Teacher: Molly Hanson Date: 4/18/2023

Rocky Mountain High School Grade Level: 9-12 Content Area: Art

Title: Contour + Cross Contour Lesson 2 of 2

Identify which part of the lesson meets 1 or more of the 4 part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.): What are you and your students doing today to advance the 4-Part Mission? Does this
lesson connect to one or more parts of the Mission? Please briefly explain.
This lesson meets the Nurturing Pedagogy aspect of the 4 part Mission. Because this lesson is an
extension of the week’s unit, teachers will be sure to help students recall previous lessons, work to engage
students, and keep them excited for what is to come. Students will keep an open mind and persevere to
understand the lesson objectives.

Lesson Idea/Topic and
Rational/Relevance: What are you going to
teach and why is this lesson important to
these students? What has already happened
in this classroom surrounding the subject
you will be teaching? What do students
already know? Why are you going to teach
this topic now (how does it fit in the
curricular sequence)? What teaching
methods/strategy will you use and why?
This lesson addresses follows the continuation of the
Contour Unit, Unit #4 in 2D Art. This lesson will
allow students to increase their ability to “sight
draw,” meaning drawing what is in front of them, as
well as increasing their understanding of form and
volume in the 2nd dimension. Students will be
creating cross contour hand drawings to display their
learning of contour. They have already learned about
contour drawing and practiced cross contour with the
worms lesson, so this will be a way for the teacher to
see if previous lessons were effective.

What is the key vocabulary necessary for Key vocabulary terms:

students to know in order to learn the Form
material? Cross Contour
Contour
Volume
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
High School Standard 1.3- Use artmaking processes as forms of inquiry to increase independent
reasoning and perception skills to increase knowledge.
High School Standard 3.1- Establish a practice of planning and experimentation to advance concepts and
technical skills.

Understandings: (Big Ideas)-(Learning Target)

- Through the utilization of line, shape, and cross contour, they can create 2 dimensional artworks
that appear to have depth and form
- They can use preconceived knowledge of drawing shapes to assist in drawing more complex
forms
- They must correctly utilize the cross contour method to display form in their drawing

Literacy Standards:
ENG. Vocabulary Acquisition & Use. L4. Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
Understandings: (Big Ideas) (Learning Target)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
11–12 reading and content, choosing flexibly from a range of strategies. (CCSS: L.11-12.4)

Math Standards:
MA. HS. S4. Geometry. HS.G-GMD.B. Geometric Measurement and Dimension: Visualize relationships
between two-dimensional and three-dimensional objects.
Understandings: (Big Ideas) (Learning Target)
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-
dimensional objects generated by rotations of two-dimensional objects. (CCSS: HS.G-GMD.B.4)

Democracy and 21st Century Skills:

SS.HS. 1.3 Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and
significant ideas throughout the world from the Renaissance to the present.
Understandings: (Big Ideas) (Learning Target)
Describe and analyze the historical development and impact of the arts and literature on the cultures of
the world. For example: the Renaissance, Modernism, propaganda, and the use of art and literature as
forms of resistance.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
- What is cross-contour?
- How does it help us communicate form or volume?
- What is the purpose of drawing naturalistic forms?
- How do we decide where cross contour lines go to communicate form?
Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.
I can:
- Create a drawing which successfully displays my knowledge of form and shape by creating a
drawing of my own hand, and dimension and volume using the cross contour method
- Eventually utilize my knowledge of volume and dimension in this lesson to create other artworks
containing these techniques

This means: I can use new and prior learning to demonstrate Contour and Cross Contour, communicating
form and dimension.
List of Assessments: (Note whether the assessment is formative or summative?)
Thumbs Up/Down (Formative)
Hand Sketching
Hand Final Drawing (Summative)

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Title: Contour + Cross Contour
This lesson addresses follows the continuation of the
Contour Unit, Unit #4 in 2D Art. This lesson will allow
students to increase their ability to “sight draw,” meaning
drawing what is in front of them, as well as increasing
their understanding of form and volume in the 2nd
dimension.

Approx. Time and Materials One 90 minute class

How long do you expect the activity to Sketchbooks
last and what materials will you need? Pencils
Thin Sharpies
Heavy paper
Access to computer and board
 Anticipatory Set We have transitioned into drawing more complex objects,
The “hook” to grab students’ attention. of which some students may think they are completely
These are actions and statements by the unable to draw. We can learn to simplify these objects
teacher to relate the experiences of the into shapes to successfully master a difficult task. A
students to the objectives of the lesson, presentation equipped with images and videos will give
To put students into a receptive frame students visual and verbal information to focus student
of mind. attention and build a framework for the lesson.
· To focus student attention on
the lesson.
· To create an organizing
framework for the ideas, principles, or
information that is to follow (advanced
organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.

How do you intend to engage your The strategy I intend to use is a mini lecture, which will
students in thinking during the be the best way to keep students focused and prepared to
Anticipatory Set? engage in the work.

Why are you using it at this point in

your lesson?

Procedures 15 minutes: Daily Sketch & Video Announcements

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the
length of each segment of the lesson.
List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
15 minutes: Cross-contour presentation- defining cross-
contour; reviewing contour; project expectations; brief
demonstration; what to do & what not to do examples
5 minutes: Thumbs up-thumbs down check in, time to
reexplain if needed
~20 minutes: Students will practice sketching the piece in
their sketchbooks
~30 minutes: Students will use markers to finalize their
drawings in their sketchbooks
~5 minutes: Clean up time, students will turn in their
pieces to Google Classroom

How do you intend to engage your The strategy I intend to use is questioning and individual
students in thinking during the practice. I will start with questioning to gauge how much
PROCEDURE? students know about the information, and how much
Why are you using it at this point in explanation is needed. Individual practice will give
your lesson? students time to develop skills regarding the lesson.

Closure Once students have finished their drawing, we will put it

Those actions or statements by a up in the classroom and discuss what worked well and
teacher that are designed to bring a what didn’t. We will question aspects that felt difficult
lesson presentation to an appropriate and share techniques that helped us.
conclusion. Used to help students bring
things together in their own minds, to
make sense out of what has just been
taught. “Any Questions? No. OK, let’s
move on” is not closure. Closure is
used:
· To cue students to the
fact that they have arrived at
an important point in the lesson
or the end of a lesson.
· To help organize
student learning
To help form a coherent picture and to
consolidate.

How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?
The strategy I intend to use is reflection. I believe this is
the best way for students to engage in what they have just
created, and remind them of the original expectations to
see if they have met them.

Modification: Hands can be really difficult to draw. To

Differentiation: modify this project, I would encourage students to apply
Differentiation should be embedded the idea of cross contour on something more simple, like a
throughout your whole lesson!! drawn cylinder or sphere.
This is to make sure you have met the
needs of your students on IEPS or 504 Extension: An extension would be having students
To modify: If the activity is too explore foreshortening. Drawing more difficult hand
advanced for a child, how will you poses would extend students’ thinking and encourage
modify it so that they can be more complex technique.
successful?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
 Assessment Reflection: (data The final hand drawing submission will be assessed. I will
analysis) assess the big ideas, inquiry questions, and learning goals
How will you know if students met the when viewing student work.
learning targets? Write a description of
what you were looking for in each
assessment.

Resources:
Cross-contour Presentation link
Cross Contour Explanation clip (reference for presentation)
Cross Contour Explanation Clip (for class)
Cross contour mechanics clip
How to draw hands 1
Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
This lesson went moderately well. Of those who turned in their drawings to Google Classroom, about
two thirds of the students really understood the objectives and achieved the goals. For the rest, it seems
that the students had a difficult time more so with contour (drawing their hand) than the cross contour
addition (adding contour lines).

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
With two step lessons like this one, it can be very difficult to balance lessons. Some students completely
understood the contour hand drawing aspect, so they only needed to learn how to cross contour, but other
students really had a hard time with the previous day’s contour lesson. I am learning to find a balance
between moving on for the students that are keeping up with the schedule Mr. Clark has placed and
giving the students the time that they need to really understand the contour aspect before moving on. If i
were to teach this again, I would separate the lesson into two days- giving students more time to practice
drawing hands before introducing the cross contour aspect when they are ready. I would also try to
incorporate a demonstration of the full process so that students can see how the techniques work in action.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Now that we have learned about form, shape, perspective, and dimension, the students will be able to start
learning about shading. The next lesson will introduce shading using cross contour concepts and students
will continue practicing their contour drawings, now with shading.