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