Unit One: Drawing
I adapted these lesson plans from Drawing Unit Plan by Lacey MacLeod. The whole unit is available below.
Lesson 1:
This lesson focuses on creating texture with graphite. Students will prepare rubbings of various found items both man-made and from nature. Students will learn the term frontage (rubbing), and then will recreate their rubbings using graphite, erasers, and a cloth or tool for smudging. Students will also practice is to allow students to practice the fundamental practice of creating texture with graphite or charcoal. Students explore the process of frottage (also known as rubbings) in this lesson plan.
Lesson 1:
This lesson focuses on creating texture with graphite. Students will prepare rubbings of various found items both man-made and from nature. Students will learn the term frontage (rubbing), and then will recreate their rubbings using graphite, erasers, and a cloth or tool for smudging. Students will also practice is to allow students to practice the fundamental practice of creating texture with graphite or charcoal. Students explore the process of frottage (also known as rubbings) in this lesson plan.
Lesson 2:
From the texture they created in lesson 1, students will re-create the same qualities using only pencil, erasers, and perhaps smudging tools. They will do this by choosing a 2''x2'' square from their rubbings from lesson 1, cutting these squares out and then recreating the image on a new piece of paper. Students will need to pay attention to positive and negative space, shading, smudging, crispness of lines in order to realistically recreate these images. These images will be placed side by side as shown below. Students will explore the different ways artists create texture, and discuss the relationship between tactile and visual texture.
From the texture they created in lesson 1, students will re-create the same qualities using only pencil, erasers, and perhaps smudging tools. They will do this by choosing a 2''x2'' square from their rubbings from lesson 1, cutting these squares out and then recreating the image on a new piece of paper. Students will need to pay attention to positive and negative space, shading, smudging, crispness of lines in order to realistically recreate these images. These images will be placed side by side as shown below. Students will explore the different ways artists create texture, and discuss the relationship between tactile and visual texture.
Lesson 3:
Students will continue to explore the idea of shading using graphite, erasers and smudging. They will create drawings of both clouds and water using these techniques to create realistic examples of both.
Students will continue to explore the idea of shading using graphite, erasers and smudging. They will create drawings of both clouds and water using these techniques to create realistic examples of both.
Full Drawing Unit plan by Lacey MacLeod:
I choose to include the following unit plan on Value and Perspective Drawing also as I feel it will be adaptable to a variety of age ranges. I also feel it could be used integrated with a math unit on 2D and 3D objects. As I hope to teach math during my teaching career, I felt this unit might be useful to have access to. I also like the range of psychomotor skills that this unit focuses on, and feel that these skills would be useful in younger grades (1-3) as well as older.
Other Units/Ideas:
Sound Walk: Drawing game to play with non literal representation of images and relationship to text, working from memory. Go for a sound walk. Without talking listen to the sounds. Return to class. Cut three cards in half, draw at least three sounds without literally representing them as an object. On other three cards, write three different thoughts that went through your head during the walk. Pair up with someone. Match random combinations of images with text.
Imagination drawing exercise. This is similar to the sound walk except you are specifically focusing on line as expression. You are staying in one spot listening: Create a “soundscape” that represents your surrounds. To do this, seat yourself either outdoors or in your house. One an 8 1/2 x11 piece of paper start by placing yourself in the centre of the page. Now using line, visually represent the sounds that you hear near and around you. Sounds should be placed in relation to you. For example if you hear a cat meowing to the left of you, you should create a line that represents that sound and place it to the left of you on your soundscape. Using line explore how you are able to represent volume, intensity and emotion. Again look at the example by Jane Anderson of her play with line to visualize what she is hearing.
Imagination drawing exercise. This is similar to the sound walk except you are specifically focusing on line as expression. You are staying in one spot listening: Create a “soundscape” that represents your surrounds. To do this, seat yourself either outdoors or in your house. One an 8 1/2 x11 piece of paper start by placing yourself in the centre of the page. Now using line, visually represent the sounds that you hear near and around you. Sounds should be placed in relation to you. For example if you hear a cat meowing to the left of you, you should create a line that represents that sound and place it to the left of you on your soundscape. Using line explore how you are able to represent volume, intensity and emotion. Again look at the example by Jane Anderson of her play with line to visualize what she is hearing.