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Kenneth Sanders 6th Grade Art Lesson Plan: June 6, 2017

Unit: Unit 1: Lines

Lesson Title/Topic: Lesson 1-3: Contour Lines

Lesson I can create a portrait drawing where I can identify the shape of the subjects head, neck, shoulders, eyes, ears, nose,
Objective(s): mouth, and hair.

Lesson Goal(s): The student has created a single line contour portrait drawing of a classmate on paper with marker where the student can
identify on the page where their single contour line begins and where it ends. The student will be also be able to identify
the shape of the subjects head, neck, shoulders, eyes, nose, mouth, ears, and hair.

Essential Question: Can a line drawing show form, space, volume, and even value?

Lesson Line - a long, narrow mark.


Vocabulary: Contour Line - an outline, especially one representing or bounding the shape or form of something.
Blind Contour Line - a drawing exercise, where an artist draws the contour of a subject without looking at the paper.
Form - the visible shape or configuration of something.
Space - position (of two or more items) at a distance from one another.
Value - the degree of lightness or darkness of an area.
Volume - the amount of space that a substance or object occupies in three dimensional space.
Abstract - freedom from representational qualities in art.

Materials: - Paper (11 x 17) - Paper (8.5 x 11) - Basketball(s) - Clipboards - Lesson 1-3 Powerpoint
- Washable Markers - Tempera Paint - Brushes - Paper Towels - Rinse Cups (with water)

Procedures: 1. Bell Ringer: Have a basketball at each table (or a single one on display at the front of the room). At each students
seat, place a marker, a clipboard, and a 8.5 x 11 sheet of paper. Ask students to clip the paper to the clipboard and
place it in their laps, under the table where they cannot look down to see it. Instruct students they have 10 seconds to
draw a circle on their paper without looking at it, then show the class their results. Next, give students 30 seconds to
write their names, without looking or lifting the marker, then hold up their work to show the class. Finally, give students
1 minute to draw the basketball, without looking or lifting up their marker, then show the class when they were done.
Have students discuss their basketball drawings, the shapes and the lines formed. Can they see the volume of the shape?
Can they see any value (light/dark) in their drawings?
2. Direct Instruction: Display the Lesson 1-3 Powerpoint to the students. Ask students what was similar to the artworks
they observes. What differences were there between the various artists and styles. Ask students if they were able to
identify form, space, volume, or value in the drawings?
3. Modeling: Ask for a student to volunteer to be drawn and demonstrate in front of the class how to draw a quick 30
second blind contour drawing on 11 x 17 paper (describe to the class how you are drawing your subject without
looking at your own drawing). Have the students find a partner to draw. Before you begin the final draft, have the class
practice on 8.5 x 11 paper one 30 second drawing and then one 60 second drawing. Inform students and their partners
to observe each others eyes and to alert the other if they are caught looking down! Have students discuss what is
successful in their first two drawings and what they would like to focus on in their final drawing.
4. Independent Practice: Pass out the 11 x 17 paper to students and allow students to work 5 minutes (minimum) to
10 minutes (maximum) on their final partner blind contour drawings. Encourage students to add as many details that
they observe into their drawings, including background details (windows, chairs, tables, walls and wall decorations, even
other students). When students have finished their drawing, have the students explain to on their drawing where their
subjects head, neck, shoulders, eyes, nose, mouth, ears, and hair.
5. Conclusion: Have students turn in their work, then redistribute the work randomly face down on the tables. Have
students swap seats and then turn over the artwork. Ask students if they are able to identify the subject in the artwork at
their seat. Have students describe the details they see in each drawing. Which details (hair, eyes, face shape, etc.) were
most helpful? How would the drawings be different if students were able to look at their artwork?

Accommodations: Students that finish early: Model on the board with your own 11 x 17 30 second demo drawing how to paint inside
the lines with both realistic coloring or a variety of colors and let students know they can paint their contour drawing
realistically or abstractly.
Students that are struggling: Allow students to use different colored markers for each of the features required in their
drawing (head:black, neck:blue, shoulders:purple, eyes:brown, nose:orange, mouth:red, ears:green, hair:yellow).

Assessment The student is able to present their work to the class (or explain to the teacher) where their contour line begins and ends,
and identify the subjects head, neck, shoulders, eyes, nose, mouth, ears, and hair.

Priority SC State Standards National Standards


Standard(s): VA6-3.1: Identify and describe the content in works VA:Cr8.1.6a: Interpret art by distinguishing between relevant
of visual art. and non-relevant contextual information and analyzing subject
matter, characteristics of form and structure, and use of media to
identify ideas and mood conveyed.

Supporting SC State Standards National Standards


Standard(s): VA6-1.4: Use art materials and tools in a safe and VA:Cr2.1.6a: Demonstrate openness in trying new ideas,
responsible manner. materials, methods, and approaches in making works of art and
VA6-5.2: Describe, discuss, and evaluate, both orally design.
and in writing, the different qualities and VA:Cr3.1.6a: Reflect on whether personal artwork conveys the
characteristics of his or her own artworks. intended meaning and revise accordingly.
VA6-5.3: Maintain a portfolio of his or her artworks.

Rubric - The student has created a single line contour portrait drawing of a classmate on paper with marker. (10pts)
- The student will be able to identify on the page where their single contour line begins and where it ends. (10pts)
The student will be able to identify the shape of the subjects:
- Head (10pts) - Neck (10pts) - Shoulders (10pts) - Eyes (10pts)

- Hair(10pts) - Nose (10pts) - Mouth (10pts) - Ears (10pts)


Resources Lesson 1-3 Powerpoint

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