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Group 4: Lesson #1

Lesson Title: Big Idea/Topic Names

Self-Portrait Drawin Interpretations of Art Through Drawing Francie Carson
gs but With a Twist! Kelsi Jones
Overview
Description of the Big Idea/Topic to be explored in this lesson:
Write one paragraph that describes the big idea and how the lesson relates to that big idea.

The main idea we would like to convey to students is that forms of art can be interpreted differently. More spe
cifically, honing in on the idea of art being viewed as either a final product, work-in progress, both, or none
. We plan to explore this in the classroom by having the students use the artistic practice of the contour line
to draw their own portrait.
Students will hold a pocket-sized mirror in their non-dominant hand and a sharpie in the other to make a single
, continuous line drawing of themselves. They will also be able fill in their portraits with watercolor if ther
e is extra time to do so. In doing these exercises, they will not have only created a minimalist self-portrait,
but will also be able to question and make assumptions about their own work as well as the work of others.
Students will learn about continuous contour line drawings as well as blind contour drawings.

Relevance for Learners:

How and why is this lesson relevant for the learners?

This lesson is relevant to learners because it challenges their observational skills which is a tool that can b
e applied to subjects in school and real-world situations. By having the students frequently look at their face
s as they draw, they will become aware of the finer details they see of themselves and make close judgments as
to where to place what they see on paper. Hence, enhancing their observational skills and assisting in events t
hat call for problem-solving like in school or in other cases like putting a puzzle together.
Outside of school, students will be able to bring a sketchbook and pen anywhere and start drawing from observat
ion wherever they are. This quick exercise will allow them to better understand what it takes to draw in a loos
e style while still capturing an object or scene.

Essential Questions:
What question will foster inquiry and understanding of the big idea and lesson concept? One question
is enough.

What exactly is a contour line and how can its source of mark-making be used to evoke one’s thoughts/meanings?
What is the importance of quick drawing practices, especially those which the goal is not perfection?

Enduring Understandings:
By the end of this lesson, students will understand:

By creating a contour line self-portrait, students will understand and explore the intuitive, yet organic natur
e of it. The students will also understand the subjectiveness in interpretating the art processes of oneself an
d others.
After class, students could use what they learned from this lesson to improve their observational skills as wel
l as hand-eye coordination while drawing. Blind contour drawings are an excellent way to let go of perfection w
hile practicing awareness, line accuracy, noticing the way shapes appear, and working quickly.
Exploring contemporary artists, specific artwork, artistic concepts, or genres:
Choose a contemporary artist, specific artwork, artistic concept, or genre to support your group’s
big idea. You can add some useful links here as resources.

+ References:
Clearly provide all sources of the data that you referred to for your project (for instance, visual
material resources, websites used, journal articles referenced, and so on).
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Blind Contour Drawing Instructions - Little NEO Creative

Artist Inspiration: Nicole Little

https://www.youtube.com/watch?v=5v5BMpwRSUA
https://mrs-cook.weebly.com/contour-line.html
https://www.artmatcher.com/what-is-a-contour-line-in-art/
Artist inspiration and quote:
“My art simply shows that there aren’t any wrongs, it’s the enjoyment of figuring out
how to get from point A to point B with one line without looking and creating what you s
ee."
- Ian Sklarsky
Portraits — Ian Sklarsky

Make a decision on artistic approaches:

Based on your group ’s ideas and exploring contemporary arts/artists, what kind of artistic approac
h and art activity do you want students to experience?
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The art activity we want the students to experience is the process of drawing oneself in the most reduced form
of line with additions of color if time permits that. On the other hand, the artistic approach we would like th
e students to experience is the strategy of letting go and allowing themselves the chance to draw freely with c
ontour lines. We will mention the artists Ian Skylarsky and Nicole Little, show examples of his work, and show
examples of other blind contour drawings.

Lesson Goals:
Students will know:

- What a contour line is (blind and continuous contour lines) and how to draw with one through the practice of ob
servational drawing.
- The insightfulness that questioning and judgment-making has on the beginning to end art processes.

Students will be able to:

- Create contour drawings of themselves and of other subjects after our lesson.
- Go with the flow when making art.
- Strengthen their awareness, way of observation, and hand-eye coordination.

Preparation
Materials List:
Your lesson may include and design an art-making process that challenges students and prompts new ex
periences. What materials will you prepare?

- Watercolor paper
- Regular paper for practice contour drawings
- Sharpie pens/black markers
- Watercolor paints
- Watercolor brushes
- Hand-held mirrors
- Cups

Classroom Environment (+Clean up plan) & Organization:

To establish a safe classroom environment and open art class that embraces students, what preparatio
ns are required?

To ensure a safe/open classroom environment for students, as teachers, we should be prepared to support them th
roughout their entire art processes as well as engage in lots of discussion to help form a comfortable enough s
pace for them to learn and create art in.

We want to make sure that students will have enough time to practice contour line drawings and complete their f
inal drawings, so we will set up before class starts. We will put out pieces of paper, water cups, watercolor s
ets, mirrors for each student. They will get to pick the color of Sharpie they will do their portrait with. Cle
an-up should be quick: we will allow students to keep their work, or we can take it. We will close the watercol
or palettes, collect markers and other supplies, and dump out water cups in the sink. Students will help with c
lean-up if they have time.

Precautions on teaching:
What should teachers (that is, your group) keep in mind when conducting this lesson?
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- We should keep in mind that students will be worried about the outcome, because this could be potentially stres
sful for students who “cannot get it right”.
- We should also keep in mind that some of the students will make more mistakes than others.

Learning class Teaching─Learning Activities Required/necess

stage/ contents Time ary class mater
step ials and precau
tions
The Teachers will: The Students will:

introduc Intro & 1. Greet the students and introd Listen to our introduction a 3m Hand out mirror
tion Greetings uce ourselves. We will also ask nd introduce themselves in r s, paper, water
an icebreaker question for each eturn. They will also answer color materials
of the students to answer. The q our icebreaker whenever we a , and markers b
uestion is as follows: “What is sk it. efore students
your favorite aspect of art clas arrive. We will
s?” also give them
a worksheet wit
h helpful terms
and directions,
so they do not
get confused.
How to gi 2. Ask questions about their exp Answer our questions about t 3m
ve learni eriences with drawing and if the heir experiences with drawin
ng motiva y have ever drawn something with g and
tion out looking at their paper.

Introduce 3. Explain what contour line dra Listen to us. Take our works 5m Handout
learning wings are. Introduce the contour heets and use those as refer
objective line self-portrait drawing activ ences when making portraits.
s present ity.
ation Let them know that this exercise
can generally be interpreted dif
Guide lea ferently, more specifically in i
rning goa ts outcome. Explain this.
ls Emphasize that this lesson will
spark questioning/judgment-makin
g, aid observational skills, and
enhance hand-eye coordination.
Reassure them about having time
to practice before moving on to
their final piece.
Remind them that making mistakes
is okay and it is part of the ar
t processes. Artists learn from
making mistakes.
Hand out worksheets.
Encourage them to have fun with
the activity and freely draw/col
or in their work.

Developm 4.Guide the students in practici Students will draw practice 10m Practice paper,
ent ng their contour line drawings. contour line self-portraits sharpie markers
until comfortable enough to .
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make them on watercolor pape

r.
5.Be ready and available for stu Students will make a final p 5m Watercolor pape
dents in need of assistance or e ortrait on watercolor paper r, mirrors, wat
ncouragement while drawing on wa using sharpies. er cups, sharpi
tercolor paper. es, watercolor
paints, and bru
shes.
6.Continue to rotate between tab Students will use watercolor 10m Water color mat
les and oversee students as they to fill in their self-portra erials and wate
work. Provide comments about the its. r cups.
ir work and still be prepared to
answer any questions/concerns.
7.Take drawings to dry. Students will let their draw 1m n/a
ings dry and pick those up a
s soon as they can.
If students finish their por
traits early, they can choos
e to draw an object in the r
oom a person sitting near th
em to make a blind contour d
rawing of.
Wrap-up Give stud 8. Talk to students while workin Students will tell us their 3m n/a
ents feed g on their portraits. Try to gai approaches to the assignment
back n understanding of their creativ , hear out some of the criti
e processes towards the assignme ques we have for them (if an
nt and provide helpful suggestio y) and take those into consi
ns that could improve aspects of deration for future drawings
their drawing. .

Q&A 9. Ask students how they felt ab They will tell us what we di 1m n/a
out the activity as well as our d well, what could have been
teaching. Did they feel like we better, what they liked/did
clearly communicated everything? not like about the assignmen
Also ask if they have any furthe t. They will also ask questi
r questions about our lesson and ons regarding the lesson if
answer those as best as we can. they have any.
We will explain that blind conto
ur drawings can be done anywhere
as long as they have a pen and p
aper, so if they want to improve
their drawing skills, this is a
very helpful way to do so.
Clean the 10. Collect watercolor materials Students will help clean if 1m n/a
classroom , markers, extra paper, etc. they have time.
Assessment of Learning
Assessment:
How will the students’understanding and work be assessed? (This will be informal for our purposes)

For assessment purposes, we will just walk around and look at each student’s piece to see if they were well-gu
ided by our instruction and examples. This process of assessment will show us the scale to which the students u
nderstood our lesson.
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Group 4: Lesson #1