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

Instructors name: Cermanski

Course/Grade: Visual Arts I

Week of: September 9 to September 22, 2015

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) 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.

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/1B)

(1D) Resources/Materials:

Teacher: Various line drawing designs, Thom

Yorke album cover, Images of line nonrepresentational 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

Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1F)

Daily: Daily checking of sketches

This Week: Final line sketch
Unit: Final line and contour drawings
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

WEDNESDAY 9/9
(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.
Do Now: In a Do Now square, do a drawing of
either:
(1C)

Do NowIn your sketchbook do a drawing using a variety

of lines using half the page.
What are the various types of lines?
II. Read Line Vocabulary handout

--The repetition of 4 different shapes

--15 or more curvy lines

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
What is Non-Representational Art? What
are different types of lines?
ProjectOp Art Line Drawings
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 9/10
(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.
Do Now: Continue working on your sketch. If you
are finished please show to me.
(1C)

FRIDAY 9/11
(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.

MONDAY 9/14
(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: Find lines in the room and draw

them in your sketchbook exactly as you see
them.
I.
II.

Continue straight line design

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
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
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:

TUESDAY 9/15
(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.

WEDNESDAY 9/16
(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.

THURSDAY 9/17
1C) Learning Target: Students will be able to draw contour
lines of an object. TSW know this when he/she completes a
contour drawing of his/her shoe.
(1C)

Do Now: Continue working on piece

Do NowWhich is your favorite drawing so far? Why?

I. Work on final design on white paper, focus on
neat craftsmanship

(1F)Embedded Formative Assessment: progress on

project
(1B)Closing Activity: Ask a student to share drawing
Finish project

(1F)Embedded Formative Assessment: Final Project

(1B)Closing Activity: Ask a student to share drawing
I.

II.
III.

FRIDAY 9/18
1C) Learning Target: Students will be able to draw contour
lines of a room. TSW know this when he/she completes a
contour drawing of the room.
(1C)

Do Now: Continue working on piece

Ask a student to share project

Show students images of contour line

drawings by Egon Schiele, Edgar
Degas, Diego Rivera, and Henri
Matisse
Demonstrate how to do a contour
drawing from observing a shoe
Finish final design and then draw your
shoe (students can use the rollerskate 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
I.
What is a contour drawing?
II.
Todaydo a contour drawing of
one part of the roomuse
viewfinder if you want.
(1F)Embedded Formative Assessment: Cold calling on
contour lines
(1B)Closing Activity: Review how to do a contour line
drawing

MONDAY 9/22
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 Boccini, 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 9/23
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

*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

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?
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.