Impact on Learning through Pre/Post-Assessment (ILPPA)

Springdale High School

Unit: Strike a Pose
Drawing 1: 1st, 2nd, & 7th hour
McKenna Kraus
Unit Context:
Community Characteristics:
Springdale, Arkansas is located on the northern border of Washington County. According
to the U.S. Census Bureau, as of 2015, the population estimate of Springdale, Arkansas is
77,859. As of 2010, 32.6% of the population is under the age of 18, and 50.3% of the population
is female. Springdales racial makeup is 64.7% white, 1.8% African American, 1.0% Native
American, 2.0% Asian, 5.7% Native Hawaiian or other Pacific Islander, and 35.4% Hispanic. As
of 2011-2015, the average number of people per household is 2.98. In 37.9% of the homes in
Springdale, a language other than English is spoken. The median household income in
Springdale is $42,319, and the percentage of people living in poverty is 23.3%. The rate of High
school graduates is 71.7%, with 19.8% going on to receive a Bachelors Degree or higher.
School Characteristics:
Springdale High School is a public school that was established in 1940. The school
currently has 2,399 students enrolled in 10th through 12th grade. The student to teacher ratio is
14:1. 31.4% of the student population at Springdale High School is white, 11.5% is Pacific
Islander, and 50.4% is Hispanic. Of the 2,399 students, 67.9% receive free/discounted lunches at
school.
Classroom Characteristics:
There are 3 Drawing 1 classes taught each day. The students enrolled are scheduled to
come to class Monday-Friday for 50-minute class periods for both semesters. Students have the
option of choosing Art 1, Drawing 1, or Art Appreciation to fulfill their required visual art credit
to graduate. Drawing 1 is a beginning art course, but most students that choose to enroll in
Drawing 1 are typically more interested in pursuing visual art than students enrolled in Art 1 and
Art Appreciation. 75 students are enrolled in Drawing 1.

Springdale High School

Unit: Strike a Pose
Grades 10-12 Drawing 1 Periods 1, 2, & 7
McKenna Kraus
At this age, students are more independently driven, but are still developing their interests
and goals for the future. They are reaching the peak of their education, and they are preparing to
transition into adulthood. During this developmental stage, students are struggling to form their
identities. I want to create a lesson that allows students to explore their identities through gestural
figure studies. Recently, I have become interested in the figurative paintings and drawings of
Derek Overfield, a contemporary artist who thrives off of powerful and expressive
representations of the human figure. Students will analyze this artist as well as other
contemporary and historical figurative and gestural artists and create their own gesture drawings
of the human figure that will be representations of themselves. As a class, we will briefly discuss
the history and significance of figurative artworks as well as the relevance of gesture drawing.
We will identify the importance of body language and how this type of communication can be
translated in their personal identities. Students will begin practicing gesture drawing of the
human figure in their sketchbooks, and choose three poses to draw that represent their
personalities and interests. They will assemble these poses on a separate sheet of paper that they
will have painted using quick, gestural brush strokes. Through practicing these gestural poses,
students will identify which poses resonate with their identities and be able to make personal
connections with their work.
Design for Instruction / Learning Goals
Students will:

Analyze artwork from various contemporary figurative and gestural artists

Investigate gestures and body language that represent personalities and interests
Experiment with materials and gesture studies
Be constructive in self evaluations
Respond positively to critiques

Lesson 1
Introduction: Figure Drawing History & Techniques
Time Estimate: 50 minutes total, 10 minutes for pre-quiz, 20 minutes for presentation, 5-10
minutes for post-quiz
Materials:

Sketchbooks for note-taking

Pre-assessment (3-4 questions)
Post-assessment

Resources:
PowerPoint Presentation
Vocabulary:

Figure Drawing: drawing from life

Frontalism: Ancient Egyptian technique that depicts the human figure with the head, legs,
and feet drawn in profile while the torso is seen from the front
Contrapposto: Describes the appearance of a human figure standing with most of his/her
weight shifted onto one foot
Portrait: painting, photograph, sculpture, or other artistic representation of a person
Sketch: preliminary study, beginning of drawing
Contour: Outline
Structural: figure is broken up into geometric shapes
Gesture: action, form, and pose of a model or figure

Pre-quiz: 10 minutes hand out pre-assessment quiz

Presentation: 20 minutes

Explain to students that the purpose of the PowerPoint presentation is to cover a few of
the most significant figure drawing techniques and terms that have developed over the
years
Students will be asked to take notes in their sketchbooks over this presentation, and that
the most important information to record from the presentation will be typed in red.
Explain the significance of figure drawing. Inform students that the human figure is the
most familiar of all subjects. Have students write down that figure drawing refers to
drawing from life
Ask students to write down that cave paintings depicted the earliest figure drawings. Ask
students what the figures look like to them. Discuss the simplification of these figures.
Explain to students that these paintings were also the earliest forms of communication.
Show students more examples of cave paintings and ask students what they believe the
images are communicating.

Introduce ancient Egyptian figure paintings. Discuss the implication of frontalism in

ancient Egyptian figures. Ask students to write down that the term frontalism refers to
when the head, legs, and feet are drawn in profile while the torso is seen from the front.
Discuss the scale change in Egyptian figures depending on their importance (Pharaohs,
Gods, and Goddesses were always shown to be larger than other figures). Show students
more examples of Egyptian figure paintings and ask students to identify the more
important figures within the works.
Introduce ancient Greek & Roman Figures. Explain to students that ancient Greek and
Romans were fascinated by the human figure, and while drawings remained flat, they
began to show muscle tone. Greek and Roman artists strived to capture the strength and
accuracy of the human figure. Ask students to write down the term contrapposto, and
explain that this term describes the appearance of a human figure standing with most of
his/her weight shifted onto one foot. Demonstrate to students (in the front of the room)
how humans are unable to comfortably stand with knees locked and straight like they are
depicted in the cave paintings and Egyptian paintings. Demonstrate how we shift our
positions from one foot to the other to stand comfortably for long periods of time.
Show students an example of the figures in a cave painting and the figures on a Greek
vase painting. Ask students to compare and contrast the examples. What is similar in both
figure representations? What is different?
Show students a photo you took of the Statue of David at the Accademia Gallery in
Florence, Italy. Ask students to identify term that describes the shift of the sculptures
weight from one foot to the other (contrapposto stance)
Show the students examples of Renaissance portraits. Ask students to define portraiture
in their own terms, and explain to students that a portrait is a painting, photograph,
sculpture, or other artistic representation of a person. Ask students to write this definition
in their sketchbooks. Explain to students that a portrait is meant to display the likeness,
personality, and mood of a person. Hint to students that they will be ultimately be asked
to create portraits of themselves using gesture drawings, but they will learn more about
their project assignment later. Show students an image of the Mona Lisa, and ask if they
are familiar with this painting. Explain to students that they should be familiar with the
Mona Lisa, because it is the most famous and the most recognizable portrait in the world.
At this point in the presentation, the teacher will shift from figures on history to
techniques for figure drawing practice. Read the terms on the slide to students (sketching,
contour drawing, structural drawing, and gesture drawing) and call on students to briefly
describe these terms (they should be familiar with brief descriptions of each term from
previous exercises in earlier projects). Explain to students that they will review these
terms and will be shown examples of figure drawings that apply these techniques in the
upcoming slides.
Review sketching, and show examples of figure sketches. Ask students to identify what
makes a sketch drawing, and identify these qualities in the figures (rough beginning
drawings, short, jagged lines to construct figures)
Review contour drawing, and show examples of contour drawings depicting the human
figure. Ask students to identity what makes these drawings contour drawings. Introduce
the term blind contour, and ask students what they believe blind contour drawing means.
Explain to students that blind contour drawings are drawn without looking at the paper
and focusing solely on the subject. Explain to students that one example shown is blind

contour, and ask them to identify which one it is and why they believe it is a blind
contour drawing.
Review structural drawing, and show examples of structural drawings of human figures.
Ask students to observe how the artists divided the surface of the figures into geometric
shapes.
Inform students that gesture drawings will be the emphasis of their portraiture projects,
and that for the next few days, they will be practicing gestural figure drawing. Review
gesture drawing, and show examples of gesture drawings of the figure. Ask students to
identify what makes a drawing gestural, and how gesture drawings should appear on the
page. (Gesture drawings indicate action, form, and poses of a model or figure. They are
quick and capture movement)
Explain to students that gestures are typically timed, and are usually limited to 30
seconds, 1 minute, or sometimes, 5 minutes. Show the students examples of gesture
drawings that are 30 seconds or less, and ask students what they can identify about the
gestures that make them appear to be 30 seconds or less. (note the lack of mass to the
gestures, and how these gestures resemble the cave paintings we viewed in the beginning
of the presentation due to their simplified indications)
Show the students examples of 1minute gesture drawings. Ask students what they believe
is different in these longer poses. (more mass to the figure, more presence in the figure)
Show the students examples of 5-minute gesture drawings. Ask students what they see in
these drawings that are different from the previous drawings (value becomes more
evident, and the figure is more realized but still gestural).
LASTLY, emphasize the importance of figure drawing. Ask students to think about why
gesture drawing is important. Discuss gesture drawing as an excellent warm up to
prepare for longer drawings. Share personal experiences with learning gesture drawing,
and how it helped you improve your drawing skills. Explain to students that they will
definitely improve their abilities in drawing the human figure as well as their general
drawing skills.
Post-quiz:5-10 minutes hand out post assessment quiz and explain to students that they
will be able to use their notes from the presentation for the quiz.

Frameworks covered:
Students will discuss aspects of various figure representations throughout history and
how these representations served communication and religious purposes (R.7. VAII.1)
Students will discuss artists intent in cave paintings of figures, ancient Egyptian figures,
Greek and Roman figures, and Renaissance portraits in terms of history, culture, and
aesthetics (R.8.VAII.1)
Students will discuss signs, symbols, icons, and ideas from a variety of figure drawing
perspectives including techniques, history, styles, and culture of various figure
representations (R.8.VAII.2)
Discuss criteria used when evaluating works of figure art in terms of history, culture, and
aesthetics (R.9.VAII.1)
Compare various figures in history and techniques in figure drawing (R.8.VAIII.2)
Discuss purposes for creating figure art in historical and cultural context (CN.11.VAII.1)

Name:

Period:

Pre/Post Assessment Quiz

WORD BANK: Portrait, Cave Paintings, Contrapposto, Ancient Egyptian Art, Figure Drawing, Frontalism

1. __________________ depicted the earliest figure drawings.

2. In ________________________ , the head, legs, and feet are drawn in profile while the torso is
seen from the front. This method is called __________________.


3. A ______________ is a painting, photograph, sculpture, or other artistic representation of a
person.

4. ___________________ refers to drawing from life.

5. The term ______________________ used to describe the appearance of a human figure
standing with most of his or her weight shifted onto one foot.

Lesson 2: Figure Practice

Time Estimate: 50 minutes
Materials:
Sketchbook
Pencil
Figure mannequins (12 2 for each table)
Resources:
Teacher Demonstration
Figure mannequins
Vocabulary:
Gesture: action, form, and pose of a model or figure
Thumbnail sketch: small drawing on paper used to explore multiple ideas
quickly
Students will begin to practice gesture drawings under 1-minute time limits in their
sketchbooks using the figure mannequins that will be placed at their tables. The students
will be given time to work together to rearrange the poses of their figure mannequins
before beginning each gesture drawing, so they will be able to decide what pose they
want to draw. They will be asked to dived individual pages of their sketchbooks into 4
thumbnails for their figure exercises (this activity will fill roughly 8-10 pages of their
sketchbooks). Students will be reminded of the definition of gesture drawing and will
review examples of poses that were completed within 30 seconds or 1 minute from the
presentation they viewed the previous day. Students will view a brief demonstration by
the instructor of a gesture drawing based off of a figure mannequin that will be completed
within 1 minute. The instructor will inform students that a timer will indicate when they
need to discontinue drawing and choose a new pose. After several practice drawings of 1
minute gestures, students will be asked to use full pages of their sketchbooks to create
gesture drawings of the figure mannequins with a 5-minute time limit.
Frameworks covered:
Students will use line and form to create gesture drawings (CR.3.VAI.2)
Students will select processes in gestural movement, line, and form to create
figure drawings (CR.2.VAII.2)
Students will render gesture drawings as preliminary sketches and as finished
products (CR.3.VAII.2)
Students will practice proper technique for gesture drawing and conservation of
drawing mannequins (CR.2.VAII.3)

Lesson 3: Strike a Pose Project

Time Estimate: 5-7 days, 50-minute class periods
Materials:
Sketchbook
Black & white charcoal
6x9inch tan paper 3 sheets for each student
11x14 white paper 1 for each student
watercolor sets (15 total class set shared amongst students)
paintbrushes
Elmers Glue
hairspray (spray fixative)
Chrome books for research
Resources:
Chrome books for research
Artists.pixelovely.com website with timed figure poses for figure drawing
practice
PowerPoint presentation gesture & body language contemporary artists &
gestural, expressive artists
Vocabulary:
Gesture: action, form, and pose of a model or figure
Body Language: process of communicating nonverbally through
conscious/unconscious gestures and movements
Students will view a PowerPoint presentation that highlights the significance of body
language in identity and gestures that suggest specific types of emotions or expressions.
Students will be asked to draw 3 gestures on 3 separate sheets of tan paper that contain
representations of their personalities and interests. They will begin to research body
language communication and gestures that could potentially represent their personalities
and interests. The instructor will demonstrate how to use charcoal.
Once they have completed their research and are nearly completed with their gesture
drawings (day 2-4), students will analyze gestural artists such as Joan Mitchell, Willem
De Kooning, and Jackson Pollock, and create their own gestural paintings on 11x14
paper using watercolor. Students will watch the instructor demonstrate the proper way to
use watercolor and how to create different gestural brushstrokes. Once their gestural
paintings are dry (day 5-7), students will then be asked to cut out their figurative gesture
drawings and glue them to their gestural paintings. The teacher will have a completed
example for clarification.

Teacher example of finished project:

Teacher will explain the intentions behind each gesture in his/her example:
On the left, I wanted to create this gesture because I have played tennis for most of my life, and
it is a huge part of my identity. So, I created a gesture drawing of a figure playing tennis.
On the right, I wanted to create this gesture because I am a painter, and I believe this is also a
large part of my identity. I typically paint while sitting on the floor because that is where I have
always been the most comfortable, so I wanted to capture that in my gesture drawing.
In the middle, I created this gesture because through research and observation, I have
recognized that a figure being shown with his or her hands raised above their head in this matter
is typically representing somebody that is triumphant or joyful. I consider myself to be a joyful
person, so I wanted to create a gesture drawing that emphasized joy.

Frameworks covered:
Students will create gesture drawings that represent their identities from direct
observation (CR.3.VAII.1)
Students will create gesture identity portraits using multiple approaches to gesture
drawing and using charcoal and watercolor tools (CR.3.VAII.4)
Students will create gesture portraits based off of their personal identities (CR.3.VAII.5)
Students will create a body of work that shares an underlying theme of identity
(CR.3.VAIII.5)
Students will discuss their intent behind their chosen gestures in their personal work in
terms of history, culture, and aesthetic appeal (R.8.VAII.1)
Students will discuss symbolism and ideas in gestures and body language (R.8.VAII.2)
Students will describe the influence of personal identities in their gesture representations
(CN.10.VAII.2)
Lesson 4: Wrap-up and Self-Assessment
Materials:
Sketchbook
Pencil
Self assessment
Resources:
Teacher Demonstration
Completed artwork
Vocabulary:
self-assessment: assessment or evaluation of oneself or ones actions and
attitudes, in particular, of ones performance at a job or learning task considered
in relation to an objective standard.
Critique: review or examine something critically.
Students will be asked to complete a self-assessment of their gesture portraits. They will
be evaluated based on development of ideas, attendance and behavior during class, and
completion of their class assignments and projects. The instructor will show students an
example of a completed self- assessment. The instructor will grade student work based
off of self-assessments and the instructors assessments of student work.
Selected works will be displayed in a display case in the hallway, and students will
participate in the exhibition of their gestural identity portraits.

Self - Assessment
Name:
Period:
Assignment: Strike a Pose

Excellent: 25 Good: 23-24 Average: 21-22 Poor: 20 & below

Gesture Practice




Participated in gesture drawing
practice (table rotations, timed
gestures, drawing outside, etc.)
Creativity/Identity included




Unique solution, personal
identity incorporated in
gesture drawings
Work Habit




Used class time wisely, worked
diligently
Assignment Fulfilled




Assignment completed &
shows clear effort

Total (100 points possible):
Comments: (What did you learn from this project? Did it interest you? Why or why not?)

Frameworks covered:

Students will assemble a portfolio and add their gestural figure drawings to their
portfolios and reflect on personal growth (P.4.VAII.1)
Students will complete self-assessments and refine criteria used when completing self
evaluations (R.9.VAII.1)
Students will discuss various purposes for creating gestural identity portraits in the
context of self (CN.11.VAII.1)
Students will participate in the process of exhibiting identity portraits by installing their
works in the display cases located in the hallway (P.5.VAII.1).

Plan for Assessment: Pre/Post-Assessment

I designed the Pre/Post assessment to evaluate student knowledge of vocabulary terms
discussed before the students began to practice gesture drawing. Before the lesson began, I asked
students to complete a pre-assessment, which consisted of 5 fill-in-the-blank questions about
figurative art. During the introduction, I discussed figure drawing history and techniques with
the class. At the end of the lesson, I asked students to complete a post-assessment, which
consisted of the same questions as the pre-assessment. My goal was for the students to improve
their scores on the post-assessment by a fifty percent margin.
Students

Pre-Assessment Score

Post-Assessment Score

Gain Shown

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

33%
67%
0%
33%
67%
0%
33%
33%
50%
33%
50%
50%
100%
50%
50%
50%
67%

50%
100%
67%
100%
100%
67%
100%
100%
100%
100%
67%
100%
100%
100%
100%
100%
100%

17%
33%
67%
67%
33%
67%
67%
67%
50%
67%
17%
50%
0%
50%
50%
50%
33%

Learning
Goal
Met
N
N
Y
Y
N
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
N

18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54

33%
67%
17%
100%
17%
67%
33%
67%
33%
67%
17%
17%
17%
67%
33%
33%
17%
50%
100%
0%
33%
100%
17%
67%
100%
67%
50%
33%
17%
100%
100%
67%
100%
67%
100%
100%
17%

67%
100%
100%
100%
100%
67%
100%
100%
67%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
50%
50%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
67%
100%
100%
100%

34%
33%
83%
0%
83%
0%
67%
33%
34%
33%
83%
83%
83%
33%
67%
67%
83%
50%
0%
50%
17%
0%
83%
33%
0%
33%
50%
67%
83%
0%
0%
33%
0%
0%
0%
0%
83%

N
N
Y
Y
Y
N
Y
N
N
N
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
N
Y
Y
N
Y
N
Y
Y
Y
Y
Y
N
Y
N
Y
Y
Y

Analysis of Student Learning:

54 of the 75 students enrolled in Drawing 1 took the pre/post-assessment. There were
several absences that day. The terms on the assessments were Portrait, Cave Paintings,
Contrapposto, Ancient Egyptian Art, Figure Drawing, and Frontalism. 68.5% of the students improved
their scores on the post-assessment by at least 50%. I asked students to pay close attention to
terms on the PowerPoint highlighted in red, and to write these terms down in their sketchbooks. I
allowed students to use their notes on the post-assessment, so 81.5% of the students scored a
100% on the post-assessment.
Reflection:
In terms of materials, I would adjust this lesson by having the students work on much
larger paper. Gesture drawing involves using the entire extension of the arm to draw, and
it was difficult for students to understand this concept when they were working on small
paper.
I would emphasize the enduring idea of identity more from the start of the unit, and I
would reiterate it more throughout each lesson.
I would use more engaging/higher level questions during my introductory lesson and
would designate time during each lesson to challenge students with these types of
questions.
I would encourage more research ask students to research contemporary artists that
concentrate on the human figure and write a short statement about their artistic processes
and influences in their sketchbooks
Enforce daily reminders (beginning or end of class) that emphasize the purpose of unit
(bell-ringers, end of class games, etc.)
Continue to set a timer for students as they are practicing gesture drawing challenge
them to practice gesture drawing in their sketchbooks
Be more encouraging about the fun & free aspect of gesture drawing. Try to encourage
students to loosen up