A unit plan curriculum for 7th gradethat is scaffolded for understanding.

Dr. Kathy Unrath

Rationale

At the 7th grade level students are developmentally ready to learn to draw accurately

7th graders are entering the development stage of the “Crisis of Realism”

7th grade students must be supported with a scaffolded and structured approach to learning to draw as they are judging their work against professional artists.

Students need to be able to grow in their ability to draw at their own rate and with strong reinforcement and self-assessment

Students are encouraged to make choices and take risks as artists

Enduring Understanding Big Idea

The human figure in art represents our humanity

We can SEE ourselves in the figure,

We can SEE others across time and cultures through the figure

We can SEE and envision their lives, struggles, celebrations, culture and world through the representation of the figure.

Essential Questions:How do artists learn to

draw?

Learning to SEE is learning to drawHow do artists see their world?How do I empower my vision?How do I train my eyes to see to draw?

Artists have the POWER to make choices:How does my choice influence my artwork?How do my choices change the meaning?

What makes a good drawing? What qualities does it have?

Key Concepts (KNOW) Artists make choices of media and mark making tools

Media decisions influence the line and meaning

Artists choose point of view

Artists choose placement on picture plane

Artists choose paper size and color

Artists see carefully both holistically and in detail

Artists practice, take risks, and make mistakes

Artists concentrate on subjects with all of their energy

Artists give themselves to their work and persevere

Artists rely on their right brain perception and ignore the left brain critic

Objectives (DO) The students will create a baseline drawing to gauge growth

Students will draw gesture drawings of models in increasingly shorter timeframes and in different positions

Students will assess their gesture drawings daily and make qualitative judgments about the process

Students will draw objects and figures using a contour line.

Students will analyze and interpret figure drawings of artists like Michelangelo, Leonardo, Wyeth, and Matisse for line quality and subtlety.

Students will assess their progress by comparing base line drawing and make aesthetic judgments about their growth.

Lesson Sequence

1. Pre-test - Assessment of prior knowledge and expertise 1

2. Analysis of drawing PROCESS and Positions and Proportions 1

3-4.Experiencing the Whole -Gesture Drawing 2

5-9. Seeing Detail- Contour Line 5-6Hands, Shoes, figure, face, figures with faceDrawing 5 models for best 3 of 5 Figure exemplars Michelangelo, Picasso, Matisse

10. Portfolio Review and assessment 1

Assessing prior knowledge

Everyone begins at a different place.

Pre-test:

Students draw the “best person” they can draw on the first day.

It is used as evidence of growth and learning.

Post test

Pre-test

Post test from a very different beginning point

Our Motto!

Gesture Drawings

Capturing the position with speed and accuracy

Drawing for Positions and Proportion … Fast!

*** Self -Assessment for Accuracy

Contour Drawing beginning with our hands

Slowing down to see just the edge

Everyone’s line is different

Looking at the line of master artistsLike Matisse

Andrew Wyeth Drawings

Leonardo Drawings

Michelangelo Drawings

Drawing ModelsUsing a Contour Line

Artist make choices

Media Point of ViewSize of Work

Bonus Points forlooking very carefully

Evidence of Careful observation

Display student responses with the work

Challenge to draw from a more difficult point of view and permanent mark making tool. (Sharpie Pen)

Begin drawing with bonus points!

We value risk takers in art!

Challenging media: Conte Crayon

Challenging media and point of view!

Grease pencil

White charcoal pencil on black construction paper

Ball point pen

Personal and Peer Assessment of Portfolio

Prioritize Portfolio

Compare Pre-testTo Post Test

List areas of Improvement

Peer perspective

Can you see more clearly now?

Culminating ThoughtsCan students answer the essential investigative questions?

Can students discern the qualities of line quality and good drawings?

How were the students assessed along the way?

Why is it so important for student artists to be able to make choices?

Did students learn to SEE and perceive their world differently?

How was this unit plan of a series of lessons scaffolded to build on each other with different experiences and complexity?