Unit Assessment Plan 9 th - 10 th Grade Art 1 Carly Seyferth 8/3/10 ED 337 9 th -10 th Grade Art (Estimation) Lesson: Introduction to the Basics of Drawing Unit Assessment Plan: Introduction to the Basics of Drawing 1. Standards ART.I.VA.HS.1 Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks. ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas. ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks. II. Objective Students will learn how to rely on their observational skills in order to draw effectively. III. Anticipatory Set a. The students will create a series of blind gesture drawings from a simple still life, after I introduce a few interesting examples of gesture drawing. I will then define what gesture drawing is, and demonstrate how it is done and how to use a sighting stick. b. Prior knowledge includes the ability to use a sighting stick, in order to measure proper proportions. They also need to be able to see and be able to hold a drawing utensil. c. In today s lesson you will use your observational skills to draw. First you will use your sighting stick to measure out the objects and make reference points of the object that you plan to draw. You will keep proper proportions in mind when making these reference points on your paper. After the reference points are made you are required to draw an object or two in the still life with out looking down at your paper. IV. Input a. Task analysis Students will need to be aware of the following requirements of the activity - The students must be aware of what a blind gesture drawing is and it s importance o I will show a few examples and define what blind gesture drawing is and how it trains the artist to move their pencil freely and how it trains the artist to rely on their observational skills o I will demonstrate how a gesture drawing is done
Unit Assessment Plan 9 th - 10 th Grade Art 2 - The students must be able to use a sighting stick o I will teach them before hand, how to use a sighting stick. o They need to learn this so they can practice their observational skills and draw what they actually see, not what they think they see. - The students will need to be able to do blind drawing with their finger o This will be a practice drill for all the students, so they can identify shapes in their still life and depend solely on their observational skills o This will be done before we actually start drawing so they can practice - The students will need to use charcoal pencils and newsprint o I will teach them different ways to hold the pencil and what way is best in order to avoid carpal tunnel o I will provide the materials o They need to know different forms of holding the pencil so they can try each one out and see what position suits them best. - Once the students are aware of what a blind gesture drawing is, how it is done and why it is a good technique to practice then the students will create a series of their own blind gesture drawings. They will be provided with all the materials. They will be expected to create this drawing with out looking down at their paper. b. Thinking Levels: 1. Level 1/Knowledge Why would we need to use blind gesture Why is it important to focus on observing an object instead of looking down at our paper? Why is it important to use a sighting stick for measuring 2. Level 2/Comprehension Blind gesture helps train me draw what I see instead of what I think I see When we don t look down at our paper as much we begin to draw what we see more Sighting sticks are generally used to make sure we are drawing proper proportions 3. Level 3/ Application I can construct a more accurate drawing by using the new information that I have acquired I can apply this new technique to the way I draw I will be able to distinguish if I relied on the actual observation of an object that I am drawing or if I am just drawing what I think the object looks like I will be able to distinguish if the object that I drawn is similar to the object in the still life, AND WHY
Unit Assessment Plan 9 th - 10 th Grade Art 3 c. Accommodating for Learning Differences 1. Students who finish early may start a new drawing. 2. Students that have trouble sitting still or have a tendency to rush through things will be encouraged to break down what they are drawing by focusing in segments. 3. Students who have trouble seeing may sit closer. 4. If I see that students are having trouble I will give advice or demonstrate with them individually as I travel around the classroom. d. Materials Charcoal, newsprint, a place to sit (preferably a horse but if that is not available then a seat should be fine), drawing boards, clips to clip the newsprint on, sighting sticks, still life, some blind gesture examples. e. Method: - I will begin class by introducing the lesson with a brief lecture. o This lecture will begin with the definition of blind gesture o It will also contain some examples of blind gesture o It will explain why blind gesture is important and what it teaches o The students will learn how blind gesture can strengthen their skills as an artist and how it helps train them to rely on their observational skills o I will then go into detail on why it is important to observe rather then stare at your paper when you draw - I will pass out a sighting stick to everyone and a charcoal pencil. Then I will teach the students how to measure with the sighting stick o They will practice how to measure as a class, I will do brief exercises with them and ask them questions to see if they comprehend how to use this tool - I will then give a demonstration on how various ways to hold a charcoal pencil and do a short scribble of how to draw in this position o All the students will hold their charcoal pencil as well - I will then do a demonstration on blind gesture o I will first demonstrate how to draw in the air and trace the shapes in the still life with their finger. o Everyone will do this with their finger o Then I will demonstrate how to map out your composition by using reference marks and a sighting stick o I will then do a quick blind gesture demonstration so the students have a basic idea on how to do their assignment - The students will go back to their drawing seats and set up - They will be notified that they are expected NOT to look down at their paper while drawing - They will be given a certain amount of time to map out their composition before they begin
Unit Assessment Plan 9 th - 10 th Grade Art 4 - They will also be given a certain amount of time to draw before they are required to start a new composition - This will be repeated a certain amount of times - Then they will try with their left hand - This will be repeated a certain amount of times - During this I will be circling the class and observe the process of the students and encourage everyone - After this lesson is done the students are required to date and name all their papers and put them in their portfolio o They are not allowed to throw their papers away, because they will need these works so they can observe their progress. - They are required to clean up after themselves and all the materials in the right spot V. Modeling a. I will demonstrate the order of tasks to be done in the lesson b. When I introduce a tool I will explain how it is used and have the students practice using that tool (i.e sighting stick and charcoal pencil demonstration) c. I will ask the student s input on why they think blind gesture is important and why it is important to look up when they draw d. Before they begin I will ask if there are any questions e. After the lesson is over I will ask what they learned, what they had difficulty with and answer any doubts or provide encouragement f. I will consistently remind them NOT to look down at the paper when they draw. VI. Checking for Understanding a. Why are we doing this exercise? b. What are some characteristics that blind gesture stresses on? c. How can blind gesture be used to increase your drawing ability? d. Why are we using a sighting stick? e. How can this sighting stick be useful for future compositions? f. Why are we focusing on drawing what we see and not what we think we see? g. How can drawing by observation enhance your work? VII. Guided Practice a. After the short lecture and demonstration the students will be expected to work on their own blind gesture drawings b. Everyone will have their own piece of paper and will pick their own spot to draw from the still life c. I will circle around the room and guide those that need help and encourage everyone d. I will also encourage the students to not look down when they draw
Unit Assessment Plan 9 th - 10 th Grade Art 5 VIII. Independent Practice - The students will be required to work on some blind gestures and measurement outside of class so they can learn how to work independently o This can simply be done with a pencil and paper, nothing too complicated because some students do not have a lot of materials to work with o Students can draw from nature, they can use cooking utensils to draw or furniture. I will remind them not to pick something extremely complicated because I do not want them to feel discouraged. Nor do I want them to pick something extremely easy because I want them to challenge themselves. IX. Closure - Students will work on an in class blind gesture drawing that will take a certain amount of the class time and they will work on one at home by themselves o The reason we will do both is so I can guide them if they still have problems in class and they can use what they have learned in class and apply it to their homework - After this is done I will ask a few questions and demonstrate how to do a functional critique. I will remind them that students need to start off their peer s critique with comments on their peer s strengths, then their weaknesses then how they may fix the weaknesses or make their work better. o These comments MUST be related to what we learned in the unit o Students will write down their assessments and self assess themselves and others o The students are required to file their own records into their portfolio so they can look back on their work and see their progress. o If the students do not cover some of the data that I wanted to cover then I will have a brief in-class discussion with the students and ask a few questions and then ask what they think or what they have learned.