UnitPlan

Grade9Art:Line
RachaelGough
Ed3601ArtEducation:MethodsforMajors
ProfessionalSemesterII,Spring2016

Artdoesnotreproducethevisible;rather,itmakesvisible.PaulKlee

Stage1DesiredResults
GLOs:

1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.1.1:Record:Recordobjectsaloneandincompositions.

1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecordedimagesandintheenvironment.
1.2.1:Investigate:Studentswillemployandarrangeelementsandprinciplestomakecompositions.

1.3:Studentswillexpresstechnicalcompetenciesandindividualinsights.
1.3.1:Communicate:Studentswilluseexpressivenessintheiruseofelementsinthemakingofimages.

1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontrolandcompetency.
1.4.1:ArticulateandEvaluate:Studentswillusethetechniquesofartcriticismforanalysisandcomparisonofartworks.

2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,techniquesanddesignelements.
2.1.1:Components1:Studentswillcreatecompositionsinbothtwoandthreedimensions.

2.2:Studentswillanalyzetherelationshipsamongcomponentsofimages.
2.2.1:Components2:Studentswillbecomefamiliarwiththeuseoftransparencyandopacityinthecreationofcompositions.

2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.
2.3.1:Components3:Studentswillinvestigatetheeffectsofcontrollingcolour,spaceandforminresponsetoselectedvisual
problems.

3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsandsocialactivitiesassourcesof
imagerythroughtimeandacrosscultures.
3.1.1:SourceofImages:Studentswillconsiderthenaturalenvironmentasasourceofimagerythroughtimeandacross
cultures.

3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeandacrosscultures.
3.2.1:ImpactofImages:Studentswillbecomeawareoftheimportancesocietyplacesuponvariousworksofart.
Understandings:
Studentswillunderstandthat

Linecanbeusedtoexpressmeaningorfeeling

Linesdeterminehowyouinterpretanartwork

Differenttoolswillproducedifferentlines

Artistsmakepurposefullinesthathavemeaning

Essential/InquiryQuestions:

Howdoeslineaffectthewayinwhichweviewart?

Howcanaalineexpressmeaning?

Studentswillknow

Studentswilluseavarietyofmediumstoshowline

Studentswilldeveloptheirunderstandingoflineasa
formalelementofart

Studentswilluselinetoexpressformormeaning

Studentswillbeabletodescribewhateffectlinehasin
termsofcomposition

Studentswilldrawfromobservation

Studentswillinvestigatetherelationshipbetween
observationandline

Studentswilluselineasaformofexpression

Studentswillanalyzelinewithinavarietyofartworks
acrosshistory

Studentswillexpresstheroleoflineinart

Studentswillbeabletodo

Contourdrawing

Gesturedrawing

Lineexpression

Artworklineanalysis

Communicateartisticchoices

RATIONALE:

Thisunitonlineisessentialtobuildingasolidfoundationinartforgrade9students.The
lessonsbeginbyintroducingseveraltechniquestohelpstudentslearnhowtointerpretlines,
makepurposefullines,andthenapplythatknowledgetoafinaldrawing.Art9doesnothaveany
prerequisites,meaningthatalotofstudentsintheclasswillhavelittletonoartisticexperience.
Thatmakesitessentialtoensuretheyaregettingafullandvariededucation.Italsomeansyour
lessonsshouldbehighlyengagingtokeepstudentsinterested.Anotherissuewithgrade9sis
thattheyarejuststartinghighschoolandarethereforeveryinsecureandunsureofthemselves.
Thisunittakesthatintoaccountandtransitionsstudentsin,graduallyscaffoldedtoeasestudents
intotheworldofart.
Intermsofgender,Ihaveincludedatleast2femaleartistsforeachday.Historically
femalesarenotwellrepresentedinthearts.Howeverinrecenttimesthereareafarhigher
numberoffemalesenrolledinsecondaryandpostsecondaryartclasses.Thismakesitessential
torepresentbothmalesandfemalestothebestofmyability.Italsopromotedgenderequality,
andhelpspromotepositiveselfimage.Ihopethatbyincludingitgirlswillseethemselvesas
equalstotheirmaleclassmates.Additionallythereisalotofindependenceinsubjectmatter.
Studentsbringintheirownselfselectedobjecttodraw,andotherthanthat,theyaredrawing
eachother.IhavevariedthesubjectmatteroftheartIamshowingwithalmostanevennumber
ofmalesandfemalesintheencounters.Ihavealsoensuredthatthesubjectmatterpresented
doesnotsexualizethefemale,orthemaleform.Forvariety,Iwillalsobeconstructingaseating
planthathasbothmalesandfemalesateachtable.Menandwomendotendtothinkquite
differentlyandIthinkthathavingbothsexesrepresentedwillensureavarietyofopinionsand
viewpoints.

Ihavealsoaccountedforvaryingsocioeconomiclevelsinmyclassroom.Studentsare
providedwithallthesuppliestheyneed,andareonlyrequiredtobringinanitemtodraw.
Shouldtheynothaveeventhat,mylessonplansstatethatIwillalwayshaveextramaterialfor
studentstouse.Nouseoftechnologyorelectronicswillberequiredbytheindividualstudent
outsideofclasstime.Ihavepreparedapresentationofseveralimagesforstudentstoconsider
whenengagedingroupdiscussions.Thisallowseveryonetobeonthesamelevelinmy
classroom.Ialsobelievethatstudentswillbuildastrongsenseofcommunitywithinclass
discussionsandcollaborativeworks.Finally,althoughIdonotknowifIhaveanyFNMIstudents
inmyclasses,IhaveincludedworkbyFNMIartistsinmyencountersforeachclassbecauseitis
anessentialandunderrepresentedpartofourhistoryasCanadians.
Thisunitcaterstothe21stcenturylearner.Eachdaythestudentsengageinhandson
activitiesfollowedbydiscussions.Theunitstartsoffbystudentsdrawingalineandthen
expandingonwhatthatmeans.Theywilllearnhowtoexpressmeaningthroughlinerequiring
criticalthinkingandanalysis.Theyarealsorequiredtoprovidewrittenanalysisofsketchbook
assignmentsandparticipateintablecritiquesbuildingtheiroralandwrittencommunication
skills.Theunitisveryexploratoryandprojectbasedthroughout.Iamtakingmoreofa
facilitationrole,puttingstudentsinchargeoftheirownlearning.Studentsarealsopartnersin
theirownmarkingandmeetwiththeteacherattheendofeachmonthtoselfassess,givingthem
moreresponsibilityinregardstotheirownlearning.Theyarebeingputincharge,buildingtheir
entrepreneurialspirit.
Ifeelthislessontakesmanythingsintoconsiderationinanattempttoexpectthe
unexpected.IwasnotabletomeetmyclassormyTApriortoplanningsoIhaveattemptedto
coverallofmybases.Thisunitwillengagestudentsandgetthemexcitedaboutartsotheycan
begintogainanunderstandingaswellasappreciation.SocialcontexthastaughtmealotandI

hopethatIcancontinuetolearnandfurthermyconsiderationstocovermorestudentsthanI
haveinthisunit.

UNITSUMMARY:

Thisunitispartofalargerplantointroducestudentstothebasicelementsofart.Within
thelineunitstudentswilllearnhowtobreakanobjectdowntoitsessentiallinesandshapes,
andpracticerepresentationaldrawing.Throughthese5lessonsstudentswillexplorewhatline
is,howitcanbemanipulated,andwhatthatmeansintermsoftheirartisticpractice.Studentsare
learningconceptuallybyanalyzingartworksandrespondingtoworksoftheirownandtheworks
ofothers.Studentswillparticipateindiscussionandwrittencomponentstohelpbuildand
subsequentlysolidifytheirartisticknowledgeandvocabulary.Throughtheseexplorationsand
throughencounterswitholdmastersandcontemporaryartistsstudentswillgainanappreciation
forartandartisticpractices,satisfyingtheaffectivedomainoflearning.Thepsychomotordomain
issatisfiedthroughhandsonlearninginactivitiessuchastimedgesturedrawings,tablesized
groupworksusingstringandrope,gettingthemmoving.Additionallytheywillbemovingaround
theclassroominseveralotheractivitiestogetthemup,moving,andenergized.
Theywillbeginbydefiningline,thenmoveintodifferentiatingdifferentlines,andhow
linecanhelpconstructmeaningandexpressamoodorfeeling.Studentswillinteractwithpeers
throughtableandclassdiscussionseachday.Thisallowsstudentstobuildcommunity,createa
welcominglearningenvironment,andpracticeusingtheirartisticvocabulary.
Studentswillexplorethreemethodsoflinedrawing:expressive,contour,andgesture.
Eachisessentialinordertogainaroundedunderstandingofline.Expressivelinesallowstudents
toseelinecometolifeandbegintounderstandhowtouseit;Contourprovidesamorescientific
approachtodrawing;Gesturedrawingallowstheartisttouselinetocapturethespiritofan
objectandbegintolookatmovement.Bylearningexpressionfirst,studentsgainafoundational

understandingoflinebeforeexploringamorepersonalandcreativeapproachthroughgesture,
endingoncontourtohelpstudentszoneinwithascientificapproach.
Thisunitwillallowstudentsthefreedomtoexplorelineapplicationthroughavarietyof
mediums.Studentswillberequiredtoexploreaminimumof4differentmediumsinordertoget
studentsexploringandexpandingtheirartisticrepertoire.Studentswillbeprovidedwiththe
followingtools:pencils,charcoal,vinecharcoal,paint,pastels,ink,wire,andrope.Additionally
studentsarewelcomedtobringintheirownmaterialstoworkwith.
Eachclassstudentswillbeparticipatingindiscussionswiththeclassorattheirtablesin
ordertobuildandstrengthenartisticvocabulary.Promptsandguidingquestionswillbe
providedinordertodirectconversationsandkeepstudentsontopic.
Studentswillalsobegivenapromptforasketchbookwork.Eachsketchbookassignment
dealswiththeoverarchingthemeoftheunit,butdoesnotdirectlyrelatetotheweeklyproject.
Thisgivesstudentsanopportunitytofurthertheirlearningandpracticetheirskillsoutsideof
class.Studentsmaydoadditionalsketchbookworks,butareexpectedtoproduceaminimumof
1entryperweek.
Eachstudentwillbeassessedbothformativelyandsummativelythroughouttheunit.I
willbemeetingwithstudentsindividuallyinthelastweekonthemonthinordertoreviewtheir
sketchbookentrywhichwewillbothassess.Thisservesasamaintypeofformativeassessment.
Allworkproducedthroughouttheweekshouldbeputintoeachstudentssketchbook,withthe
exceptionbeingthefinalgoodcopydrawing.Thefinaldrawingmustbehandedintomebythe
endoftheunitandwillbesummativelyassessedinaccordancewiththerubricprovidedto
studentpriortobeginningtheassignment.

OUTCOMES

1:DRAWINGS

1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.1.1:
Record:Recordobjectsaloneandincompositions.
1.1.1.A:
Carefulobservationofformandsurfacequalitiesisnecessaryfortherealistic
recordingofnaturalobjects.
1.1.1.C:
Theillusionofdepthiscreatedpartlybythekindsoflinesandmarksusedin
creatinganimage.

1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.2.1:
Investigate:Studentswillemployandarrangeelementsandprinciplestomake
compositions.
1.2.1.C:
Achangingpointofviewcanallowamorethoroughanalysisofthesubjectmatter
ofdrawing.

1.3:Studentswillexpresstechnicalcompetenciesandindividualinsights.
1.3.1:
Communicate:Studentswilluseexpressivenessintheiruseofelementsinthe
makingofimages.
1.3.1.A:
Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/she
expressesactionanddirection.

1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
1.4.1:
ArticulateandEvaluate:Studentswillusethetechniquesofartcriticismfor
analysisandcomparisonofartworks.
1.4.1.A:
Makingcomparisonsaboutmoodandfeelingbetweenonesownworksand
worksbyotherstudentsispartoflearningtotalkaboutart.
1.4.1.B:
Knowingthetermsofdesign,mediaandtechniquesusedinonesown
drawingshelpsindescriptionandanalysisofonesownandothersworks.

Continuedonthenextpage

2:COMPOSITIONS

2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,techniques
anddesignelements.
2.1.1:
Components1:

Studentswillcreatecompositionsinbothtwoandthreedimensions.
2.1.1.A:
Organicshapesderivedfromnaturalobjectscanbedevelopedinto
threedimensionalforms.

2.2:Studentswillanalyzetherelationshipsamongcomponentsofimages.
2.2.1:Components2:
Studentswillbecomefamiliarwiththeuseoftransparencyandopacityin
thecreationofcompositions.
2.2.1.A:
Thequalitiesoftransparencyandopacitysuggestrelationshipsofspaceandformin
compositions.

2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.
2.3.1:Components3:
Studentswillinvestigatetheeffectsofcontrollingcolour,spaceandform
inresponsetoselectedvisualproblems.
2.3.1.A:
Variationofform:naturalobjectsexhibitwidevariationofformwithinasingle
type.

3:ENCOUNTERS

3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsand
socialactivitiesassourcesofimagerythroughtimeandacrosscultures.
3.1.1:SourceofImages:
Studentswillconsiderthenaturalenvironmentasasourceofimagery
throughtimeandacrosscultures.
3.1.1.A:
Imagesofindividualpeoplechangethroughtimeandacrosscultures.

3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeandacross
cultures.
3.2.1:ImpactofImages:
Studentswillbecomeawareoftheimportancesocietyplacesupon
variousworksofart.
3.2.1.A:
Thewayspeopleuseartchangesthroughtime.
3.2.1.B:
Societyhasvariouswaysofpreservinganddisplayingpublicandprivateartworks.

LESSONSUMMARIES:

CLASS1:Introduction/LineExpression:
Studentswillbeginbyexploringlineasanexpressiveart
form.Theywillpracticemakinglinesthatcommunicatedifferentmoodsindividuallyandthenin
collaborationwithclassmates.Studentswillalsobuildtheirunderstandingandartvocabulary
throughbothclassandgroupdiscussion,aswellananalyzingseveralotherworksbesidestheir
own.Wewillfinishbywatchingashortvideomadebyanartistshowingastronguseof
expressivelines.

CLASS2:Expanding/Gesture&ContourDrawing:
Inoursecondclassstudentswillbegin
exploringhowtouselinerepresentationally.Beginningwithablindcontourthengesture
drawingsallowsstudentssomefreedomforerrorsotheycangetcomfortableusingline.
Studentswillthenhaveatablediscussiononwhatwehavelearnedsofar,followedbyabrief
classdiscussionshowingexemplarsoflinedrawings.Fromtherestudentsmoveintocontour
drawing,relatingittotracingthroughtheuseoftransparencies.Theclassshouldfinishwith
studentsbeginningsketchesofwhattheywillbedrawingintheirweeklyassignment.

CLASS3:Refresher/Practice:
Wewillbrieflyreviewwhatwehavelearnedandexpandthrougha
lineapplicationworksheet.Theywillalsobedemonstratingtheirknowledgethroughartwork
analysisasaclass.Studentswillworkontheirpreliminarysketchesandmaybegintheirfinal
drawing.Therewillalsobetimeforashortcritiqueandtablediscussionregardingthefinal
drawing.Thestudentswillbeprovidedwithclasstimetowork.

CLASS4:Refresher/FinalDrawing:
Studentswillsharetheirprogress/practicewiththeirtable
groupsanddoaminicritique.Therestoftheclassisaworkperiodforstudentstotryandfinish
theirdrawings.Theymustbefinishedbytheendoftomorrowsclass.

CLASS5:FinishingUp&SketchbookFun:
Abriefintroductionwillbegiven,butthisisawork
period.Studentsmustfinishtheirassignmenttoday.Thosethatarealreadydonewillbemaking
drawingdevicesthefirsthalfoftheclass,anddoinganupsidedowndrawingforthesecondhalf.

ARTISTS/ARTWORKS:

SofonisbaAnguissolaGiuseppeArcimboldo(1575)

AlbrechtDurerWalrus(1592)

PicassoTheCamel;TheDog;ThePenguin(c.1907)

PicassoIgorStravinsky(1920)

FridaKhaloMusician(1925)

MatisseStillLifeonaTable(1941)

DavidHockneyEugeneandHenry(1978)

DaphneOdjigFamily(1978)

BluHombreBanano(2004)

SwoonThalassa(c.2015)

RembrandtHarmenszoonvanRijnTwowomenteachingachildtowalk(1640)

AlbertoGiacomettiChairintheStudio(1946)

BillReidLootaas[WaveEater](1993)

ChelseaStebarGestureDrawingRest(2009)

AnnRadleyArabequeBright(2010)

GuyDenningAgression,Compeition,Ambition(2011)

VanGoghStarryNight(1889)

WassilyKandinskyCompositionVIII(1923)

PietMondrianTrafalgarSquare(19391943)

HongChunZhangLifeStrands(2004);TwinSpirits#2(2002)

LilianaPorterBlueDrawing(2007)

PicassoIgorStravinsky(1920)

DAILYPLANS
LESSONPLAN1MONDAYCONTOUR
Grade/Subject:
Grade9Art
Unit:
Line
LessonDuration:
75minutes
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GLOS:
1.3:Studentswillexpresstechnicalcompetenciesandindividualinsights.
1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsand
socialactivitiesassourcesofimagerythroughtimeandacrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeand
acrosscultures.
SLOS:
1.3.1.A:Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/she
expressesactionanddirection.
1.4.1.A:Makingcomparisonsaboutmoodandfeelingbetweenonesownworksand
worksbyotherstudentsispartoflearningtotalkaboutart.
1.4.1.B:Knowingthetermsofdesign,mediaandtechniquesusedinonesowndrawings
helpsindescriptionandanalysisofonesownandothersworks.
3.1.1.A:Imagesofindividualpeoplechangethroughtimeandacrosscultures.
3.2.1.A:Thewayspeopleuseartchangesthroughtime.
LEARNINGOBJECTIVES
Studentswill:
1. Explorelineasawaytocommunicatemeaning
2. Analyzetheuseoflineinvariousartworks
3. Compareandcontrasttheuseoflineinvariousartworks
4. Understandlineasaformalelementofart
5. Buildartisticvocabulary
ASSESSMENTS
Observations:
Arestudentsvaryingthetypesoflines
theyareusing?
Aretheydemonstratingknowledge
duringclassandgroupdiscussion?
Cantheyputtheirartisticchoicesinto
words?

KeyQuestions
:
Howcanlinebeusedtoexpressmeaning,mood,
oremotion?
Whyislineimportant?
Wheredoweuselineinart?everydaylife?
Whattechniquescanbeusedtodothis?
Whywilleachlinebedifferent?

Assessments:
Lineexpressionpractice
Tablegroupartworks

Classdiscussion
Classroomobservation

LEARNINGRESOURCESCONSULTED
Resource#1:
AlbertaJuniorHighArtProgramofStudy

Resource#2:
VIDEO:BluMuto(https://www.youtube.com/watch?v=tCoqsVDVWN8)

Resource#3:
Slideshow
(https://docs.google.com/presentation/d/1SueRN0SK9jktoiLIW8XsLRmevOdveyzm72tfN0o2
aQ/edit?pli=1#slide=id.g11c7730613_0_5)
MATERIALSANDEQUIPMENT

yarn,rope,cord,etc.
newsprint
largetablesizedpaper
camera

variousdrawingtools
extrasketchbookpaper
slideshow

Meaning
Mood/feeling
Expressiveness

VOCABULARY

Line
Gesture
Contour

PROCEDURE
PriortoLesson
(15min.)
:

gathermaterial
havestudentsingroups

Introduction(15min.):

makeslideshow
loadvideo

Introduceyourselfandshowsomeofyourartwork.Tellstudentsthatthisweektheywill
bestudyinglineandtalkabouttheweeklyproject.(10minutes)
Theweeklyprojectwillsimplygivestudentsanopportunitytodemonstratetheir
learning.Iwillprovidethepaperthatstudentsareexpectedtouse.Eachstudent
mustdrawanimagenosmallerthantheirhandthatdemonstratesan
understandingoflineexpression,contourline,aswellasgesturelines.Theywill
alsoberequiredtouseanadditionallineapplicationtechniquefromoneofthe
choicesontheirworksheet.Thedrawingmaybedoneinanyofthemediums
providedbyme,andmustbeaccompaniedbyashortrationale.

Eachstudentwillstartwithablankpieceofpaper.Iwillleadanactivitythatshowsthem
howalinecanbeexpressive.First,Iwillaskstudentstodrawaline.Takeasurveyof
whatkindoflinetheydrew.Somewilldrawahorizontalstraightline,somewilldrawa
verticalline,adiagonalline,etc.Askstudentsifalinecanhavecharacter;askstudentsif
alinecanbesoft?Aggressive?Bold?etc.(5minutes)

Body(58min.):

Haveaclassdiscussiononline.Whyislineimportant?Wheredoweuselineinart?
Wheredoweuselineineverydaylife?(5Minutes)

Intheirtablegroupsstudentswillnowbecreatingalinepicturethatdemonstratesa
moodoremotion.Halfofthegroupswillbeusingdrawingtools,theotherhalfwillbe
usingthingslikewire,string,yarn,rope,extensioncords,etc.Eachgroupwillsecretly
pickamoodoremotion,andasagrouptrytocommunicateit.Theywillhave10minutes
todoso.(20Minutes)

Whentheyredone,theywillnotifyme,andIwillcomephotographit.Theywillalso
placeapieceofpaperonthetablewiththeirgroupmembersnamewrittenonthetop.
Onceeveryoneisdonegroupswillgoaroundandonthesheetofpaperprovidedthey
willtrytoguesswhateachgroupistryingtoconveywiththeirlinedrawing.Theywill
dothisforabout510minutesandtheneveryonewillgobacktotheirdesk.(10
minutes)

Wewillgoaroundandeachtablewilltelluswhatemotiontheypickedandwhatchoices
theymade/howtheyusedlinetocommunicatethat.Gothroughslidesandtalkabout
howtheseideasoflineexpressioncanbeappliedtodrawingobjects.(15minutes)

Closure(5min.):

Wrapup:Askstudentsiftheyhaveanyquestionsandbrieflyexplainwhatwewillbe
doingnextclass.Talkabouttheweeklyprojectandhavethemstartthinkingaboutwhat
theywanttodraw.

Remindthemtobringanobjecttheywanttodrawinfornextclass!Makesuretohave
extrasonhandforthosestudentsthatforgetorjustdontbringone.Studentsmustclean
upbeforeleavingclass!(5minutes)

Sponge(min.):

WatchBlusvideo!(8minutes)
https://www.youtube.com/watch?v=tCoqsVDVWN8

REFLECTION:

**Seebacktolessonplan.**

LESSONPLAN2TUESDAYGESTURE
Grade/Subject:
Grade9Art
Unit:
Line
LessonDuration:
75minutes
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.3:Studentswillexpresstechnicalcompetenciesandindividualinsights.
1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,
techniquesanddesignelements.
2.2:Studentswillanalyzetherelationshipsamongcomponentsofimages.
2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.2.3:Students
willexpressmeaningthroughcontrolofvisualrelationships.
3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsand
socialactivitiesassourcesofimagerythroughtimeandacrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeand
acrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeand
acrosscultures.
SpecificLearningOutcomes:
1.1.1.A:Carefulobservationofformandsurfacequalitiesisnecessaryfortherealistic
recordingofnaturalobjects.
1.2.1.C:Achangingpointofviewcanallowamorethoroughanalysisofthesubject
matterofdrawing.
1.3.1.A:Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/she
expressesactionanddirection.
1.4.1.A:Makingcomparisonsaboutmoodandfeelingbetweenonesownworksand
worksbyotherstudentsispartoflearningtotalkaboutart.
1.4.1.B:Knowingthetermsofdesign,mediaandtechniquesusedinonesowndrawings
helpsindescriptionandanalysisofonesownandothersworks.
2.1.1.A:Organicshapesderivedfromnaturalobjectscanbedevelopedinto
threedimensionalforms.
2.2.1.A:Thequalitiesoftransparencyandopacitysuggestrelationshipsofspaceand
formincompositions.
2.3.1.A:Variationofform:naturalobjectsexhibitwidevariationofformwithinasingle
type.

3.1.1.A:Imagesofindividualpeoplechangethroughtimeandacrosscultures.
3.2.1.A:Thewayspeopleuseartchangesthroughtime.

LEARNINGOBJECTIVES
Studentswill:
1. Exploretheuseoflineasawaytorecordvisualinformation
2. Createa2Drenderingofa3Dobject
3. Analyzetheuseoflineinvariousartworks
4. Explorespatialrelationships
5. Compareandcontrasttheuseoflineinvariousartworks
6. Buildartisticvocabulary
ASSESSMENTS
Observations:
Arestudentsvaryingthetypesoflines
theyareusing?
Aretheydemonstratingknowledge
duringclassandgroupdiscussion?
Cantheyputtheirartisticchoicesinto
words?

Assessments:
Blindcontour
Gesturedrawingpractice
Groupcritique/discussion

KeyQuestions
:
Howcanyouuselinetorenderanobject?
Howcantheamountofdetailputintoawork
changehowyouviewit?
Whywilleachstudentslineapplicationbe
different?
Howdoeslinechangeacrosscultures/history?

Classdiscussion
Transparencydrawings

LEARNINGRESOURCESCONSULTED
Resource#1:
AlbertaJuniorHighArtProgramofStudy

Resource#2:
Slideshow
(https://docs.google.com/presentation/d/1SueRN0SK9jktoiLIW8XsLRmevOdveyzm72tfN0o2
aQ/edit?pli=1#slide=id.g11c7730613_0_5)
MATERIALSANDEQUIPMENT

Newsprint
Variousdrawingtools
transparencies

slideshow
extrasketchbookpaper

Meaning

VOCABULARY

Line

Gesture
Contour

Mood/feeling
Expressiveness

PROCEDURE
PriortoLesson
(15min.)
:

gathermaterial
havestudentsingroups

Introduction(510min.):

makeslideshow

Reviewwhatwelearnedaboutlineyesterday.Introducecontourandgesturedrawings.
A
Gesture
lineisanexpressivemovementusingaguideline.Itcapturesthefeelingof
motionwithverylittledetail.Thincontinuousflowoflinethatloops,twists,andchanges
direction.Itrepresentstointeriorofanobject.Itcapturestheessenceofthesubject.
Contour
istheedgesandsurfaceridgesofanobject,notthemassorvolume.Itisthe
outlineofanobject.Ifyouweregoingtotracesomething,youwouldbedrawingthe
contour!Togetyouloosenedupwewillbeablindcontour,andthengobacktogesture
soyougetatasteofbothtoday.

Havestudentstoablindcontourdrawingofthepersonsittingdirectlyoppositeofthem.
Remindstudentsthattheyarenottolookdown!Theywillalllooksilly!Thisisjustan
exercisetohelpthemloosenupandrelaxalittlebit.Suggestthattheytryusingdifferent
typesoflines.Howcanyouholdyourpencildifferentlytochangethelineyoure
creating?(5Minutes)

Whenyouaredrawingacontour,letyoureyesfollowthecontour(edgesandsurface
ridgesofanobject)asyoudraw.Thisiswhyweretryingitfirstasablindonewithout
looking!Youshouldreallytryandfocusontheobject.Spendtimesearchingitandreally
trytoseethecontourforwhatitis.Youreyestrickyouandcantalwaysbetrusted!

Body(60min.):

Havestudentstakeasheetofpaperandfoldituptomake4squaresonthepage.Get
studentstodrawtheirobjectquicklywithoutliftingtheirpencil/drawingtoolinvarious
timeincrements.Tellthemtheymustkeepdrawingandtheirpencilisnottoleavethe
page!Startwith5seconds,10second,20seconds,30seconds.Flipthepageover!Next
havethemdrawfor45second,1minute,2minutesand30seconds,andfinally5
minutes.Havestudentstalkattheirtablesaboutthedifferencethetimemakesontheir
drawing.Whatdidtheyhavetodowhenonlygiven5secondstodrawtheobject?(20
Minutes)

Havestudentscomparedrawingswiththeirtable.Givethemacoupleminutestotalk
aboutthelinesintheirdrawing.Didanyofthemusedifferentkindsoflines?Dothey
thinktheycouldhavedonebetteriftheywereallowedtolook?Whydopeoplefind
drawingdifficult?(5Minutes)

Showslidesandtalkaboutcontourdrawing.Whentheirtracingsomething,howdothey
knowwhichlinestodraw?(10minutes)

Haveastudenthandtransparenciesouttothetables.Tellstudentsthattheywillbe
usingthesetotraceanobject.Useamarkerorsomethingthatwillwipeoffsothey
havetryitafewtimes.(10Minutes)

Studentscanbeginpracticingcontourdrawingintheirsketchbooks.Havestudentsdoat
least4drawingsoftheirobjectsfromdifferentviewpointsandusingdifferentline
applicationtechniques.(15minutes)

Closure(5min.):

Wrapup:Askstudentsiftheyhaveanyquestionsandbrieflyexplainwhatwewillbe
doingnextclass.Nextclassstudentsmaybestartingtheirfinalcopyofalinedrawingfor
thisweek.Emphasizetheimportanceofdrawinglightastheywillonlybereceivingone
sheetofgoodpapertodrawon.Tellthemitmightbeagoodideatoleavetheirobjects
theresotheydontforgetit,unlessitisvaluabletothem,themperhapsnot.(5Minutes)

Sponge(min.):

Ifstudentsfinishearlytheycanworkintheirsketchbooksoriftheyreconfidentthey
canbegintheirfinaldrawing.Getthemtoshowyouthattheyhavedoneatleast4
practicesketchesbeforetheybeginthefinal.

REFLECTION:
**Seebacktolessonplan.**

LESSONPLAN3WEDNESDAY
Grade/Subject:
Grade9Art
Unit:
Line
LessonDuration:
75minutes
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:

1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,techniquesand
designelements.
2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.
3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsandsocial
activitiesassourcesofimagerythroughtimeandacrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeandacross
cultures.

SpecificLearningOutcomes:
1.1.1.A:Carefulobservationofformandsurfacequalitiesisnecessaryfortherealistic
recordingofnaturalobjects.
1.1.1.C:Theillusionofdepthiscreatedpartlybythekindsoflinesandmarksusedincreating
animage.
1.2.1.C:Achangingpointofviewcanallowamorethoroughanalysisofthesubjectmatterof
drawing.
1.3.1.A:Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/sheexpresses
actionanddirection.
1.4.1.A:Makingcomparisonsaboutmoodandfeelingbetweenonesownworksandworksby
otherstudentsispartoflearningtotalkaboutart.
1.4.1.B:Knowingthetermsofdesign,mediaandtechniquesusedinonesowndrawingshelps
indescriptionandanalysisofonesownandothersworks.
2.1.1.A:Organicshapesderivedfromnaturalobjectscanbedevelopedintothreedimensional
forms.
2.3.1.A:Variationofform:naturalobjectsexhibitwidevariationofformwithinasingletype.
3.1.1.A:Imagesofindividualpeoplechangethroughtimeandacrosscultures.
3.2.1.A:Thewayspeopleuseartchangesthroughtime.
3.2.1.B:Societyhasvariouswaysofpreservinganddisplayingpublicandprivateartworks.

LEARNINGOBJECTIVES
Studentswill:
1. Exploretheuseoflineasawaytorecordvisualinformation
2. Createa2Drenderingofa3Dobject
3. Analyzetheuseoflineinvariousartworks
4. Buildartisticvocabulary
ASSESSMENTS
Observations:
Arestudentsvaryingthetypesoflines
theyareusing?
Aretheydemonstratingknowledge
duringclassandgroupdiscussion?
Cantheyputtheirartisticchoicesinto
words?

Assessments:
Lineapplicationworksheet
Sketchbookpractice

KeyQuestions
:
Howhaslinebeenusedhistoricallyinart?
Howcanyouapplylinetowhatyoualreadyknow
tocreateamoredynamicdrawing?
Howcanyouuselinetorenderanobject?

Classroomobservation
Groupdiscussion

LEARNINGRESOURCESCONSULTED
Resource#1:
AlbertaJuniorHighArtProgramofStudy

Resource#2:
Slideshow
(https://docs.google.com/presentation/d/1SueRN0SK9jktoiLIW8XsLRmevOdveyzm72tfN0o2
aQ/edit?pli=1#slide=id.g11c7730613_0_5)
MATERIALSANDEQUIPMENT

Newsprint
Variousdrawingtools
goodpaperforfinaldrawing

slideshow
extrasketchbookpaper

Meaning
Mood/feeling
Expressiveness

VOCABULARY

Line
Gesture
Contour

PROCEDURE
PriortoLesson
(15min.)
:

gathermaterial
havestudentsingroups

Introduction(30min.):

makeslideshow

Reviewwhatwevelearnedaboutline.(10minutes)

Havestudentsdiscusstheuseoflineineachartworkshown(20minutes)

Body(45min.):

Demonstratedifferentlineapplicationtechniquesontheboard,thenhavestudentsdo
thelineapplicationworksheet.(10minutes)

Havethemchoosewhichviewpointandmediumtheylikedmostfortheirfinalcopy
drawing.Havethempracticeinonawholepageoftheirsketchbook.(10minutes)

Havetablegroupdiscusstheirworksofarandtalkabouttheirplanforthefinal
drawing.(10minutes)

Studentsmayhavetherestofclasstoworkontheirproject.(15minutes)

Closure(5min.):

Wrapup:Askstudentsiftheyhaveanyquestionsandbrieflyexplainwhatwewillbe
doingnextclass(critiqueandworkperiod).(5minutes)

Sponge(min.):

Ifstudentsfinishearlytheycanworkintheirsketchbooksoriftheyreconfidentthey
canbegintheirfinaldrawing.Getthemtoshowyouthattheyhavedoneatleast4
practicesketchesbeforetheybeginthefinal.

REFLECTION:
**Seebacktolessonplan.**

LESSONPLAN4THURSDAY
Grade/Subject:
Grade9Art
Unit:
Line
LessonDuration:
75minutes
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:

1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,techniquesand
designelements.
2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.
3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsandsocial
activitiesassourcesofimagerythroughtimeandacrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeandacross
cultures.
SpecificLearningOutcomes:
1.1.1.A:Carefulobservationofformandsurfacequalitiesisnecessaryfortherealistic
recordingofnaturalobjects.
1.1.1.C:Theillusionofdepthiscreatedpartlybythekindsoflinesandmarksusedincreating
animage.
1.2.1.C:Achangingpointofviewcanallowamorethoroughanalysisofthesubjectmatterof
drawing.
1.3.1.A:Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/sheexpresses
actionanddirection.
1.4.1.A:Makingcomparisonsaboutmoodandfeelingbetweenonesownworksandworksby
otherstudentsispartoflearningtotalkaboutart.
1.4.1.B:Knowingthetermsofdesign,mediaandtechniquesusedinonesowndrawingshelps
indescriptionandanalysisofonesownandothersworks.
2.1.1.A:Organicshapesderivedfromnaturalobjectscanbedevelopedintothreedimensional
forms.
2.3.1.A:Variationofform:naturalobjectsexhibitwidevariationofformwithinasingletype.
LEARNINGOBJECTIVES
Studentswill:
1. Exploretheuseoflineasawaytorecordvisualinformation
2. Createa2Drenderingofa3Dobject
3. Buildartisticvocabulary

ASSESSMENTS
Observations:
Arestudentsvaryingthetypesoflines
theyareusing?
Aretheydemonstratingknowledge
duringclassandgroupdiscussion?
Cantheyputtheirartisticchoicesinto
words?

Assessments:
Finaldrawing
Sketchbookpractice

KeyQuestions
:
Howhaslinebeenusedhistoricallyinart?
Howcanyouapplylinetowhatyoualreadyknow
tocreateamoredynamicdrawing?
Howcanyouuselinetorenderanobject?

Classroomobservation
Groupdiscussion

LEARNINGRESOURCESCONSULTED
Resource#1:
AlbertaJuniorHighArtProgramofStudy

Resource#2:
Slideshow
(https://docs.google.com/presentation/d/1SueRN0SK9jktoiLIW8XsLRmevOdveyzm72tfN0o2
aQ/edit?pli=1#slide=id.g11c7730613_0_5)
MATERIALSANDEQUIPMENT

Newsprint
Variousdrawingtools
goodpaperforfinaldrawing

slideshow
extrasketchbookpaper

Meaning
Mood/feeling
Expressiveness

VOCABULARY

Line
Gesture
Contour

PriortoLesson
(15min.)
:

gathermaterial
havestudentsingroups

Introduction(20min.):

makeslideshow

Reviewwhatwevelearnedaboutline.(10minutes)

Studentswillsharetheirprogress/practicewiththeirtablegroupsanddoamini
critique.(10Minutes)

Body(~30min.):

Therestoftheclassisaworkperiod(60minutes)

Closure(510min.):

Wrapup:Askstudentsiftheyhaveanyquestionsandbrieflyexplainwhatwewillbe
doingnextclass(critiqueandworkperiod).(5minutes).

Sponge(min.):

Ifstudentsfinishearlytheycanworkintheirsketchbooks.

REFLECTION:
**Seebacktolessonplan.**

LESSONPLAN5FRIDAY
Grade/Subject:
Grade9Art
Unit:
Line
LessonDuration:
75minutes
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:

1.1:Studentswillacquirearepertoireofapproachestorecordingvisualinformation.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.2:Studentswilldeveloptheabilitytoinvestigatevisualrelationshipsintheirrecorded
imagesandintheenvironment.
1.4:Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontroland
competency.
2.1:Studentswilldevelopcompetencewiththecomponentsofimages:media,techniquesand
designelements.
2.3:Studentswillexpressmeaningthroughcontrolofvisualrelationships.
3.1.Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsandsocial
activitiesassourcesofimagerythroughtimeandacrosscultures.
3.2.Studentswillunderstandthattheroleandformofartdiffersthroughtimeandacross
cultures.
SpecificLearningOutcomes:
1.1.1.A:Carefulobservationofformandsurfacequalitiesisnecessaryfortherealistic
recordingofnaturalobjects.
1.1.1.C:Theillusionofdepthiscreatedpartlybythekindsoflinesandmarksusedincreating
animage.
1.2.1.C:Achangingpointofviewcanallowamorethoroughanalysisofthesubjectmatterof
drawing.
1.3.1.A:Thesubjectiveperceptionoftheindividualstudentaffectsthewayhe/sheexpresses
actionanddirection.
1.4.1.A:Makingcomparisonsaboutmoodandfeelingbetweenonesownworksandworksby
otherstudentsispartoflearningtotalkaboutart.
1.4.1.B:Knowingthetermsofdesign,mediaandtechniquesusedinonesowndrawingshelps
indescriptionandanalysisofonesownandothersworks.
2.1.1.A:Organicshapesderivedfromnaturalobjectscanbedevelopedintothreedimensional
forms.
2.3.1.A:Variationofform:naturalobjectsexhibitwidevariationofformwithinasingletype.
3.1.1.A:Imagesofindividualpeoplechangethroughtimeandacrosscultures.
3.2.1.B:Societyhasvariouswaysofpreservinganddisplayingpublicandprivateartworks.

LEARNINGOBJECTIVES
Studentswill:
1. Exploretheuseoflineasawaytorecordvisualinformation
2. Createa2Drenderingofa3Dobject
3. Analyzetheuseoflineinvariousartworks
4. Buildartisticvocabulary
ASSESSMENTS
Observations:
Arestudentsvaryingthetypesoflines
theyareusing?
Aretheydemonstratingknowledge
duringclassandgroupdiscussion?
Cantheyputtheirartisticchoicesinto
words?

Assessments:
Finaldrawing
Sketchbookassignment

KeyQuestions
:
Howcanchangingyourperspectivealtertheway
inwhichyouviewanartwork?
Howdoesrelationshipsbetweenlinessuggest
form?

Classroomobservation
Groupdiscussion

LEARNINGRESOURCESCONSULTED
Resource#1:
AlbertaJuniorHighArtProgramofStudy

Resource#2:
Slideshow
(https://docs.google.com/presentation/d/1SueRN0SK9jktoiLIW8XsLRmevOdveyzm72tfN0o2
aQ/edit?pli=1#slide=id.g11c7730613_0_5)

Resource#3:
BettyEdwards.(1989).
DrawingontheRightSideoftheBrain.NewYork:NY:

JeremyP.Tarcher/Putnam,pp.5253)
MATERIALSANDEQUIPMENT

Newsprint
Variousdrawingtools
goodpaperforfinaldrawing

slideshow
extrasketchbookpaper
wire

Meaning
Mood/feeling
Expressiveness

VOCABULARY

Line
Gesture
Contour

Introduction(5min.):

Explaintostudentsthatiftheyarenotdonetheirfinaldrawingtheyneedtobeworking
onthatbeforemovingon.(5minutes)

Body(50min.):

Thefirsthalfoftheclassthosethataredonewillbemakingdevicestohelpthemdraw!
Usthewiretowrapitaroundanddevisesomethingthatallowsyoutodrawwithoutthe
useofyourhands!(20minutes)

Useittodrawonapageinyoursketchbook,butmakesuretolabelitsoIknowwhatit
is!ComegetmewhenyouredonesoIcantakeapictureofyourdrawingdevice!

Distributethehandouttostudents.Explainitbrieflyandhavestudentsreadthroughit.
Bringtheimageuponthesmartboard.Therestoftheclasscanbespentonthis.(20
minutes)

Closure(5min.):

Wrapup:Askstudentsiftheyhaveanyquestionsandbrieflyexplainwhatwewillbe
doingnextweek(texture)!(5minutes).

Sponge(min.):

Ifstudentsfinishearlytheycanworkintheirsketchbooks.

REFLECTION:
**Seebacktolessonplan.**

ASSESSMENT
ED3604EvaluationofStudent
Learning
UnitAssessmentPlan

SubjectArea

Art

GradeLevel

Nine

Topic

Line

LengthofUnit(days)

Learning
Outcomes

Assessments
Title

Discussion

Type
(Formative/Sum
mative)

Weightin
g

1.1.1.C
1.2.1.C
1.3.1.A
1.4.1.A
1.4.1.B
1.4.1.B
2.2.1.A
2.3.1.A
3.1.1.A
3.2.1.A
3.2.1.B
1.1.1.A

Observation Critique

Group
Work

Tasks

Line
Drawing

Pre
Assessment

Sketchbook

Worksheet

N/A

N/A

N/A

N/A

N/A

ASSESSMENT
ED3604Evaluationof
StudentLearning
UnitAssessmentPlan

SubjectArea

Art

GradeLevel

Nine

Topic

Line

LengthofUnit(days)

AssessmentToolOverview
AssessmentTool
Title

Outcomes

BriefDescription

For

AS

OF

ClassDiscussion

1.3.1.A,1.4.1.A&B,
3.1.1.A,3.2.1.A&B

Eachclassstudentswillbeengaginginclassdiscussiontohelp
generateideasandgetstudentsthinkingaboutartlikeartists.They
willsometimesbeongeneraltopics,andothertimestheywillbe
assessinglinewithinanexistingartwork,makingitassessmentas
learning.Iwillbeaskingforvolunteerswhichwillallowmetoassess
students.Iwillalsobelisteningcarefullytoresponsestoassess
studentlearningformatively.

Classroom
Observations

N/A

Iwillbewalkingaroundeachclassobservingstudentparticipation,
attitude,andgrowth.Theseobservationswillberecordedona
standardizedsheetformyuseonly.

Critique

1.3.1.A,1.4.1.A&B

Wheneverstudentsproduceworkinclasstherewillbetimetotalk
tothoseattheirtablegroupinordertogiveandreceivefeedback.

GroupWork

1.3.1.A,1.4.1.A&B

Studentswillcollaboratewiththeirpeersinordertocreateagroup
artpiece.Studentswillbegiveneitherdrawingtoolsormaterials
(rope,string,cord,etc.)andwillcreateapiecethatexpresses
something.Allstudentswillwalkaroundandanalyzeartworksand
discusshowtheyusedlineasexpression.

InclassWork/Tasks

1.1.1.A&C,1.2.1.C,
1.3.1.A,1.4.1.B,
1.4.1.B,2.2.1.A,2.3.1.A

Iwillbeobservingstudentsperformingandcreatingseveralthingsin
class.IwillbekeepingnotesasIformativelyassessstudents
participatinginexplorations.Ihaveputinunderoflearningaswell
becauseseveralpieceswillbegoingintotheirsketchbookwhichwill
beworthmarks,althoughminimal.

AssessmentToolOverview
AssessmentToolTitle

LineDrawing

PreAssessment

Sketchbook(images)

Sketchbook(writing)

Worksheets

For

AS

OF

1.1.1.A&C,1.2.1.C,1.3.1.A,
1.4.1.B,1.4.1.B,2.3.1.A

Thiswillbethefinalpiecefortheunit.Itwill
demonstratestudentsunderstandingofline.
Studentsshoulddemonstrateanexpressiveuseof
lineandashortwritingalongwithitthatexplains
theirreasoningbehindtheirchoicestoshowthat
theyarecreatingpurposefullines.

1.3.1.A
,
2.3.1.A

Studentswillbeaskedtodrawaline.Theywill
thenwritedownadescriptionofwhattheythink
likeinandthepurposeitserves.Thiswillbe
followedbyalineexpressionactivityandwillbe
putintheirsketchbooks.

Studentsareexpectedtoproduceaminimumof1
drawingperweekfortheentiretyofthesemester.
Theyarewelcometodomoreas1istheminimum.
1.1.1.A&C,1.2.1.C,1.4.1.B,
2.3.1.A
Inthelastweekofthemontheachstudentwill

meetwithmeindividuallyandwewillhavea
discussionaboutthecontent.Boththestudent
andmyselfwillbeinvolvedinthegradingprocess.

1.3.1.A,1.4.1.A&B,2.3.1.A

Eachimageinthesketchbookwillbeaccompanied
withafewsentencesexplainingthereasoningand
abriefselfassessment.Itwillnotbemarked
summativelybecausestudentswillhavevarious
levelsofwritingabilitiesandthisisartnotEnglish.

1.3.1.A,1.4.1.B,2.3.1.A

Studentswillworkthroughavarietyofworksheets
tohelpguidetheirlearning.Theywillbeabout
applyingvarioustechniquesthatwillassistthemin
theirfinallinedrawing.

Outcomes

BriefDescription

ASSESSMENTRUBRIC:SUMMATIVE

ASSESSMENTRUBRIC:SUMMATIVE

WEBLINKS:

TheElementsofArtLine(
http://thevirtualinstructor.com/line.html
)
Videoonline,walksthroughcontour,crosscontour,typesoflines,etc.
Lotsofkeytermstothinkaboutreviewingwithstudents

ElementsofArt(
http://www.teachingideas.co.uk/elementsofart/elementsofart
)
Greatideasforhowtoteacheachelement
Forages711buteasilymodified!

Incredible@rtDepartment(
http://www.incredibleart.org
)
Lotsofgreatideasandcompletedlessonplans
Sortedbysubjectand/orgradelevel
http://www.incredibleart.org/lessons/high/kenshading.htm
http://www.incredibleart.org/lessons/high/artsketchbook_knight.html

LineDrawing:AGuideforArt
Students(
http://www.studentartguide.com/articles/linedrawings
)
Sogreat.Lotsofartistexamplesandreallywalksyouthrougheachstep!

https://frankhurtart.wikispaces.com/file/view/Contour+and+Gesture.pdf