ARTS IMPACT INSTITUTE LESSON PLAN



ARTS IMPACT INSTITUTE LESSON PLAN - Core Program Year 2 Art-Infused

VISUAL ARTS LESSON – Informed Drawing through Observation

Arts-Infused Disciplines: Visual Art/Science Arts-Infused Concept: Observational Process

Artist-Mentor: Maria Grade Grade Levels: Third – Fifth Grade

Example:

Enduring Understandings

Observation of shapes, measured proportion, contour, range of tonal value, and variation in line quality that creates texture and detail can inform an accurate and descriptive drawing.

Target: Draws the shapes which make up the form of the animal.

Criteria: Observes, identifies and describes light overlapping ellipses which depict the basic shapes of an animal’s form.

Target: Draws the proportions of an animal.

Criteria: Observes and compares the sizes of animal’s body parts and draws light marks which map the height and length of an animal.

Target: Draws the contour of the animal.

Criteria: Observes and approximates the basic outside edge of the animal’s form.

Target: Uses a variety of lines to describe details of the animal.

Criteria: Uses lines to indicate texture in the drawing; changes line direction to show how skin or fur follows the shape of the body.

Target: Uses a range of tonal values to describe details of the animal.

Criteria: Draws light, medium and dark tones to emphasize the dimensions of the animal’s body or to provide dramatic shading to its form; uses darker lines to define structure and emphasize characteristic features.

Target: Evaluates work of peers.

Criteria: Uses supportive evidence and criteria.

Teaching and Learning Strategies

1. Introduces drawing as an art media and discusses common attitudes toward drawing. Addresses the concept of realism in art and the acquisition of skills needed to draw realistically as a goal for this exercise, not a goal for all drawing.

Student: Reflects on ideas and times when drawing realistically is most valued and why an artist might select to/not to draw realistically.

2. Introduces examples of animal drawings from the museum collection. Prompts: What are the qualities of a realistic drawing? What is the artist able to tell you about the subject animal through his/her drawing?

Student: Observes drawings. Lists specific characteristics of realistic drawing. (describes subject, references recognizable characteristics, conveys dimension.)

3. Introduces drawing tools. Demonstrates on paper the use and capacity of each tool. Prompts: Tools transform what you observe while looking--your ability to direct these tools is literally your ability to steer the perceptions a person has when they see your drawing.

Student: Examines and manipulates drawing tools for distinct characteristics and capacities.

4. Leads warm-up drawing exercise using a variety of mark making approaches and varies pressure with tools.

Student: Lightens up and bears down on tool. Makes a variety of lengths, directions, and qualities of line with drawing tools.

5. Shape: Introduces observation of elephant photos (though in science it would be first-hand observation whenever possible) and the drawing of shapes. Prompt: My elephant’s trunk will be nearly touching this side of the page and its tail the other side. We can tell viewers about our observation of the elephant’s size just by the way we fill the page with its whole body.

Student: Observes and draws shapes seen in animal. Spans the page with the animal.

Embedded Assessment: Criteria-based self-assessment

6. Proportion: Leads class in observing, measuring and comparing the sizes of various parts of the animal. Demonstrates the critical process of looking, checking and marking on the sketch. Prompt: My elephant’s trunk reaches the ground, his tusks are half the length of his trunk.

Student: Observes and measures animal as referenced in photograph. Marks down points of reference on sketch.

7. Contour: Leads class in observing the contour of the elephant. Demonstrates drawing a contour of the elephant. Prompt: If you were to run your hand along the edge of his trunk, what would that motion look like in the air? Class acts out the bumpiness of the line with their hands. Prompts: Draw the contour to reflect your observation of all the outside edges of the elephant. Here are questions to ask yourself as you draw: Have I been careful to observe and document as much as I can about the shape, proportions and contour of this animal? This is my guide for the rest of my drawing and my chance to correct what doesn’t resemble my animal. Continue to reference your original source, the photograph in this case, not just your shape drawings.

Student: Observes and draws the animal’s contour.

Embedded Assessment: Criteria-based self-assessment

8. Value: Demonstrates the range of tonal values, displays and defines a value scale, demonstrates the addition of tone to drawing through the use of smudging, erasing and shading. Shows before and after drawings.

Student: Observes and comments on the changes in drawing examples.

9. Detail: Demonstrates the addition of lines and changes in pressure, direction, character of line, etc. and displays the changes by showing additional before and after drawings.

Student: Observes and comments on the changes in drawing examples.

10. Initiates a focused drawing (observational) period for the class in which they are to draw the details and visual characteristics they observe in the animal using tone and line. Prompts: Ask yourself if this could be any elephant or animal or is it the specific one you are looking at right now? How can you tell? What does your drawing tell me about this animal? Is he old or strong or dusty or hairy? Make each line or smudge you add tell me more about what you observe in your animal—no filler. Self-assess as you draw because it helps guide your progress. I observed that my elephant had wrinkles all around his ankles and ears that folded like a leaf of lettuce and his tail had long hairs on the end. I show that to the viewer in my drawing.

Student: Draws the animal’s details using line and tone. Adds as many detailed characteristics as possible.

Embedded Assessment: Criteria-based self-assessment (Students complete a self-assessment checklist card which includes a space for them to write how one animal characteristic inspired one drawing technique. Students can continue to add details to their drawings if they find that their writing describes something that their drawing does not reflect.)

11. Directs the students to put their drawings next to their reflection cards up on the wall for group reflection and critique.

Student: Assembles, observes.

12. Teacher: Leads Critique and peer-review.

Student: Discusses the evidence of observation in their drawings, the effective use of line and tone to describe their animals and uses criteria to comment on the completed drawings.

Embedded Assessment: Criteria-based peer reflection

|Vocabulary |Materials and Community Resource |WA Essential Learnings & Frameworks |

|Arts Infused: Visual |Museum Artworks: |Essential Learnings |

|Art and Math: |Tacoma Art Museum |AEL 1.1.2 principles of organization: whole picture plane |

|observational process |Bird’s Eye |AEL 1.2 skills and techniques: drawing, erasing, using tortillon |

| |Robert Helm |AEL 2.1 artistic process: gathers information, develops ideas, |

|Visual Art: contour, | |organizes elements, reflects for a purpose, refines work, presents work|

|form, line direction, |Seattle Art Museum |to others |

|line quality, mark |Message, 1943 |AEL 3.2 for a purpose: representation |

|making, proportion, |Morris Graves | |

|representational, |83.209 |SEL 2.1.2 conducts simple investigations |

|shape, tone, value | |SEL 2.2.1 understands that observations and measurement are used by |

| |Dr. Silvester Gardiner (1708-1786), probably |scientists to describe the world |

| |1772 |SEL 2.2.5 understands that increased comprehension of system leads to |

| |John Singleton Copley |new inquiry |

| |2006.125 | |

| | |Arts State Frameworks |

| |Claude Monet, 1890 |Kindergarten—Grade 5: applies arts concepts, vocabulary, skills and |

| |Theodore Robinson |techniques through a creative process |

| |2005.163 | |

| |Printed Resources/Internet: John Stuart Curry,|Science State Frameworks |

| |Elephants, Rembrandt, Elephant, Franz Marc, |Grade K-2: scientific inquiry: Makes observations and records |

| |Elephant, 1907 |characteristics or properties; makes observations and measurements |

| | |about natural phenomena; tells how scientific inquiry results in facts,|

| |Art Materials: Conte crayons (black), erasers,|evidence, unexpected findings, ideas, and explanations |

| |HB drawing pencils, value scale done with |Grade 3-5: scientific inquiry: Selects observable or measurable |

| |Conte crayon on the lesson paper, thick white |variables related to the investigative question for a simple field |

| |drawing paper, 18 - 24 in. and smaller sizes |investigation; describes whether measurements and/or observations of |

| |of same paper for warm-ups, small pieces of |phenomena are scientific facts; describes how results of scientific |

| |chamois leather, paper tortillon |inquiry may change our understanding of the natural world |

| | | |

ARTS IMPACT INSTITUTE LESSON PLAN

VISUAL ARTS LESSON – Informed Drawing through Observation

ASSESSMENT WORKSHEET

| |Visual Art/Scientific Observation Process |Total |

| |VISUAL ART and SCIENCE |Points |

| | |8 |

| |Shape |Proportion |

|Students |VISUAL ART |MATH |

|Overall: |How did one animal characteristic inspire one drawing technique? |

| | |

| | |

|Shape: draws overlapping | | |

|elliptical shapes | | |

|Proportion: maps the height| | |

|and length of an animal | | |

|Contour: approximates the | | |

|basic outside edge of the | | |

|animal’s form | | |

|Linear Detail: changes line| | |

|direction along shape of | | |

|body | | |

|Linear Detail: | | |

|indicates texture | | |

|Value: uses darker lines to| | |

|define structure and | | |

|emphasize features | | |

|Value: draws light, medium | | |

|and dark tones | | |

ARTS IMPACT FAMILY LETTER

VISUAL ARTS LESSON – Informed Drawing through Observation

Dear Family:

Today your child participated in a visual arts lesson integrated with science: scientific and artistic observation to collect and record data. We drew a realistic or representational drawing from observation. We used drawing techniques to depict an animal using Conté crayon and erasers.

• We observed the basic shapes of the animal’s body, drew a rough sketch of those shapes to guide our drawing and then approximate the contour of the animal.

• We observed the height and length of the animal and compared his limbs and other body parts so that we could plan to draw our animal with those same proportions.

• We observed the bumps and angles of the body so that our drawing included linear detail that represented texture and line direction.

• We added values (light, medium and dark) to our drawing which helped describe more fully what we saw when we observed the animal.

At home you could try drawing the animals you have nearby, pets sleeping, or squirrels in the yard, ducks in the park. The ones that hold still are a good place to start. Use the process of first observing, then drawing a guide sketch of shapes, measuring and comparing for proportion, drawing a contour and then building detail with line and value to ensure a great drawing, full of observed details and the true character of the animal!

Enduring Understanding

Observation of shapes, measured proportion, contour, range of tonal value, and variation in line quality that creates texture and detail can inform an accurate and descriptive drawing.

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