Visual Arts Lesson: Grade Level: 9-12

Informed Drawing through Observation Infused Disciplines: Science

CO 21st Century Skills CO Visual Arts Standards Evidence Outco es Endurin! "nderstandin!s

Critical Thinking and Reasoning, Information Literacy

Standard 3: In ent and !isco er to Create Skillf"lly "se a ariety of techni#"es and media to create $orks of art %&ser ation of sha'es, meas"red 'ro'ortion, conto"r, range of tonal al"e, and ariation in line #"ality that creates te(t"re and detail can inform an acc"rate and descri'ti e dra$ing) E#a ples

$ar!et Learnin!s and Assess ent Criteria Learnin! $ar!et: !ra$s the sha'es that make "' the form of the animal Criteria for Success: O%serves& identifies and descri%es light o erla''ing elli'ses that de'ict the &asic sha'es of an animal*s form Learnin! $ar!et: !ra$s the 'ro'ortions of an animal Criteria for Success: O%serves and co pares the si+es of the animal*s &ody 'arts and dra$s light marks to ma' the height and length of the animal Learnin! $ar!et: !ra$s the conto"r of the animal Criteria for Success: O%serves and appro#i ates the &asic o"tside edge of the animal*s form Learnin! $ar!et: ,ses a ariety of lines to descri&e details of the animal Criteria for Success: ,ses lines to indicate te(t"re in the dra$ing- changes line direction to sho$ ho$ skin or f"r follo$s the sha'e of the &ody Learnin! $ar!et: ,ses a range of tonal al"es to descri&e details of the animal Criteria for Success: !ra$s light, medi"m and dark tones to e p'asi(e t'e di ensions of the animal*s &ody or to 'ro ide dramatic shading to its form- "ses darker lines to define structure and e p'asi(e c'aracteristic features)

.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!

Learnin! $ar!et: !ra$s the conto"r of the animal) Criteria for Success: O%serves and appro#i ates the &asic o"tside edge of the animal*s form) )otes: $eac'in! and Learnin! Strate!ies 1) Introduces dra*in! as an art edia and discusses co on attitudes to*ard dra*in!+ /ddresses the conce't of realis in art and t'e ac,uisition of skills needed to dra* realistically as a goal for this e(ercise, not a goal for all dra$ing) St"dent: Reflects on ideas and times $hen dra$ing realistically is most al"ed and $hy an artist might select to3not to dra$ realistically) 2) Introduces e#a ples of ani al dra*in!s fro t'e useu 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? St"dent: %&ser es dra$ings) Lists s'ecific characteristics of realistic dra$ing) 4descri%es su%-ect& references reco!ni(a%le c'aracteristics& conveys di ension)5 3) Introduces dra*in! tools+ !emonstrates on 'a'er the "se and ca'acity 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! St"dent: 2(amines and mani'"lates dra$ing tools for distinct characteristics and ca'acities) 6) Leads *ar .up dra*in! e#ercise "sing a ariety of mark making a''roaches and aries 'ress"re $ith tools) St"dent: Lightens "' and &ears do$n on tool) 7akes a ariety of lengths, directions, and #"alities of line $ith dra$ing tools) 8) S'ape: Introduces o%servation of elep'ant p'otos /t'ou!' in science it *ould %e first. 'and o%servation *'enever possi%le0 and t'e dra*in! of s'apes) Prompt: "y 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 si$e just by the way we fill the page with its whole body! St"dent: %&ser es and dra$s sha'es seen in animal) S'ans the 'age $ith the animal) 2m&edded /ssessment: Criteria-&ased self-assessment 9) 1roportion: Leads class in o%servin!& easurin! and co parin! t'e si(es of various parts of t'e ani al) !emonstrates the critical 'rocess of looking, checking and marking on the sketch! Prompt: "y elephant#s trunk reaches the ground% his tusks are half the length of his trunk! St"dent: %&ser es and meas"res animal as referenced in 'hotogra'h) 7arks do$n 'oints of reference on sketch) :) Contour: Leads class in o%servin! t'e contour of the ele'hant) !emonstrates dra$ing a conto"r of the ele'hant) Prompt: &f you were to run your hand along the edge of his trunk% what would that motion look like in the air? Class acts o"t the &"m'iness of the line $ith their hands) Prompts: 'raw the contour to reflect your observation of all the outside edges of the elephant! (ere are questions to ask yourself as you draw: (ave & been careful to observe and document as much as & can about the shape% proportions and contour of this animal? This is my guide for the rest of my drawing and my chance to correct what doesn#t resemble my animal! )ontinue to reference your original source% the photograph in this case% not just your shape drawings! St"dent: %&ser es and dra$s the animal*s conto"r) 2m&edded /ssessment: Criteria-&ased self-assessment ;) Value: De onstrates t'e ran!e of tonal values, dis'lays and defines a al"e scale, demonstrates the addition of tone to dra$ing thro"gh the "se of sm"dging, erasing and shading)
.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!

Sho$s &efore and after dra$ings) St"dent: %&ser es and comments on the changes in dra$ing e(am'les) 9) Detail: De onstrates t'e addition of lines and c'an!es in pressure& direction& c'aracter of line, etc) and dis'lays the changes &y sho$ing additional &efore and after dra$ings) St"dent: %&ser es and comments on the changes in dra$ing e(am'les) 1<) Initiates a focused dra*in! /o%servational0 period for the class in $hich they are to dra* t'e details and visual c'aracteristics t'ey o%serve in the animal "sing tone and line) Prompts: *sk yourself if this could be any elephant or animal or is it the specific one you are looking at right now? (ow can you tell? What does your drawing tell me about this animal? &s he old or strong or dusty or hairy? "ake each line or smudge you add tell me more about what you observe in your animal+no filler! ,elf assess as you draw because it helps guide your progress! & observed that my elephant had wrinkles all around his ankles and ears that folded like a leaf of lettuce and his tail had long hairs on the end! & show that to the viewer in my drawing! St"dent: !ra$s the animal*s details "sing line and tone) /dds as many detailed characteristics as 'ossi&le) 2m&edded /ssessment: Criteria-&ased self-assessment 4St"dents com'lete a self-assessment checklist card $hich incl"des a s'ace for them to $rite ho$ one animal characteristic ins'ired one dra$ing techni#"e) St"dents can contin"e to add details to their dra$ings if they find that their $riting descri&es something that their dra$ing does not reflect)5 11) Directs t'e students to put t'eir dra*in!s ne#t to t'eir reflection cards "' on the $all for gro"' reflection and criti#"e) St"dent: /ssem&les, o&ser es) 12) Teacher: Leads Criti,ue and peer.revie*+ St"dent: !isc"sses the e idence of o&ser ation in their dra$ings, the effecti e "se of line and tone to descri&e their animals and "ses criteria to comment on the com'leted dra$ings) 2m&edded /ssessment: Criteria-&ased 'eer reflection Voca%ulary Visual Art: conto"r, form, line direction, line #"ality, mark making, 'ro'ortion, re'resentational, sha'e, tone, al"e, o&ser ational 'rocess 2esources: 3istorical Art or Artist /rtists: 4orris Graves =oose and =ander, 1988 7oon 7ad Cro$ in the S"rf, 1963 Al%rec't D5rer Rhinoceros, 1818 $'eodore 2o%inson Cla"de 7onet, 1;9< Conte crayons 4&lack5, erasers, 1> dra$ing 'encils, al"e scale done $ith Conte crayon on the lesson 'a'er, thick $hite dra$ing 'a'er, 1; - 26 in) and smaller si+es of same 'a'er for $arm-"'s, small 'ieces of chamois leather, 'a'er tortillon @or this is"al arts lesson, $e "sed scientific and artistic o%servation to collect and record data) ?e dre$ a realistic or representational dra$ing from o&ser ation) ?e "sed dra$ing techni#"es to de'ict an animal "sing ContA crayon and erasers)

4aterials Co unication:

?rite &rief note or means of comm"nication a&o"t st"dent arts learning)

.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!

?e o&ser ed the &asic s'apes of the animal*s &ody, dre$ a ro"gh sketch of those sha'es to g"ide o"r dra$ing and then a''ro(imate the contour of the animal) ?e o&ser ed the 'ei!'t and len!t' of the animal and com'ared his lim&s and other &ody 'arts so that $e co"ld 'lan to dra$ o"r animal $ith those same proportions) ?e o&ser ed the &"m's and angles of the &ody so that o"r dra$ing incl"ded linear detail that re'resented te#ture and line direction) ?e added values 4light, medi"m and dark5 to o"r dra$ing $hich hel'ed descri&e more f"lly $hat $e sa$ $hen $e o&ser ed the animal)

/t home yo" can try dra$ing the animals yo" ha e near&y, 'ets slee'ing, or s#"irrels in the yard, d"cks in the 'ark) The ones that hold still are a good 'lace to start) ,se the 'rocess of first o&ser ing, then dra$ing a g"ide sketch of sha'es, meas"ring and com'aring for 'ro'ortion, dra$ing a conto"r and then &"ilding detail $ith line and al"e to ens"re a great dra$ing, f"ll of o&ser ed details and the true c'aracter of t'e ani al)

.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!

St"dents

S'ape VIS"AL A2$ %&ser es, identifies and dra$s light o erla''ing elli'ses $hich de'ict the &asic sha'es of an animal*s form

1roportion 4A$3 !ra$s light marks $hich ma' the height and length of an animal

Visual Art6Scientific O%servation 1rocess VIS"AL A2$ and SCIE)CE Contour Linear Detail Value VIS"AL VIS"AL A2$ VIS"AL A2$ A2$ %&ser es and a''ro(imates the &asic o"tside edge of the animal*s form Changes line direction to sho$ ho$ skin or f"r follo$ the sha'e of the &ody ,ses light lines to indicate te(t"re in the dra$ing ,ses darker lines to define str"ct"re and em'hasi+e characteristic feat"res !ra$s light, medi"m and dark tones to em'hasi+e the dimensions of the animal*s &ody or to 'ro ide dramatic shading to its form

1eer 2eflection VIS"AL A2$ ,ses s"''orti e e idence and criteria

Total Boints 2;

1) 2) 3) 6) 8) 9) :) ;) 9) 1<) 11) 12) 13) 16) 18) 19) 1:) 1;) 19) 2<) 21) 22) 23) Total Bercentage

$eac'er Co
?ere there any st"dents $ho str"ggled $ith conce'ts3skills in the lessonC ?hat teaching strategies hel'ed these st"dentsC ?hat classroom management techni#"es s"''orted st"dent learningC I@ any lesson criteria $ere not ta"ght, 'lease indicate $hy the criteria $ere omitted) Ot'er co ents:

ents

.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!

Student Self.Assess ent C'ecklist

)a e: Criteria

7
Boints: 1 - 6

Comments: 3o* $ere s'ecific criteria satisfiedC 8'at evidence can &e seenC 8'at skill or tec'ni,ue did yo" "seC ?hat do yo" 9)O8 no$C ?hat can yo" DO no$C

Overall:

1o$ did one animal characteristic ins'ire one dra$ing techni#"eC

S'ape: dra$s o erla''ing elli'tical sha'es 1roportion: ma's the height and length of an animal Contour: a''ro(imates the &asic o"tside edge of the animal*s form Linear Detail: changes line direction along sha'e of &ody Linear Detail: indicates te(t"re Value: "ses darker lines to define str"ct"re and em'hasi+e feat"res Value: dra$s light, medi"m and dark tones $otal:

.is"al /rts 0 /manda 1a$kins 0 2agle .alley 1igh School 0 2CS!