UbD Pacing Calendar

Monday

Tuesday

Wednesday

Thursday

Friday

Sunday

Sunday02

Sunday03

Sunday04

Sunday05

Objective:
-Understand what artistic
growth looks like
-Identify the relationship
between the left and right side
of the brain when perceiving.

Pre-Assessment
Entrance slip
(Journal Entry)
>Is drawing important?
>Why or why not?
>What do you wish to
draw?
Discussion/HOOK
(Pre-Assessment)
>Show examples of artistic
growth from people who
have completed the unit.
(first/last drawing)
>What are the differences
between the first drawing
and the last drawing of the
unit?
>Is one better than the
other? Why?
Introduce expectations of

Objective:
-Compare and contrast
personal styles

HOOK
>View style difference of
artists who drew the
same subject.
Discussion Prompt
>What influences
personal style?
Jigsaw
>Students are separated
into 8 groups.
>Each group will be
assigned an artist to
research (personal style,
influences,
characteristics)
>Each group will share
their research with
another group who had a
different artist.
>They will keep rotating
and sharing until they
have completed all 4
artists in a graphic

Objective:
-Identify the relationship
between the left and right
side of the brain when
perceiving.

Quick Write
>Right/left side of brain
and what they do
HOOK
>Show examples of
optical illusions and
negative space.
Vase/Face Drawing
Activity
(Edges/Negative
Space)
>View example of the
vase/face drawing.
>Student will redraw one
side of the face profile as
they view the example.
>As they go over the
lines, student needs to
name the parts as they
are drawn: forehead

Objective:
-Perform close observation
to lead to increased
perspective.
-Create a relationship
between art and perception.

HOOK
>Show examples of
artwork that has a hidden
image. (appears abstract
until tilted a certain
direction)
Discuss
>The left side of the brain
wants to make sense of a
picture, whereas the right
side simply looks at
characteristics.
>Left side gets frustrated
when it cannot label what
it is seeing, whereas the
right identifies lines and
relationships within the
drawing
>(use the example from
the HOOK to point the

Objective:
-Perform close observation
to lead to increased
perspective.
-Organize a portfolio that
documents their artistic
growth.

No Looking, Hand
Drawing Activity
(Edges)
>Student is to tape a
piece of paper to their
desk.
>Hold the point of the
pencil in the middle of the
paper.
>Turn yourself away from
the paper and gaze at a
single wrinkle in the palm
of the non-drawing hand.
>Start drawing the
wrinkle, continue drawing
the edges within the
hand.
>Do not turn and look at
the paper. (time for 5-10
minutes)

unit
>Present portfolio from
someone who has
completed the unit before.
>Present the upcoming
exercises that they will be
completing and how they
need to be organized within
a portfolio.
>Give students a list of all
of the components to be
included within the portfolio.
This portfolio will be used at
Parent Teacher
Conferences.
Lecture (PPT)
>Introduce the right/left
side of the brain differences
>left-hemisphere (linear,
verbal, analytic, logical)
>right-hemisphere (visual,
spatial, simultaneous,
global, relational)
>how both sides work
together
>one dominates over the
other at different times
>Ways to strengthen the
right side with drawing.
Look for:
-edges
-negative space
-relationships
-lights/shadows
-gestalt
T/P/S
what type of activities do
you participate in that the
right/left side takes control?

organizer
Class Review/Follow
Along
(Edges)
>View different types of
Line Styles
-Matisse (very fast)
-van Gogh (medium-fast)
-Delacroix (medium-slow)
-Shahn (very slow)
>Demonstrate each type
of line style on board.
>Students will practice
own marks in
sketchbook/graphic
organizer
*Remind students to
keep track of their
drawing and reflecting
activities in their
portfolios

nose upper lip lower

lip chin neck
repeat 5-10 times
>Discuss how the left
side of the brain is used
for labeling parts,
whereas right side is
being used when drawing
an edge
>Go to other side of the
drawing, and fill in the
missing profile that will
complete the symmetrical
vase in the center.
Exit Slip
Track You Thinking
(Reflection)
>What area did the
redrawing of the
vase/face become
difficult?
>How did you solve the
problem?
>What do you think the
relationship between the
left and right side of the
brain played during this
exercise?
*Remind students to
keep track of their
drawing and reflecting
activities in their
portfolios

differences out)
Upside-Down Drawing
Activity
(Edges/Relationships)
>Distribute 1 of 3
different drawings to the
students
-Picassos Stravinsky
-The German Horse
Rider -Egon Schieles
figure drawing
>Hand to student upside
down so that they cannot
tell what the picture
actually looks like.
>Student is to replicate
upside down drawing.
>Student should not try
to identify the parts of the
drawing; They should try
to focus on those parts
as just unnamed shapes.
>Do not turn the drawing
right side up until outline
is completely finished.
(If they finish early,
student can do another
outline of a different
example or they can
draw the outline
sideways instead of
upside down.)
Discuss
>The left side of the brain
will tell you that you
cannot draw upside
down.
>The right side will take
over and will draw the
lines that you see, not

Discussion
>What do you think the
purpose of this activity
was?
>left/right side of the
brain activities and
struggles during activity?
>How does this activity
increase perspective?
>Introduce Pure Contour
-lights/shadows within
hand wrinkles
Activity continued
>Do the exercise again
but with the length of the
leg/foot.
Reflection
>Write down any
thoughts or ideas they
had about the days
activities/weeks
activities.
>How would you define
perspective?
~Remind students of
portfolio organization and
what all is to be included
from the weeks activities.
Review rubric as you go.

*Turn in weeks
exercises for the ongoing portfolio.
-Portfolio will be
reviewed at the end of
each week. Feedback
will be provided with
areas of strength and

Pre-Assessment:
Self-portrait
>Tape a 6 x 8 mirror to
the wall.
>Sit at an arms length
away and complete a selfportrait.

the figure as a whole.

Exit Slip
Track You Thinking
(Reflection)
>Was this exercise easy
or hard and why?
>What are characteristics
of the right side of the
brain? Left side?
>What other type of
things can be looked at
from a different
perspective?
6

Objective:
-Practice using tools and
techniques to aid in artistic
growth.

Review of previous
weeks lessons
T/P/S
>Compare and contrast the
left and right side of the
brain.
Discussion
(Show examples of
exercises that they have
previously completed
throughout review
discussion)
>left/right side
>edges
>relationships
>negative space
>lights/shadows (Pure
Contour)

areas of needed
growth.

7
Objective:
-Perform close observation
to lead to increased
perspective.
-Create a relationship
between art and perception.

HOOK
>Show video about
drawing negative space
https://www.youtube.com
/watch?v=ajakmYqEgwo
How to use the negative
space drawing
technique
(discusses how to use a
viewfinder)
Demonstration/Activity:
(Negative Space)
>Provide examples of
negative space in actual
writing
>Write name without
using letters, but by using

8
Objective:
-Understand and practice
the fundamental steps in
drawing (leads to increased
perspective).

9
Objective:
-Practice using tools and
techniques to aid in artistic
growth.

Review
>Sketch the negative
space of a stool on a grid
(quadrants).
>Discuss what
foreshortening means
-Example: legs on a stool
-Example: a basketball
player shooting from
under the hoop

Demonstration
>Sighting Proportions
technique.
>Demonstrate how
holding a pencil at an
arms length away can
help measure the
relationship between
things of different sizes.
>Demonstrate how this
technique can be used
when sighting angles.

Activity
(Negative
Space/Relationships)
Negative-Space drawing
of a sports photograph.
>Draw the negative
space to create

Activity
(Relationships/
Lights & Shadows)
>Have students practice
this new technique of
proportions and angles
by creating a drawing of

10
Objective:
-Practice using tools and
techniques to aid in artistic
growth.
-Organize a portfolio that
documents their artistic
growth.

HOOK
>Show video about still
life drawings
https://www.youtube.com
/watch?v=KD2v0Dwg2og
Drawing Shape Simple
Still Life
Discuss
>What is a still life?
>Provide examples
-Pieter Claesz (painting)
-Jagrour (drawing)
-KP Creative
(photography)
Mini Activity
>With a partner use the

Lecture (PPT)
>Picture planes references
>Foreshortening
>2D/3D view transfer
Demonstration
(Edges)
>Cover hand with a
transparent picture plane
(divided into quadrants).
>Using an erasable
marker/pen, trace definitive
lines of the hand onto the
plastic picture plane.
>Remove plastic picture
frame from hand and fill in
the interior by using hand
as a reference.
Activity
>Use picture plane to
transfer a 3D image of your
hand onto a 2D surface
>Use hand references to fill
in the blanks
>Look at the lights and
shadows that help create
contours.
Homework
>Bring magazine clipping
or internet photo of a plant

the negative space in

between letters on the
board for students to
reference
>Have students write
their names in the same
manner.
>Show neighbor and
discuss any thoughts
about the activity.
>What else could be
drawn using negative
space?
Activity
(Negative Space)
>Draw picture of
flowers/tree (like the
video demonstrated)
>Can be done using real
life examples or a photo
(student choice)
>Can use view finder
(like the video showed)
>When drawing the
stems/leaves, do not
draw the actual leaf
themselves, but the area
around the
leaf the negative space.
Reflection
Discuss or write (student
choice)
>What was easy or
difficult about this task?
>What does negative
space mean?
>What other type of
things have negative
space?

replication.
>Concentrate on the
areas between the
figures.
>Concentrate on how the
outline of one object and
the outline from another
object create shapes
together (negative
space)
If time, draw the shapes
within the figure (edges
of clothing, etc. think of
interior negative
spaces).
Discussion
>What is negative
space?
>How can drawing
foreshortened forms be
problematic?
>What do you think
preconceived,
memorized
information/symbols
means?
>Does foreshortened
views contradict that
information?
We have no
preconceived,
memorized symbols for
negative spaces and
therefore its easy to
draw them.

an entryway.
-Have them create a
grid/quadrant on their
paper.
-They must reference the
angles and size
relationship among the
variables within the
picture.
-Have them use shadows
and gradation to provide
depth within entryway.
Journal Entry
>Write or draw what it
means to sight
proportions
~Remind students of
portfolio organization
and what all is to be
included from the
weeks activities.
Review rubric as you
go.

internet to find examples

of still life art.
>Together, create your
own definition of still-life
Demonstration
>Ellipses and mapping
technique.
>Explain how to form a
still life by capturing the
big picture and how to
slowly get smaller and
more precise.
Still Life Activity
(Relationships)
>Have still life objects
available (Students can
choose which objects to
draw)
>Remind students to use
a mapping technique and
measuring technique
(grid, sighting
proportions, mapping)
*Turn in weeks
exercises for the ongoing portfolio.
Portfolio will be
reviewed at the end of
each week. Feedback
will be provided with
areas of strength and
areas of needed
growth.

Homework
>Bring magazine clipping
or internet photo of a
sports/action shot
11
Objective:
-Understand and practice the
fundamental steps in drawing
(leads to increased
perspective).
-Practice using tools and
techniques to aid in artistic
growth.

HOOK
>Show students the
following website
http://www.artfido.com/bl
og/29-stunning-works-ofart-you-wont-believearent-photographs/
>Can training ones eye
lead to increased
perception?
Review
With a partner complete the
graphic organizer
>Left side of brain
>Right side of brain
>Drawing techniques
>Perspective
Activity
(Relationships)
>Introduce head profiles
and how it relates to all of
the earlier exercises.
Using template provided to
review how parts of the

12
Objective:
-Perform close observation
when creating art.
-Create a relationship
between art and perception.

Demonstration
>Draw a quick profile
sketch of a volunteer on
the board for everyone to
reference
>Show them how to use
previously learned
techniques to complete a
profile.
>Explain and
demonstrate how to
make clothing and hair
indications (squint
technique)
Activity
(Edges/Relationships)
>Student will create a
profile drawing of their
neighbor.
>Student will sit about 45 feet away from their
model.
>Start by drawing the
negative space around
the head.
>Add in details using
interior negative
spaces.
>Use the pencil

13
Objective:
-Understand and practice
the fundamental steps in
drawing (leads to increased
perspective).
-Perform close observation
when creating art.

HOOK
>Have the students
choose an object within
the classroom. place on
desk.
>Have several different
light sources (spot light,
lamps, etc) throughout
the room.
>Have the students see
how the object changes
when different light
sources are being used.
>Have them focus on the
location of the shadow
within the object and on
the surface that it rests.
Lecture (PPT)
>Explain to students the
general factors of
drawing light:
-highlights
-cast shadows
-reflected lights
-crest shadows
>Have students practice
by drawing lights and

14
Objective:
-Understand and practice
the fundamental steps in
drawing (leads to increased
perspective).

Small Group Activity

(Perspective)
>Read handout and
discuss how that culture
perceives beauty.
>Discuss with your group
what our culture and the
culture in the handout
have in common? How
are they different?
>On the back of that
handout view the
different types of
asymmetrical and
symmetrical faces.
>Compare and contrast
the differences among
cultures and among
types of symmetry.
Interactive Lecture
(PPT)
>Template of the
proportions of the head in
full-face view.
>Discuss the
relationships among the
different parts of the face.
>How is the nose
placement related to the

15
Objective:
-Understand and practice
the fundamental steps in
drawing (leads to increased
perspective).
-Organize a portfolio that
documents their artistic
growth.

Reading Activity
(Gestalt)
>Introduce the 5th
fundamental step in
drawing (which they most
likely have already been
practicing): gestalt.
>Read the passage in
Betty Edwards
introduction to Drawing
on the Right Side of the
Brain about gestalt:
seeing the whole and its
parts of a drawing.
>Student may read with a
partner of by themselves.
Discussion
>What does gestalt
mean?
>What other applications
is gestalt found within?
Quick Demonstration
>Show students how to
use charcoal when
demonstrating each of

head relate to other parts of

the head
>students will draw the
general proportions of the
head and placement of the
ear.
Discussion
>What is difficult/hard
about drawing profiles?
>What role does the
right/left side of the brain
play when drawing a
profile?

measuring technique to
gage angles and
proportion relationships.
>Use a grid and/or
viewfinder for assistance.
>When drawing hair,
squint so you can see the
larger highlights and the
shadows to incorporate
(as demonstration
showed).
Journal Entry
>Is close observation
necessary when creating
and evaluating art?

shadows of an egg
resting on top of an egg
carton.
Activity
(Lights/Shadows)
>Students will create a
shadow drawing of a
table.
>Remind them to use the
previous techniques that
weve learned when
creating the table.
>Once thats completed,
have them focus on
where the shadows are
casted and what affects it
has within the object and
on the surface that it
rests.
Discussion
With a partner
>Is perception needed
when drawing light? Why
or why not?
>What does it mean to
have something look 3
dimensional?

beginning of the eyes?

>How is the lips placed
according to the end of
the eyes? Etc.
Mini Drawing Activity
>Students will create a
quadrant grid on a piece
of paper.
>Replicate the template
with filling in the
measurements with
actual facial features.
Reflection
>What parts of the face
are easy/hard to draw?
>What are other things
that have measurement
relationships? (body,
house, plants, etc).
Homework
>Bring a full face
example from a
magazine clipping or a
photo to draw for the next
days activity
~Remind students of
portfolio organization
and what all is to be
included from the
weeks activities.
Review rubric as you
go.

16

17

18

19

the 5 fundamental steps

in drawing (Full Face)
-edges
-negative space
-relationships
-lights/shadows
-gestalt (bringing
everything together)
Drawing Activity
>They will use charcoal
and a paper towel for
smudging to create
shadows.
>These shadows will
create shapes within the
face drawing.
>Once the general
shapes of the face are
created, the student can
go back in with charcoal
or pencil to create
definitive lines for more
detail.
*Turn in weeks
exercises for the ongoing portfolio.
Portfolio will be
reviewed at the end of
each week. Feedback
will be provided with
areas of strength and
areas of needed
growth.

20

Objective:
-Reflect on merits of work and
artistic growth.

Objective:
-Practice using tools and
techniques to aid in artistic
growth.

Objective:
-Organize a portfolio that
documents their artistic
growth.

Entrance Slip
>How is perception applied
in other part of everyday
life? Examples?

(Individual review
continued during
worktime)

HOOK
>Show the students an
example of a completed
portfolio from the unit.
>Provide a list of the
exercises throughout
unit. >Have them include
all drawing exercises,
sketches, reflections,
ideas, etc.
>Answer any questions

Workday
Finish photo/magazine
portrait.
(Any students who finish
early can complete they
review)
Individual Reviews
>One on one review.
Teacher and student will
review the first self-portrait
they completed during the
pre-assessment.
>Discuss the difference of
where they started to where
they are now. >Provide
feedback in areas of
strength and needed
growth.
>Discuss the meaning of
perspective and what type
of applications perspective
is found in.

Activity
Self Portrait Drawing
>Have students complete
a self-portrait (same
exercise as the first selfportrait from day 1)
>Tape a 6 x 8 mirror to
the wall and sit at an
arms length away to
complete the new selfportrait.
>Use the techniques
learned throughout unit:
edges, negative space,
relationships,
shadows/lights, and
gestalt. grid, viewfinder,
pencil measurements,
smudging to create
shadows, etc.

Workday
>Students will work on
and complete final selfportraits.
>Students will organize
their portfolios of work
throughout unit.

Objective:
-Reflect on merits of work
and artistic growth.
-Create a relationship
between art and perception.

Final Assignment
Activity
>Students are to choose
an artifact completed
during the unit.
>They need to compare
and contrast how the
artifact does or doesnt
portray perception.
>They need to reflect on
the relationship between
art and perception.
>They need to analyze
how using the right side
of the brain to train ones
eye leads to better
perception.
>Student needs to give
an example of how
perception is used in
other parts of their life.
>Student can write a 5
page reflection or give a
10 minute oral
presentation in front of
the class.

Workday