two drawings, and determine why cross contour drawing is
beneficial for their work.
Instruction Methods
 Repetition
Instruction Methods
 Teacher Lecture
 Group student work
 Individual student work
Instruction Methods
 Individual student work
 Individual reflection
SHADING AND SITE MEASURING DAY / LESSON 3
Launch
 The instructor will ask students to share what they wrote in their sketchbooks
about their hand drawings.
Instruction
 The instructor will discuss shading and site measuring, and demonstrate these
Instruction Methods
 Reflection
 Review
Instruction Methods
 Teacher demonstration
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12
Level 3: ART 309 & Student Teaching
techniques.
 The instructor will first discuss site measuring by using the classroom door as an
example: measuring the door from top to bottom, side to side. Measuring the
width first, then measuring the width by the height. Comparing the size of the
door to the cabinets & tables.
 Then, the instructor will demonstrate shading, using an object and an 8-point
value scale.
 The students will be given a worksheet requiring them to fill out their own 8-point
value scale, and applying the value scale to a contour image on a worksheet.
Closure
 The instructor will ask students to complete their worksheets for the next class
period, so they may apply the learned techniques to a final project.
 Individual student work
Instruction Methods
 Reflection
 Homework
BEGIN STILL-LIFE DAY / LESSON 4-16
Launch
 The instructor will review student worksheets and make sure the concepts taught
yesterday were understood by every student.
 After doing so, the instructor will review the techniques quickly in class.
Instruction
 The instructor will discuss shading and site measuring.
 The instructor will present information on Wayne Thiebaud, and will hold a
discussion based on his work. Harmen Steenwyck’s still life work will also be
presented in class, and the class will discuss symbols found in his work.
 When demonstrating these techniques, the instructor will include all information
given in previous classes: contour drawing, focusing not only on positive space,
but negative space as well, gesture drawing and thumbnail sketches), as well as
teach the students how to use a viewfinder to create a composition.
 The students will then create some sample thumbnail sketches of possible
compositions they’d like to use.
 Once the students find their composition, they may stay in that spot and begin
working.
Closure
 Once students are finished drawing (two weeks), they will review all of their
classmates’ work in a small/short critique
 Students will work on their sketchbook assignments
Instruction Methods
 Review
Instruction Methods
 Instructor demonstration
 Class/group discussion
 Individual student work
Instruction Methods
 Reflection
 Critique
EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9
EHS = Early High School grades 10-11 • LHS = Late High School grade 12