UNIT OVERVIEW

Title Contour Line Unit

Contextual Factors Iroquois Junior/Senior High School is a small school located in a
suburban part of Erie County. Throughout the school, the average number of students in a
classroom is 20 with graduating classes fewer than 100. In Drawing there are 13 students; 2 male
students and 11 female students, the majority of whom are Caucasian; 1 is an exchange student
from Vietnam. Students range from 9th through 12th grade. All students have previously taken
ART 8 and Fundamentals of Art. Within the classroom there are six tables available for students
to use as a work space. Along with this, there is a table with basic supplies and a small table
where the instructor can put handouts or use as a demonstration space. The art room has two
spray booths with ventilation available for students to use for spray paint or any other medium
with a strong scent or potentially toxic fumes. There are two sinks that the students use to wash
their hands, clean their tools or get water for painting. The students also have access to a
computer lab within the art room, a dark room for photography, and a ceramics room equipped
with a small electric kiln.
Goals and Standards
To create a series of contour line drawings through the use of various drawing exercises.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To examine multiple drawings and delineate the unifying techniques that the various artists
used.
9.2.12.L: Identify, explain and analyze common themes, forms and techniques from works in the
arts
To evaluate each students artwork and determine which type of contour line drawing it is.
9.3.12.B: Determine and apply criteria to a persons work and works of others in the arts
To analyze each students approach to the toy drawing assignment through the
implementation of a class critique.
9.4.8.A: Compare and contrast examples of group and individual philosophical meanings of
works in the arts and humanities (e.g., group discussions on musical theatre versus the
individuals concept of musical theatre).
Content
Studentswillenhancetheireyehandcoordinationthroughaseriousofdrawingexercisesledby
theinstructor.Theseincludeblindcontourdrawing,continuousblindcontourdrawingand
continuouscontourdrawings.Studentswilldrawupontheirexperienceswiththisexerciseto
createafinisheddrawing.Studentswillbringinasmallobjectfromhomethattheywilldraw
fromfivedifferentangles.Thisobjectshouldnotbesymmetricalsothateachofthefive
drawingslookentirelydifferentfromoneanother.Afterthestudentsmakefivecontourline
drawingsoftheirobjects,theywillchoosethebestthreeandusealighttabletotransferthe
imagesontoalargepieceofpaper.Eachdrawingwillbetracedmultipletimestomakethe
compositionmoreinteresting.Studentswillfillthenegativespaceintheirdrawingwithcolored

pencil.Practicingdrawingcontourlineswillhelpstudentspracticedrawingandtobetter
understandtheformoftheobjectstheyaredrawing.Thisknowledgewillcarryoverintoevery
othermedium.Practicingthesetechniquesthroughartmakingisthebestwaytoensurethe
retentionofthisknowledge.
Vocabulary/Word Bank
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.
Contour Line: an outline, especially one representing or bounding the shape or form of
something.
Blind Contour: a drawing exercise, where an artist draws the contour of a subject without
looking at the paper.
Eye-hand coordination: Also referred to as Visual Motor Integration, this is the ability
To control hand movement guided by vision.

Materials/Resources/Technology
Pencils
Drawing paper
Pens
Sharpies
Colored pencils
Light table
PowerPoint Presentation
Projector
Paper plates
Youtube videos
Various objects from the collection of materials to make a still life
Summative Assessment Plan See Rubric
Informal Assessment Use the following techniques to check for student
comprehension and understanding:
Bell Ringers:
o Define contour line
o What is a blind contour?
o List the three types of criticism
Through class discussion
o Ask the students questions.
o Guide them to conclusions
o Prompt them to think about their aesthetic decisions
Circulate the room to ensure that students are completing their
assignments correctly.

SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Blind Contour Drawings
Day 1 of 6
Objectives/Assessments/Adaptations
Objective

Pre-Assessments

Formative Assessment

Adaptations

Objective 1:
Students will apply and
practice their eye-hand
coordination through a
series of drawing
exercises.

Bell Ringer: Define

eye-hand
coordination.

Students will
participate in blind
contour and continuous
blind contour exercises.

Repeat and modify

instructions as needed.
Circulate the room for
added instruction and
support

Bell Ringer: Draw this

without looking:

Students will view

various drawings and
take turns naming what
they all have in
common. Students
should guess how each
drawing was made.

Instructor will ask

guiding questions to
help the students arrive
at the correct answer.

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2:
Students will evaluate
various drawings and
identify the common
techniques that the
artists used to complete
them.

9.2.12.L: Identify,
explain and analyze
common themes,
forms and techniques
from works in the
arts

Lesson Body
Anticipatory Set

Students will view a series of blind contour line drawings

Instructor will ask students what all the drawings have in common
o Made entirely of lines
o Explain what a contour line is
o Explain the process of blind contours

Procedures

Students will complete Bell Ringer

o What is eye-hand coordination?
o Get out your folders
o Get a black pen
o Get some white drawing paper
o Get one Styrofoam plate

Students will complete anticipatory set

Have students practice blind contours (3 rounds)

o Set objects on tables for them to practice drawing
o Have students move from table to table to practice drawing different
objects
o 6 minutes at each table.

Have students practice continuous blind contours (3 rounds)

o Practice drawing these dame objects but without looking OR picking up
your pencil
o DO NOT TELL THEM THE TERM FOR THIS. THEY HAVE TO
GUESS IT FOR THE BELL RINGER NEXT CLASS.

Closure

What is eye-hand coordination?

Clean-up Students should return the pens they were using and neatly stack their paper
plates.
Independent Practice Think about a small object that you would like to bring in a
draw for a final project

Nothing symmetrical

Nothing expensive

Safety Considerations N/A

SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Continuous Contour Drawings
Day 2 of 6
Objectives/Assessments/Adaptations
Objective

Pre-Assessments

Formative Assessment

Adaptations

Objective 1:
Students will apply and
practice their eye-hand
coordination through a
series of drawing
exercises.

Bell Ringer: How is

eye-hand coordination
different than hand-eye
coordination?

Students will
participate in contour
and continuous contour
exercises.

Repeat and modify

instructions as needed.
Circulate the room for
added instruction and
support

Bell Ringer: Define

the following terms:
Blind Contour
Contour lines

Students will
participate in a class
critique of their
drawings.

Instructor will guide the

criticism to ensure that
it is constructive.
Instructive will ask

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2:
Students will evaluate
each others blind
contour and continuous

contour exercises to
determine if they meet
the criteria of being a
contour line drawing.

Continuous Contour

guiding questions to
prompt student
response.

9.3.12.B: Determine
and apply criteria to a
persons work and
works of others in the
arts
Lesson Body
Anticipatory Set
https://www.youtube.com/watch?v=WdU7YBauoeo
Procedures

Students will complete Bell Ringer

o How is eye-hand coordination different than hand-eye coordination?
o

Define the following terms:

Blind Contour
Contour lines
Continuous Contour

Students will complete anticipatory set

o View video

Today the students will practice continuous contour for the first half of class.
o Allowed to look at what they are drawing
o No picking up their pen
o Draw your neighbor

Second half of class students will make a contour drawing of their hand
o Allowed to pick up their pencil

End of class have everyone gather to talk about their favorite and least favorite
contour drawings thus far.
o Which blind contour was most successful? Why?
o Which continuous contour?
o Which contour?
o Which drawing is most original?
o Most aesthetically pleasing?

o Most interesting to look at?

Closure Which type of contour drawing is the easiest? Hardest? Why? Which one do
you think exercises your eye-hand coordination the most?
Clean-up Students should return the pens they were using and neatly stack their paper
plates.
Independent Practice Think about a small object that you would like to bring in a
draw for a final project

Nothing symmetrical

Nothing expensive

DUE NEXT CLASS

Lesson Title Toy Drawing

Day 3-5 of 6
Objectives/Assessments/Adaptations
Objective

Pre-Assessments

Formative Assessment

Adaptations

Objective 1:
Students will create 5
contour line drawings
of their toy or object
from five different
angles.

Bell Ringer:
Day 3: Define
nostalgia.
Day 4: What color do
you associate with your
toy or chosen object?
Why do you think that
is?
Day 5: List things you
can use to draw with.

Students will toss their

toy or object up in the
air and create at least
five different contour
line drawings from five
different angles.

Repeat and modify

instructions as needed.
Circulate the room for
added instruction and
support

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,

communication,
multi-media
Lesson Body
Anticipatory Set
Day 3: Define nostalgia
Day 4: Critique of my samples
Day 5: https://www.youtube.com/watch?v=o613jYBNP9k&list=PLw2kBv8nJreu9aWevfn8s1GIIyNH8xXn
Procedures
Day 3:

Students will complete Bell Ringer

Define Nostalgia

o Get out your folders

o Get a black pen
o Get some white drawing paper

Students will complete anticipatory set

o Youtube

Students should work on drawing their toy or object from five different angles.
o Use pencil
o Use one line
o Contour line drawing
o No cross hatching or shading

Student should select their favorite three and go over them in pen or sharpie.

Day 4:

Students will complete Bell Ringer

What color do you associate with your toy or object? Why do you
think that is?

o Get out your folders

o Get a black pen
o Get some white drawing paper

Students will complete anticipatory set

o Critique of my samples

After students have selected their favorite three drawings they should get a large
piece of white drawing paper

Students should use light table or windows to trace their drawings onto the large
paper
o Drawings should overlap
o Keep some negative space to fill with color later
o Negative space should be interesting/ active

Use pen or sharpie to trace drawings if you feel confident

Day 5:

Students will complete Bell Ringer

List things you can use to draw with

o Get out your folders

o Get a black pen
o Get some white drawing paper

Students will complete anticipatory set

o Alexander Calder video
o https://www.youtube.com/watch?v=o613jYBNP9k&list=PLw2kBv8nJreu9aWevfn8s1GIIyNH8xXn

Students should continue to trace their drawings

Once students have adequately filled the space with their drawings, they should
choose a color for their background

Students should use colored pencil to color in their background

o Students should color hard and evenly to get a smooth, rich color in the
negative space in their compositions.

Closure
Day 3: Is there a certain image, object or smell that makes you feel nostalgic?
Day 4: Which color are you using in your drawing? What element or emotion does that
add to your work?
Day 5: At what point do you think a drawing becomes a sculpture?
Clean-up Students should return the pens they were using and make sure their work
ares are clean before leaving. All drawings should be in the students folders.

Independent Practice N/A

Lesson Title Contour Self Portrait

Day 6/7 of 8
Objectives/Assessments/Adaptations
Objective

Pre-Assessments

Formative Assessment

Adaptations

Objective 1:

Bell Ringer:

Students will used

Repeat and modify

Students will create a

contour line selfportrait.

Why do you think so

many artists do self
portraits?

mirrors to draw a
contour line selfportrait

instructions as needed.
Circulate the room for
added instruction and
support

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set

Students will view images of contour line self-portraits

Procedures

Students will complete Bell Ringer

o Why do you think so many artists create self-portraits?

Students will complete anticipatory set

Each student will work with pencil and paper to create a contour line self portrait
o Use mirrors
o Draw from line
o Outline shadows and highlights

Students may use pen as a challenge

When finished with their contour line self portrait, students may add a value to the
background if they desire

SELF PORTRAITS WILL NOT BE CRITIQUED UNTIL AFTER VALUE UNIT

o Critique the contour line drawing and the value drawings side by side.
o This drawing will be graded on the self-portrait rubric in the value
drawing unit.

Closure These drawings will be critiqued at the end of the next unit
Clean-up At the end of each work day, students should ensure that all art supplies are
returned to their designated areas before leaving the room.
Independent Practice N/A

Lesson Title Critique Day

Day 8 of 8

Objectives/Assessments/Adaptations
Objective

Pre-Assessments

Formative Assessment

Adaptations

Objective 1:
Students will assess
each others drawings
and conclude how the
color and the drawings
relate and what it
makes them think of.

List and define the

three types of criticism.
What color did you
choose to add to your
toy drawing and why?

Students will
participate in a class
critique of their toy
drawings.

Instructor will asking

guiding questions
during critique.

9.4.8.A: Compare
and contrast
examples of group
and individual
philosophical
meanings of works in
the arts and
humanities (e.g.,
group discussions on
musical theatre
versus the
individuals concept
of musical theatre).
Lesson Body
Anticipatory Set

Roccos Modern life

HOW TO CRITIQUE ART

https://www.youtube.com/watch?v=Hgf23wqCipw
Procedures

Students will complete Bell Ringer

o What color did you choose? Why?
o Review three types of criticism.

Students will complete anticipatory set

o How to critique art

Students will each present their work

Class will critique each artwork

o Formal

o Intuitive
o Contextual

Does this make you feel a certain way?

Closure Students will watch a video about alexander Calder drawing with wire
Clean-up Students should put their drawings in the turn in box.
Independent Practice N/A

APPENDIX
Rubric Evaluation of student performance based on unit goals.
Unacceptable Developing
Acceptable
0
Participation
Student did
Student showed
Student
not participate minimal
participated in
in class
interest/participation class discussion
discussions
in class discussion.
but did not give
thoughtful
responses.
Blind Contour
Sketches

Continuous
Contour
Activity

5 Different
drawings of toy
or object
Finished Toy
Project

Student did
not turn in
any blind
contour
drawings.
Student did
not submit
any
continuous
contour
drawings
Student did
not submit
any
preliminary
drawings
Student did
not submit a
finished
project.

Target
100

Student turned in 1
or 2 blind contour
drawings

Student turned in
3-5 blind contour
drawings

Student
participated in
class discussion
and gave
thoughtful
responses to
instructors
questions
Student submitted
six blind contour
drawings

Student turned in 1
or 2 continuous
contour drawings

Student turned in
3-5 continuous
contour drawings

Student submitted
six continuous
contour drawings

Student submitted 12 line drawings of

their toy or object.

Student submitted
3-4 line drawings
of their toy or
object.

Students project is
partially complete

Student only
incorporated 1 or
2 line drawings
into their
composition.

Student submitted
five drawings of
their toy or object
from five different
angles.
Students submitted
a composition that
incorporated at
least three different
line drawings or
their toy or object
and the negatives
space is filled in
neatly with a solid
color.

Supplemental Instructional Tools

PowerPoint
YouTube videos
Self-reflection