Houston Baptist University

Blind Contour Lesson

By: Amanda Woodard

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Subject: Art I
Unit: Introduction to Drawing

Grade Level: 9-12

Topic: Blind Contour Drawing

Time Estimate: 50 minutes

Goal(s):
Students will learn the meaning of blind contour drawing
Students will learn about line as an element, tool, and foundation of art.
Students will train their eyes to follow the line of their subjects as they draw from
observation.
Objective(s):
Students will create a contour line drawing of a classmate.
Students will use line in a way that is expressive and intentional.
TEKS: 117.53(1.B, 2.C, 4.A)
Materials/Resources/Technology needs:
Sketchbooks, pencils, sharpie pens, PowerPoint, projector
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Instructional Procedures
Focusing Event:
Students will respond in writing, and then be called on to read their responses to the questions:
1. What role does line have in art?
2. What are some different types of lines?
Teaching/ Learning Procedures:

Present a PowerPoint over introductory line information and contour line drawing
Describe the activity and guidelines.
Students will choose partners and do an initial blind contour line drawing of their partner
as shown and discussed in the PowerPoint.
Use student drawings as examples to emphasize that the drawing will not be perfectly
accurate and thats ok this is training exercise. Students should not have perfect or
cartoon looking drawings.
Demonstrate to students how to do a quick line drawing.
Explain that students are to draw the same perspective every time no moving or
selecting a different subject (so that they may practice and show progression)
Time several quick drawings varying times from 1 to 3 minutes.
Pause for reflection after the first 3 drawings. Ask students to reflect on what they see

vs. what is being produced on the page. Do they see emotion in the drawing? Can they
see some formation of the subject they are attempting to draw?
Allow students 15 minutes to execute a drawing of their partner after completing 5 blind
contour takes of their subjects.
Display quick drawings so that students may see that all struggle with this exercise and
see how each develops from separating the eye from the hand.
Discuss with students the exercise. Did they find it useful? Freeing? Was it easier to
execute their drawing after the blind drawings? Would they do it again?

Formative Check (ongoing or specific):

As they work, I will walk around giving feedback and encouragement
Reteach (alternative used as needed):
Students can receive one on one personal instruction and demonstrations if they are
unclear.

Closure:
Students will assess their drawing activity and what they have learned by answering the
following questions at the bottom of their paper:
1. Describe the type of line you used and at least one way you used the purposes of line in
your drawing.
2. How can this activity help you improve your drawing skills?
One to three students will be called on to share.

Assessment/Summative Evaluation:

Students will be assessed based on their participation and whether they have followed
directions (in their sketchbooks).
1. Student has not looked at hand during drawings.
2. Demonstration of an attempt to accurately render the objects is perceptible.
3. Progression from the first drawing to final finished piece shows and increasing mastery of
contour.
4. Constructive participation in classroom discussion of the method
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Modifications/Notes: