Art Unit Plan

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

Unit Title: Representational drawing and the drawing process Subject Area:​ Art

Curriculum Strand(s): ​ Drawings

Part 1 ­ Logistics Instructional Designers:​ Alexandra Doeksen, Danielle Newton, Kelsi Olstad, and Bronte Sayyad

Grade: ​ 7

Duration:​ 20 class periods

Rationale: This unit was designed to relate to students’ lives and make art personal by allowing students to choose their own subjects to draw in their sketchbooks and by allowing students ample opportunity to self reflect. Students will see tremendous growth throughout the unit as they will be completing many sketches as well as learning new techniques to use. In the final project, students will create a rough sketch of their portrait by drawing geometric shapes first before starting on their final self portrait for the art showcase.

Students will also be encouraged to interact with their peers in this class by offering constructive feedback through post­its (two things they did well and one thing that could be improved). In terms of the art curriculum, this unit will be one of the first units taught as it lays the foundation for students to be successful in later units. We chose to group this set of outcomes together because they all relate to drawing and the process of learning how to draw.

Prior knowledge: In level 3 (grades 5 and 6) students gained experience with drawing and studying natural forms and objects. Students should have had experience with different drawing techniques such as looking for basic shapes, using a viewfinder, shading, shadows, composition, using negative and positive space, different types of lines, as well as gesture and scribble drawing. Students will build off of the present skills throughout the unit while improving techniques and accuracy in drawing. Students will practice and review skills through the activities in the first lessons including: gesture and contour drawing, completing unfinished drawings of familiar figures and scribbled drawings.

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

Part 2 – Desired Results Learning Outcomes:

Record: Students will record single images and simple units.

A. Recording change and movement of figures is one of the purposes of drawing.

B. Describing the internal and external boundaries of forms is one of the purposes of drawing.

C. Describing the planes and volumes of forms is one of the purposes of drawing.

Investigate: Students will select and identify line, value and texture in the natural and man­made environment for image making.

A. Lines can vary in direction, location, quality, emphasis, movement and mood.

B. Value in drawing is affected by the qualities of surfaces and the qualities of light.

C. Texture as the character of a surface can be depicted in drawing by the arrangement of lines and marks.

Articulate and Evaluate: Students will learn to use the basic vocabulary of art criticism in descriptions of their work.

C. Identifying and discussing one’s problems in drawing and composing images is part of learning to talk about art.

D. Discussing one’s responses to one’s own drawings and images is part of learning to talk about art.

Enduring Understandings: Essential Questions: Students will understand… ● Drawing is a process ● Drawing is affected by various concepts and techniques ● Drawing involves identifying and discussing problems ● Responses to drawing are different for everyone

Possible misconceptions… ● Drawing is a natural talent (either good at it or you’re not) ● Objects lack structure (students may forget that “their fingers have bones”)

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How do line, value, and texture affect drawing?

How does identifying problems aid in the drawing process?

What are the purposes of drawing?

What is the drawing process?

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

Knowledge: What knowledge will students acquire as a result of this unit?

Students will know… ● Different purposes of drawing ○ Change and movement of figures ○ Internal and external boundaries of forms ○ Planes and volumes of forms ● Different variations in lines ○ Direction ○ Location ○ Quality ○ Emphasis ○ Movement ○ Mood ● Value is affected by: ○ Quality of surfaces ○ Quality of light ● Texture ○ Arrangement of lines and marks ● Negative space ● Geometric shapes ● Contour drawing ● Identify their own problems in drawing

Skills: What should students be able to do? What behaviors will they exhibit?

Students will be able to… ● Record change and movement of images ● Demonstrate movement in drawing ● Describe how internal and external boundaries are purposes of drawing ● Describe how planes and volume of images are purposes of drawing ● Demonstrate using line to affect quality of drawing ● Demonstrate using value to represent differences of light in drawing ● Demonstrate the use of texture in drawing ● Use a variety of techniques to display drawing process ● Identify problems in drawing ● Reflect on identified problems and responses to art ● Draw a self­portrait ● Utilize shading, drawing geometric shapes and texture in the creation of a self­portrait ● Draw realistic and accurate representations of found objects or figures

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

Part 3 – Assessment Evidence Performance Task: An important art gallery is focusing a showcase on famous self­portraits. Using the techniques learned in class including shading, knowledge of geometric shapes, and line, students will becomes artists producing a self­portrait to submit to the art gallery. This task will be graded using a rubric that assesses the skill and craftsmanship of each student’s self­portrait.

G ­ Goal Students will be able to produce a self portrait that resembles themselves.

R – Role

Students will be artists.

A – Audience

The audience will be the student’s fellow classmates, parents, teachers, and other guests who attend the art showcase.

S – Situation

An important art gallery is focusing a showcase on famous self­portraits. You will become an artist looking to submit your own self­portrait to the art gallery. Your job will be to use all of your knowledge of the drawing process to draw a self­portrait to showcase in the art show.

In creating your self­portrait you will: ­ Demonstrate appropriate use of line, value, and texture ­ Demonstrate the use of basic geometric shapes to create a more complex figure ­ Demonstrate accuracy in the creation and placement of physical features ­ Reflect on the drawing process

Students will create a rough sketch of their self­portrait in their sketchbook prior to completing their finished products.

The student will create a self portrait through the drawing process learned in class. Students will be expected to use basic shapes, shading, and different types of lines.

P – Product, Performance S – Success criteria

In order to be successful in this assignment, students must show that they made an attempt to use techniques in class, as well as took care in crafting their portrait. A student does not need to be an incredible drawer to succeed.

Students will be assessed using a rubric that assesses the presence and skill of techniques used as well as the craftsmanship of the drawing.

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

Other Evidence:

Formative

Self­assessment

Summative

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Sketchbook drawing of gesture drawings

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Egg drawing

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Class sketch

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Sketchbook drawing of contour line drawings

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Self­portrait

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Self­portrait

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Sketchbook drawing of scribbled drawings

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Sketchbook drawing of egg

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Hand drawing (using geometric shapes)

Part 4 – Learning Plan Introductory Activity To introduce this unit, students will complete a series of fun, “low­risk” drawing activities. First, students will be given 5 minutes to doodle all over a piece of paper. The second activity will be where students fold a piece of paper into three sections, draw a head, fold the piece of paper so what they drew is not visible, and pass it to another student who will draw the torso. The picture will be folded again so no drawing is visible and another student will draw the legs. After, the completed drawing will be returned to the original student. To finish off the class, students will be given half an image and asked to draw the other half.

Lesson Learning Outcome Activities Assessment Resources / # (Curriculum) (Instruction) (FOR/OF/AS) Materials 1 Investigate: ​ A. Lines Gesture drawing FOR ­ Students will Sketchbook, (1 class) can vary in direction, ­ Students will be introduced to gesture drawing receive assistance sketching (rough sketching) in class and verbal pencils location, quality, ­ Students will use random objects from their feedback from emphasis, movement school supplies to complete their gesture teacher/peers and mood. drawings *You can also give a time limit to students* (e.g. 2 minute versus 30 second gesture drawing) Tip: tell students to hold their pencil loosely Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

2 (1 class)

3 (2 classes)

Record: ​ B. Describing Scribbled drawing ­ Scribbled drawing will be used as a warm­up the internal and external exercise for drawing boundaries of forms is ­ Students will pick their own subjects and will one of the purposes of create a scribbled silhouettes drawing.

Negative space Investigate: ​ A. Lines ­ Introduce the concept of negative space can vary in direction, ­ Use scribbling to fill in shapes around the location, quality, subject, leaving the subject blank emphasis, movement ­ Students can pick their own subject and mood. *Have students try altering the pressure they use* *You may have to show concrete examples of negative space* Investigate: ​ A. Lines 1. Blind contour drawing ­ Students will learn close observation skills in can vary in direction, this activity location, quality, ­ Prior to drawing, have students examine their emphasis, movement subject closely and mood. ­ Students will blind contour draw a few C. Texture as the different objects (give time limit for first few character of a surface drawings) can be depicted in 2. Contour line drawing drawing by the ­ Use random supplies from the classroom arrangement of lines ­ Students will complete a contour line drawing of a subject and marks. ­ Students will then make line drawings using different media (e.g. sharpened twig dipped in ink, three coloured pencils taped together, squeeze bottle full of paint, etc.) *Have students trace first* *Could use a 2D photograph rather than a 3D object for students who are struggling*

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

FOR ­ students will receive written feedback from teacher

Sketchbook, sketching pencils

FOR ­ Students will receive assistance in class and verbal feedback from teacher/peers

Sketchbook, sketching pencils, different media (pencil crayons, bottles of paint, twigs)

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

4 (3 classes)

5 (4 classes)

6 (3 classes)

Investigate: ​ B. Value in drawing is affected by the qualities of surfaces and the qualities of light.

1. Learn about shading ­ draw a grey scale in their sketchbooks and practice shading from light to dark in their sketchbooks 2. Students will sketch an egg on paper towel and focus on shading and highlighting ­ Introduce viewfinders and students make their own

*Introduce different pencils for shading (eg: 2H, 4B, etc.)

Record: ​ C. Describing 1. Teacher will help students identify geometric the planes and volumes shapes by holding up an object and showing the of forms is one of the geometric shapes. The teacher will draw the object purposes of drawing. on the board using geometric shapes while students Investigate: ​ B. Value in follow in their sketchbooks. drawing is affected by

the qualities of surfaces 2. For practice, students will assemble tangrams to and the qualities of light. make a object of their choice. They can make multiple objects.

3.Geometric shapes ­ students will draw their hand using geometric shapes in their sketchbook.Students will not erase the geometric shapes from the sketchbook. The final sketch will be drawn on card­stock paper.

*For students having trouble seeing geometric shapes, cut out shapes and place them on their hand for the student to see* Articulate and Class sketch of single picture ­ a picture will be Evaluate: divided into sections where each student is given a C. Identifying and section to draw. Once the students complete their discussing one’s drawing, the pieces will be put together to make a problems in drawing

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

FOR ­ students will receive verbal feedback in class AS ­ students will self assess their egg drawing and comment what they did well and what they could improve

sketchbook, sketching pencils, viewfinders, hard boiled eggs, paper towel

FOR ­ students will receive written feedback when they hand in the drawing and in their sketchbooks

sketchbook, card­stock, drawing pencils, tangrams and cut­out carboard shapes, erasers

OF ­ students will be assessed on concepts learned in class (shading, negative space,

Paper, sketching pencils, erasers, viewfinders, a

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

7 (6 classes)

and composing images complete single picture. The students will be asked to lines, etc.) is part of learning to talk use a view finder with their section to assist them.

AS ­ students will about art.

Students will have choice in the media used to colour assess their own their drawing. work for both what

they did well and *Give simpler sections to students who struggle with what they can art. Give more complex sections to those students improve on (this will who are more advanced. be written and handed in for teacher to respond) Record: ​ A. Recording GRASPS ­ students will create a self portrait using OF ­ Students will change and movement the drawing techniques taught in class (geometric be assessed on of figures is one of the shapes, shading, value, texture, lines, etc.) concepts learned in purposes of drawing.

class. Students will Investigate: ​ A. Lines See GRASPS handout and chart above. also be expected to can vary in direction, record their process location, quality, and changes in their emphasis, movement drawing through and mood. writing in their C. Texture as the sketchbook character of a surface AS ­ Students will can be depicted in discuss their portrait drawing by the at the showcase, arrangement of lines including what they and marks. did well and what Articulate and can be improved on Evaluate:

(they will also give D. Discussing one’s feedback to other responses to one’s own students with drawings and images is post­its) part of learning to talk about art.

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.

picture to divide

Poster paper, sketching pencils, erasers, mirrors or cell phone cameras, sketchbook, post­its

th​ Unit Plan Template – 4​ year Courses U of A/RDC Middle Years Program

General Adaptations General adaptations: ● Have gifted students add more detail to their sketches and other assignments ● Have students who struggle focus more on learning the technique rather than the appearance ● Offer students a quiet work space ● Be flexible with students and their abilities ● Offer students choice

Art History Connections ● ● ● ● ● ● ● ● ● ●

Earliest known drawings were found in 30,000 to 10,000 B.C, they were found in France and Spain Ancient Egyptians decorated their walls of temples and tombs Greeks decorated pottery In the middle ages drawings were used to teach religion Drawings also helped artists keep record of the images they frequently used In the Renaissance age drawing became more popular, paper was more accessible Artists started using charcoal In the 1600s to 1700s drawing became more free and flowing In the 1800s to 1900s pencils were manufactured in the early century Academic drawing became very popular

References Brynjolson, R. (2009). ​ Teaching art: A complete guide for the classroom. ​ Winnipeg, Manitoba, Canada: Portage & Main Press.

Mules, H. (n.d.). The History of Drawing. Retrieved November 13, 2015, from http://www.scholastic.com/browse/article.jsp?id=3753864

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). ​ Understanding by Design: Professional Development Workbook.​ Alexandria, VA: ASCD.