Subject Area Art

Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Foundations of Drawing
Unit Assessment Plan Length of Unit 8
(days)

Stage 1: Desired Results

General Outcomes (in full):

GLE: Drawing
SLE: Records: Students will record objects alone and in compositions.
Concepts:
A. Careful observation of form and surface qualities is necessary for the realistic recording of
natural objects.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an
image

SLE: Investigate: Students will employ and arrange elements and principles to make compositions.
Concept:
A. Consideration of balance and contrast may be applied to drawings that depict forms in nature

GLE: Composition
SLE: Component 1: Students will create compositions in both two and three dimensions
Concept:
B. Organic shapes derived from natural objects can be developed into three-dimensional
forms.

SLE: Relationship 2: Students will use the techniques of art criticism for analysis and comparison of art
works
Concept:
A. Knowing the terms for design, media and techniques used in one’s own compositions helps in
description and analysis of one’s own and others’ works.

SLE: Relationships 1: Students will experiment with the principles of dominance, emphasis and
concentration in the creation of compositions
Concept:
B. Differences in size or value of design elements in compositions suggest dominance and emphasis
of larger, stronger elements.

GLE: Encounters
SLE: Source of Images: Students will consider the natural environment as a source of imagery through time
and across cultures.
Concept:
A. Images of individual people change through time and across cultures.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
Understandings:
Big picture/ideas after you have unpacked the
outcomes
 Students will understand the value of the
elements of art in viewing and creating art
works
 Students will gain observational skills, and
notice fine detail, placement, and tone—in
artworks, and the real world
 How subjects can be broken down into
smaller sections, allowing for realistic
recording
Specific Outcomes (in full):
Students will be able to…
 Develop skills to draw what they see
rather than what they know
 Develop art works using the elements of
design: line, texture, space, form, and
value
 Record objects from life
 Copy an image using the grid method
 Observe and analyze their own work as
well as others.
EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
Subject Area Art
Grade Level 9
Topic Foundations of Drawing
Length of Unit 8
(days)
Essential Questions:
These address more specifically how you will achieve the
big picture/ideas
 How does an artist express line, texture and value
using different mediums?
 How do lines impact a drawing?
 How are the elements and principles of design used
to create meaningful artworks?
Prior understandings…
 Basic understanding of line, texture, space, form, and
value
 How to draw 2D and 3D objects
 ‘2 Stars and 1 wish’ art critiquing
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
This unit provides the foundational knowledge and skills that
are not only essential for drawing but for other artistic
practices as well. The understanding of these concepts, is
needed for all future art courses and art making. The critiques
in this unit, will help students understand the concept of
critiquing, and familiarize them with giving and receiving
feedback.
 Subject Area Art
Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Foundations of Drawing
Unit Assessment Plan Length of Unit 8
(days)

Stage 2: Assessments
Critique Upside
Shapes Pre- Daily Participation Final grid
Title down Value scale Still Life 3x3 Grid
Learning assessment sketchbook
portrait
drawing
Outcomes Type Summative Summative Formative Summative Formative Summative
(Formative/Summative) Formative Formative
Weighting N/A 15% N/A 25% N/A 25% N/A 35%
SLE: Records: Students will record
objects alone and in compositions.
Concepts:
A . Careful observation of form and
surface qualities is necessary for X X X X X X
the realistic recording of natural
objects.

C . The illusion of depth is created

X X X X X X X
partly by the kinds of lines and
marks used in creating a image

SLE: Investigate: Students will

employ and arrange elements and
principles to make compositions.
Concept:
A. Consideration of balance and X X X X X X
contrast may be applied to
drawings that depict forms in
nature

SLE: Component 1: Students will

create compositions in both two
X X X X X
and three dimensions
Concept:
 Subject Area Art
Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Foundations of Drawing
Unit Assessment Plan Length of Unit 8
(days)

B. Organic shapes derived from

natural objects can be developed
into three-dimensional forms.

SLE: Relationship 2: Students will

use the techniques of art criticism
for analysis and comparison of art
works
Concept:
A . Knowing the terms for design, X X X X X
media and techniques used in one’s
own compositions helps in
description and analysis of one’s
own and others’ works.

SLE: Relationships 1: Students will

experiment with the principles of
dominance, emphasis and
concentration in the creation of
compositions
Concept: X X X X X
A . Differences in size or value of
design elements in compositions
suggest dominance and emphasis
of larger, stronger elements.
 Subject Area Art
Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Foundations of Drawing
Unit Assessment Plan Length of Unit 8
(days)

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
This tool is used as a pre-assessment to determine students’
understanding of basic art concepts and their abilities.
Students will be given three shapes: a square, a circle, and a
Shapes Pre-
assessment
triangle and asked to make them three-dimensional using X
elements of art. From here the teacher can observe the skill
level of the students and what basic concepts they should
first go over before beginning the unit.
Students are given daily sketchbook assignments at the start
of each class that assess the specific learning outcomes of
this unit. Small tasks will assess their knowledge of line,
shape, texture, form and value. The sketchbook assignments
Daily Sketchbook
also include drawing from life. Students are given feedback
X
and have the opportunity to resubmit their work until the
desired mark is given. By doing so, they are learning and
benefitting themselves with practice.
Students are getting into the practice of giving feedback to
their peers. They are also learning how to receive feedback
Critique
Participation
as a positive thing in a critique. The teacher will assess X
student participation and encourage students individually
how to improve on their critiquing ‘
In this assessment, students are given a full portrait line
drawing in which they will have to recreate by drawing it
upside down. They will draw it by placing a blank piece of
paper on top of the image and slowly sliding it down,
revealing a portion of various lines at a time. This
assignment assesses the student’s ability to draw what they
see not what they know. By drawing upside down it forces
Upside down them to focus on what they see—lines and shapes. The
portrait student cannot make assumptions or ‘use their left brain’.
X
For example, if one was to draw a car, they may draw it how
they perceive a car to appear from memory. Their
recognition of the object interferes with their ability to
simply see the car as a composition of lines, shapes, and
forms. Students will receive and give feedback on drawings.
The teacher will also provide feedback on what to improve
on.
In this assessment, students will learn and practice the
different ways one can create value and shadowing using
different types of lines and mark making. Student are to
create three ‘ruler sized’ value scales using pencil, charcoal,
and fine liner. The scales should range from white to the
Value scale darkest value possible, and should be seamlessly blended to X
create a gradient of value. This assessment will inform the
teacher of the students’ understanding of value before
moving to the still life project—which will require it for
success. This provides the teacher information on if more
time is needed for understanding.
 Subject Area Art
Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Foundations of Drawing
Unit Assessment Plan Length of Unit 8
(days)

In this assessment, students will draw a still life composed

of basic form objects, set up in the middle of the classroom.
First they will draw the outline of the objects. Then the
teacher will turn off the lights and place a stage light on the
objects—creating dramatic lighting. Students will then add
Still Life
value and shadow. Using the elements of design they have
X
learned, they will put them together in a completed drawing.
They will receive feedback from their peers during critique.
The teacher will also provide feedback. Students have the
opportunity to resubmit work.
This assessment is designed to teach students how to use the
grid technique when drawing. It will develop the skills they
3x3 Grid will need to have to complete the final project. Students will X
receive feedback from peers during critique as well as
detailed feedback from the teacher.
In this assessment students will complete their final project
in the drawing unit. Using the skills they have developed
Final grid drawing throughout each lesson, they will put it all together in a final X
project. Students a will receive feedback from peers during
critique as well as detailed feedback from teacher