Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade: Visual Arts I

Week of: September 3 to September 17

Unit Name: NON-REPRESENTATIONAL, CONTOUR, and
DRAWINGS


(1A)*Essential Question(s):
How can I understand line, space and contrast to
create a strong drawing?
How do I do a contour drawing? Gesture drawing?
How do I do a non-representational drawing?
How can I understand line, form and unity to create a
strong drawing?
How can I communicate movement and emotions
through line?
How do different colored media yield different
effects
(1A/1B) Connections (prior/future learning):
Students are familiar with line from math classes
Students are familiar with contour lines from previous
art classes
Students are familiar with contour and gesture lines
from cartoons

(1A) Common Core/State Standards:
NMVA-I, IV, V

(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students who are struggling can do simpler
designs
More advanced students can do more complex
designs and a series of gesture drawings.
(1D) Resources/Materials:
Teacher: Various line drawing designs, Thom Yorke album
cover, Images of line non-representational line paintings by
Bridget Riley, M.C. Escher, and Wassily Kandinsky, contour
drawings by Degas, Rivera, Schiele, and gesture drawings by
various artists.
Students: 8.5 x 11 paper, Markers Pencil, sketchbook
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Daily checking of sketches
This Week: Final line sketch
Unit: Final line and contour drawings

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

WEDNESDAY 9/3
(1C) Learning Target: TSW learn how to draw a variety of
types of lines. TSW know this when he/she can draw at
least 5 different types of lines.

(1C) Do Now: In a Do Now square, do a drawing of
either:
--The repetition of 4 different shapes
--15 or more curvy lines


Do NowIn your sketchbook do a drawing using a variety
of lines using half the page.
I. What are the various types of lines?
II. Read Line Vocabulary handout
II. Take a Line for a Walk exercise
Student should draw all the different types of line
in sketchbook, trying their best not to move their
pencil from the paper
III. Op Art & Discuss

V. Discuss importance of using contrast in designs
V. Begin straight line sketches
Assignment(s) Due-None (1F)
Embedded Formative Assessment: Response to cold
calling on types of lines
(1B)Closing Activity: op art
THURSDAY 9/4
(1C) Learning Target: TSW learn how to create a sketch for
a straight line design. TSW know this once he/she has a
straight line design sketch complete.
(1C) Do Now: Continue working on your sketch. If you
are finished please show to me.

Do Now: Find lines in the room and draw them in your
sketchbook exactly as you see them.
I. What is Non-Representational Art? What are
different types of lines?
II. ProjectNon-Representational Line Drawings
III. Students should start should their straight line
design
III. After finishing straight line design, they should move on
to their curvy--line design

(1F)Embedded Formative Assessment: Cold calling on
non-representational art
(1B)Closing Activity: Review project requirements
FRIDAY 9/5
(1C) Learning Target: TSW learn how to create a sketch for
a curvy line design. TSW know this once he/she has a curvy
line design sketch complete.

(1C) Do Now: Continue working on piece.

Do Now: Look at the designs of the person sitting next to
you. Tell him/her which design you like best and why.
I. Students should continue with their curvy designs.
(1F)Embedded Formative Assessment: Check progress
on line designs
(1B)Closing Activity: Ask a student to share his/her
sketch
MONDAY 9/8
(1C) Learning Target: -For students to learn how to choose
his/her best sketch. TSW know this when he/she chooses a
sketch for the final project.
(1C) Do Now: Continue working on piece.

Do Now: How is doing a straight-line design different from
a curvy? What takes more time for you? Is more
enjoyable? Which do you think is a stronger design?
II. Students should finish combo line design
I. After finishing designs, student should consult
with teacher. Student will choose on design to
re-do using black marker.
If time is left start on final drawing
(1F)Embedded Formative Assessment: Progress on
project
(1B)Closing Activity: Ask a student to share project
TUESDAY 9/9
(1C) Learning Target: -For students to be able to use good
craftsmanship to create a precise line design. TSW know
this when his/her final project is neat, straight lines are
drawing with ruler, there arent any smudges, etc. on final
Do NowWhich is your favorite drawing so far? Why?
I. Work on final design on white paper, focus on neat
craftsmanship

piece.

(1C) Do Now: Continue working on piece.



(1F)Embedded Formative Assessment: progress on
project
(1B)Closing Activity: Ask a student to share drawing
WEDNESDAY 9/10
(1C) Learning Target: -For students to be able to use good
craftsmanship to create a precise line design. TSW know
this when his/her final project is neat, straight lines are
drawing with ruler, there arent any smudges, etc. on final
piece.

(1C) Do Now: Continue working on piece.

Finish project



(1F)Embedded Formative Assessment: Final Project
(1B)Closing Activity: Ask a student to share drawing
THURSDAY 9/11
1C) Learning Target: Students will be able to draw contour
lines. TSW know this when he/she completes a contour
drawing of his/her shoe.

(1C) Do Now: Continue working on piece
I. Show students images of contour line drawings
by Egon Schiele, Edgar Degas, Diego Rivera,
and Henri Matisse
II. Demonstrate how to do a contour drawing
from observing a shoe
III. Finish final design and then draw your shoe
(students can use the roller-skate I have if they
dont want to remove their shoe)


(1F)Embedded Formative Assessment: Cold calling on
contour lines
(1B)Closing Activity: Review how to do a contour line
drawing
FRIDAY 9/12
1C) Learning Target: Students will be able to draw contour
lines. TSW know this when he/she completes a contour
drawing of his/her shoe.

(1C) Do Now: Continue working on piece
What is a contour line? Outline?
II. Refresh students on how to do a contour line drawing
III. Students should do contour drawing of their shoe using
pencil
I. Students who finish early should do a contour
drawing of someone elses shoe
II. Students who finish this should draw a contour
drawing of something in the room

(1F)Embedded Formative Assessment: cold calling on
contour lines
(1B)Closing Activity: Ask a student to share his/her work
MONDAY 9/15
1C) Learning Target: TSW learn how to do a gesture
drawing. TSW know this once he/she creates a gesture
drawing that captures the essence of movement.
(1C) Do Now: Read rules for critique
Show students images of gesture drawings by Umberto
Bobbioni, Roger de la Fesnaye and William Kentridge15
mins
II. Tips for gesture drawing:
Do the drawing in under 30 seconds
Capture movement and energy using loose,
scribbly lines
Do not draw details!
Stay focus and concentrate
III.Demonstration30 second gesture drawing using
charcoal5 mins
III. Students do quick gesture drawings of various student
models30 mins
(1F)Embedded Formative Assessment: Cold calling on
gesture drawing
(1B)Closing Activity: Ask a student to share work
TUESDAY 9/16
1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this when he/she makes
at least 2 strong comments to peers during critique.
(1C) Do Now: Read rules for critique
I. What is your favorite gesture drawing you did?
Why?
II. Review format for critiques
Critiques of Non-Representational drawing and Gesture
drawings
(1F)Embedded Formative Assessment: Final Project
(1B)Closing Activity: What did you learn from the
critique?

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.