Drawing / Lesson Plan 1

 I

Unit: Art

Theme: Drawing

 

Introduction

Drawing happens when one makes a picture or diagram with a pencil, pen, or crayon rather than paint. For instance, "a series of charcoal drawings on white paper" are considered drawing. Modes of drawings can be broken down into three different types: realistic, symbolic, and expressive.

II

Learning Objectives

•  Understand why children face difficulties when drawing
• Explain Edward's theory about left brain-right brain
  
• Gain an awareness of the complexity of the brain 
• Experience the importance of drawing for children
  

III

WARM UP

Mindfulness

 

IV

 

Creative Storming

Students simulate the creation of a shaped object and pass it to the next student. Each student changes the object using hand gestures.

 

Question 1

Write a reflection about the activity and explain how you thing it could help your students. 

 

---------------------- 

V 

Main Lesson

 

1

 

When one googles "why is drawing so hard?" One gets the following:

If you're wondering why is drawing hard, one important thing to know about drawing is that it requires involvement of the right side of the brain, a side people are not used to use that much. It can be very tricky to change the way you draw with your brain at first, but that needs to happen in order to draw well.Jul 11, 2017

Why is drawing hard? And what to do about it to draw better ... - SweetMonia

2

 

Article: Drawing on an Outdated Theory? 

by Jess Dorn

It is sometimes said that our brain consists of a left hemisphere that excels in intellectual, rational, verbal, and analytical thinking and a right hemisphere that excels in sensory discrimination and in emotional, nonverbal, and intuitive thinking. However, in the normal brain, with extensive commissural interconnections, the interaction of the two hemispheres is such that we cannot dissociate clearly their specialized functions.

Questions

3. Why do so many children have problems with drawing?

4. What is Edward's theory? Explain

5. Why is the theory more of a useful analogy at this point? Explain

3

Video

------------------------------------------------

 

 Question 5

Why should kids draw?

 

 

VI  

A Note to Remember

 

 Drawing is only difficult if students feel judged or if they judge themselves. If the teacher creates a safe and creative environment, drawing could be a genre that would make any child feel creative, successful and accomplished.

 

VII

 

Case Study

Drawing a Self-Portrait.

 

 

VIII

 

Activity 2

 

    Individual Work

 

Create a lesson plan to teach drawing using the MDCPS Competency Based Curriculum & the Visual and Performing Arts Department shown bellow.

LINK: MDCPS Standards and Curriculum

 

 

 Visual & Performing Arts Department, Division of Academics

https://vpa.dadeschools.net/#!/

 

POST YOUR LESSON PLAN ON DISCUSSION BOARD

 

IX

Journaling

 

X

Glossary

 

XI

Sources

 

XII

Students' Work

Self-Portraits

 

 

 

 LESSON PLANS

 

 1

Nick DiAmbrosio & Ella Li

Grade: Kindergarten

Title: Self Portrait

Component: Studio Skills

Objective:Draws and paints on large papers with large brushes, crayons, pencils, and magic markers.

Competency: Interpretation of Personal Ideas

Activity: Grab a blank piece of white paper, one large brush, a pack of crayons, one pencil, and a few magic markers. Grab a mirror as well on you way back to your desk to be able to see yourself when drawing. We will start with simple shapes that will turn into your own face. An oral will begin to use as the shape of your face. Followed by two football shaped ovals around the middle of your face to serve as your eyes. Followed by thin stroke above both eyes to create your eye brow. Next draw one large "U" a few inches below the center of your eyes, followed by two smaller "u" on both sides to serve as the nostrils of your nose. Next, a few inches below your nose we will begin by drawing your mouth. Make one large curved line followed by a smaller curved line above it as your "top lip". Draw in a few teeth by making rectangles below your top lip and above your lower lip. Make two curved lines below what would be your "chin" and connect them to the bottle of your page. This will be the markings of your neck. Next make two "C" on the left and right side of your face, about the height of your eyes, which will be your "ears". Next you get to be creative. Draw your hair, weather that is a pony tail, short hair, long hair, or even curly hair. Do how you know best, and what looks most like yourself. To finish add details around your face that you would like. Use the crayons, markets, and pain brush to begin filling in the aspects of your face with colors that coordinate with yourself. You can also add to the back of your face, to make a scene or show what your face would look like outside. Feel free to adjust any of the above instructions based on your abilities when drawing. 

Assessment: Make a drawing that looks most like yourself. 

 

2

 Albion Shala and Allie Rodman

 

 

4th Grade - Self-Portrait

Component:  Studio Skills

Activity: I will hand out to students one blank sheet of white paper, as well as colored pencils. From there, they will watch the instructional video and conduct the steps as its presented on the screen. 

Objectives: Draws or paints a portrait and/or self-portrait, using proportion, variety, and detail. Competency: Through the practice of art work the student can: 1. Increase refinement and control in handling tools and materials, 2. develop more complex and detailed imagery through a variety of techniques and selected materials

Assessment: Assignment is completed mostly, to the point where a face can be made out similar to that of the student. 

3

 

Carlota Cardenal Kuhl and Nia Bayardelle

 

 

Lesson Plan

Grade: Kindergarten 

Title: My Self Portrait

Component: Studio Skills

Objective: 

1. interpret personal ideas, feelings and experiences through visual form

2. draws and paints on large papers with large brushes, crayons, pencils and magic markers

Competency:

1. the study can use different subject matter, symbols and ideas to communicate meaning in works of art

Activity: provide students with a piece of printer paper, crayons, markers and pencils. students are asked to see themselves in the mirror and draw a picture of what they see, including facial features, accessories, and any other noticeable details. 

Assessment: the drawing resembles an aspect of the student in a way that pertains to how they see themselves.

 

4 

Brady Wisdom  and Lana Nesheiwat

 

Grade:5

Title: Creativity and the Arts

Component: cultural and historical context

Objective: to appreciate and articulate the visual qualities in art pieces, and to also recognize the work of Early American artists and how art reflects time, place and culture

Competency: the student understands how artists have used visual languages throughout time and compare this to their own piece of work

Activity: Draw a landscape or a piece of work based on nature and show landscapes created by Early American artists as examples

Assessment: graded upon completion, we want the kids to understand the concept rather than how good the portrait is and to simply appreciate the cultural differences shown in the examples.

 

 

5

 

Logan Bright and Marina Tischenkel

 

Lesson Plan

Component

Grade: 3

Visual Arts, Studio Skills

Activity: Draw a self portrait by breaking down individual shapes as well as using personal observations.

Assesments: Student will be able to draw a self portrait and will be able to refrence details that they added based on self observations. 

Objective: Draws upon real life and imagination and sources for subjects and themes in own art work

 

 

6

 

Xinyi Nong

1.Grade: Kindergarten 

2.Title: Creativity Of Dreaming Big

3.Component: Studio Skills

4.Objective Crayons, pencils, markers, and paper

5. Competency: interpretation themes through imagination and personal ideas

6. Activity: Students will draw up a themselves (a self-portrait) with materials such as white paper and crayons.

7. Assessment:

 

 7

 

Abigail Gendell 

 

Lesson Plan

Title: My Self Portrait

Grade Level: Kindergarten

Component: Visual Arts

Objective: Students will be able to identify and name the different parts of the face and practice fine motor skills by drawing a self-portrait and can express their individuality and creativity through art

Competency: At the end of this lesson, students will demonstrate an understanding of basic facial features and be able to create a self-portrait that represents themselves.

Activity: Begin by discussing the concept of a self-portrait. Explain that it is a drawing or painting of themselves. Ask students to help you point out the facial features, such as eyes, nose, mouth, ears, and hair. Give each student with a sheet of paper and a variety of coloring materials (crayons, colored pencils, markers).

Assessment: Assess students based on their ability to correctly label and identify the basic facial features during the activity

Extension: To extend this lesson, you can explore the work of other artists who have created self-portraits

 

 

8

 

 

Garrett Francis and Rudy Stonisch 

 

Lesson Plan

Kindergarten

Component: Studio Skills

Objective: 2. Draws and paints on a large paper with crayons and magic markers

Competency:  A2 use of color texture color space

Activity: Give students an array of coloring materials to draw a self portrait

Assessment: Make self portrait and they will get a good grade if they follow the simple directions given in the video shown on how to draw a basic face

 

9

 

Nydia Kyriakopoulos 

 

Lesson Plan

Grade - 1st grade

Title of the class- Draw Myself

Component- Personal development, learning how to simply draw a face that represents your features 

Objective- Demonstrate initiative for self expression 

Competency-  Student can demonstrate ability to follow directions while also expressing themselves creatively. 

Activity:  Students  start with passing around a white paper, and also give a pencil so the student can outline their drawing and fix errors. Give step by step directions on how to draw a simple face. Pass around markets and crayons to color in the image with

Assessment- Based off completion 

10

 

David Wyler 

 

 

Self Portrait

 

Kindergarten

Component: Studio Skills

Objective:  Draws and paints portrait of self on paper.

Competency:  Use different colors

Activity: Give students different tools to color

Assessment: Make self portrait and they will get 100% if they follow simple instructions

11

Jaleel Smith and Benny Feuer

 

 

Lesson Plan

Grade: 8th

Title: 8th Grade Emphasizing Art 

Component: Studio skills

Objective: Organizes elements of art and principles of design to communicate effectively

Competency: A student can brainstorm, draw, and outline a portrait of themselves

 

 

12

 

 Ethan Ruga and Antonio Trip

 

 Lesson Plan

 

Grade: Kindergaden 

Title: Self portait assignment 

Component: Studio skills 

Objective: Interprets personal ideas, feelings and experiences through visual form

Competency: interpretation of personal ideas. 

Activity: watch a video and watch how to draw a face 

Assessment: draw your face and your emotions. 

MAKE UP

 

 

Alex Fishbone

Grade 6th

Component: Personal Development

Objectives: Creates personally expressive artworks and understand that art communicates a personal statement

Competency: Students can develop a personal philosophy of art.

Activity: Give students coloring materials to draw a self portrait

Assessment: If the students demonstrate that can draw a self portrait expressing emotion they will have passed

 

Olivia Miller

Grade:

- Kindergarten

Title:

- How to create a self portrait

Component:

- Studio skills and Fine motor skills

Objective:

- Allow students to self visualize and self express their impressions of themselves through art, and incorporate understanding of shapes and art materials

Competency:

- Be able to draw themselves

Activity:

- Use art materials to draw themselves

Assessment:  

 - Evaluate the overall composition, including the placement of the subject on the page and the use of negative space.
 - Consider how the artist has framed the self-portrait and if there is a focal point.

 - Look for the emotional depth conveyed in the portrait. Does the artist capture a specific mood or feeling?
 - Assess the portrayal of facial expressions and body language. 

 - Consider the artist's unique style. Does the self-portrait reflect a consistent approach seen in their other works?
 - Evaluate the creative choices made by the artist.

 

 

 

Jake Irrgang

 

 

 Lesson Plan: Introduction to Drawing for Kindergarteners

Duration:

• Approximately 30-45 minutes

Objectives:

1. Foster Fine Motor Skills: Help children develop hand-eye coordination and control over drawing instruments.
2. Encourage Creativity: Allow students to express themselves through art.
3. Introduction to Shapes and Lines: Teach basic shapes and lines as fundamental elements of drawing.

Materials:

• Crayons, colored pencils, or washable markers
• Plain white paper
• Example drawings (simple shapes, lines, and basic compositions)
• Aprons or old shirts to protect clothing

Lesson Breakdown:

1. Warm-Up (5 minutes):

   • Finger exercises like wiggling, stretching, and pretending to play piano to warm up their hands.

2. Introduction (5 minutes):

   • Discuss what drawing is and why it's fun.
   • Show some simple drawings and ask the children what they see.

3. Basic Shapes and Lines (10 minutes):

   • Demonstrate how to draw basic shapes (circle, square, triangle) and lines (straight, wavy, zigzag).
   • Let children practice drawing these on their papers.

4. Creative Project (15 minutes):

   • Give a theme (e.g., "Draw your favorite animal" or "Create a picture of your family").
   • Encourage children to use the shapes and lines they've learned to create their drawings.

5. Show and Tell (5-10 minutes):

   • Allow each child to show their drawing and talk about it, fostering a sense of accomplishment and sharing.

6. Cleanup (5 minutes):

   • Involve children in the cleanup process to teach responsibility.

 

 

 

Ellie Karofsky

Grade: 5

Title: seeing yourself through yourself 

Component: studio skills

objective: 

- seeks opportunities to refine skills and craftsmanship

- mixes a full range of colors to great tints, shades, and tones

- creates art through experimentation 

Competency:

- The student can collect and assemble a variety of sketches to formulate a plan to produce artwork 

Activity:

- students will draw a self portrait

- students will be given access to paper and a variety of drawing utensils

- students will be instructed to take their time in creating their portrait and that it may take more than once, but to form a piece of art that they feel represents themself

- students will turn in their artwork to the teacher

- students will take the time to clean up their work areas

Assessment:

- after turning in their work, the teacher will assess if the student was able to create a portrait of themselves.

 

 

 

 

 

Joel Keller

 

 

 

title: weekend review

component: artistic skills

objective: allow students to draw their weekend 

this will allow students to be creative in the way that they express their weekend activities, it will also help them understand their perception of their weekend a little bit

competency: the students will have to come up with a way to draw their weekend which will help them to think in a creative manner

activity: students will draw their weekend on a blank sheet of paper and then share with one another

this will help the students to understand that their artwork can tell a story and they will be able to express themselves in a creative way

students will be given colored pencils markers and crayons to allow them different options to express themselves

asessment: the teacher (me) would review their drawings and try and help the students understand that artwork can tell a story just as their drawings tell the story of what they did over the weekend. 

Luke Tegan

 

Grade: 1st

Title: Making Self Portraits

Component: Drawing/ Painting skills with cognitive and motor skills in action.

Objective: For students to learn how to express themselves on paper and able to follow instructions on how to make one.

Competency: Is able to draw themselves and follow directions.

Activity: Using various materials to draw themselves on paper.

Assessment:  

- Begin by discussing the concept of a self-portrait. Show examples of different styles, emphasizing that it's a drawing or painting of themselves.
- Have each student sit in front of a mirror or use a reference photo to observe and draw their own face and features on the white drawing paper using pencils.
- Encourage students to include details such as eyes, nose, mouth, and hair, fostering self-expression.
- Once the pencil sketch is complete, provide crayons for students to add color and texture to their self-portraits.
- After completing the crayon portion, introduce watercolor paints. Instruct students to paint around their drawn features, creating a colorful background.
- Emphasize the importance of following instructions and taking their time to add details to their self-portraits.