Candice McPherson

Technology Integration Unit

Stage 1- Understanding By Design

Title: Proportion and the Human Face Subject: Art Grade: 5

Georgia Performance Standard:

VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning
and how they affect personal responses to and evaluation of the artwork.
n. Analyzes proportion in artworks as the relationship of one part to another or to the whole.

Established Goals:
The student will:
-Identify proportion as one of the principles of design
- Distinguish the correct proportions of a human face
- Demonstrate the ability to draw a human face with correct proportions

Understandings: Essential Questions:

Students will understand that:
-Proportion is a principle of design
- Proportion is a part of something as it relates
to the whole.
- When proportions are not correct, the
drawing will look odd.
- Using correct proportions will make a face
drawing look more realistic.
-Drawing guidelines will help with drawing
correct proportions
-Why do artists use the principles of design in
art compositions?
- Why do we need to know about proportion? S
- How can we create correct facial
proportions?
- How can we know that facial proportion is
correct?
- Why should we use guidelines when drawing
correct proportions?

Students will know:

- The definition of proportion
-How guidelines help in drawing correct proportions
-How to draw a face with correct proportions

Students will be able to:

-Use guidelines correctly to create accurate proportions of the face
-Draw a human face with accurate proportions
 Stage 2: Evidence of Desired Results

Performance Tasks:
Learners will complete a step-by-step tutorial for creating facial correct proportions [Facet 1]
Learners will draw a human face using guidelines to achieve correct proportions [Facet 2,3]
Learners will add details to create a unique artwork [Facet 6]

Other Evidence:
Pre-test/ post-test
Work sample
Rubric

Student Self-Assessment and Reflection:

Self-assessment for Performance Task [Facet 1,2,4,5,6]
End-of-lesson written summary to address these issues:
• What did I learn from this lesson?
• Why is this information important?
• How can I use the information I learned?
• What questions do I still have?
 Stage 3: Learning Plan

Learning Activities:
-Learners will complete a pre-test to determine prior knowledge
-Learners will observe vodcast on steps for drawing a face with correct proportions
-Learners will use blank drawing sheet to follow drawing steps in vodcast
-Learners will use the knowledge attained from the vodcast of facial proportions to create a unique
face drawing, complete with details
-Learners will compare their drawings with actual photographs
-Learners will complete a post-test to determine subsequent knowledge

Day 1 Day 2 Day 3 Day 4

-Take the pre- -Review steps -Add color with -Finish art work
ActivityClassroom

test to creating face paint, crayons, -Take post-test

-Watch vodcast drawings with colored
and follow steps accurate markers, or
to create a face proportions colored pencils,
with correct -Create a if desired
proportions drawing of a
-Practice face with
drawing faces correct
with correct proportions
proportions

Look at Contemplate Compare with Critically

Follow-up Activity

photographs of how the use of photographs of evaluate peers

faces and use details can faces to self- artworks and
guidelines to make drawing assess successful use
verify unique. Create proportions in of proportion
proportions a list of details the artwork.
to be added to Write a
the artwork summary.
Pre-test/Post-test

Place the following features on the diagram using correct proportions:

• Eyes
• Eyebrows
• Nose
• Mouth
• Ears
• Hairline
• Neck
Grading Rubric

Unsatisfactory Satisfactory Target Score

1 Point 2 Points 3 Points
Elements of The student used the The student used The student used
Design correct proportions correct proportion the correct
on less 3 or less on 4 or 5 facial proportions on 6
facial features features or 7 facial features

Creativity The student work The student work The student work
shows little or now shows some original shows a unique
original thought in thought in the level of originality
the details of the details of the
drawing drawing
Effort The student did not The student finished The student gave
finish the work in a the project, but it an effort far
satisfactory manner. lacks finishing beyond the
touches or could be requirements of
improved upon with the project
little effort
Skill The student The student The student
demonstrated below demonstrated demonstrated
average average above average
craftsmanship craftsmanship craftsmanship
Total
Teacher Comments:
Resources:

Face Proportions
http://www.alifetimeofcolor.com/main.taf?p=2,1,1,5

How to Draw Accurate Face Proportions

http://www.ehow.com/how_2215833_draw-accurate-face-proportions.html

Standard Facial Proportions

http://drawinglab.evansville.edu/face.html

The Golden Ratio

http://www.geom.uiuc.edu/~demo5337/s97b/art.htm

Art Rubric
http://www.makeworksheets.com/samples/rubrics/art.html

Instructional Design
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd Expanded ed.). Alexandria, VA:
Assn. for Supervision & Curriculum Development.