Drawing Unit: Christina Shorrock

(adapted from Lacey Macleod)

Established
Goals

Students
will:

Practice
gridding

TRANSFER GOAL

GLO: Communicate- Students will use expressiveness in their use of elements

in the making of images
GLO: Investigate- Students will select and identify line, value, and texture in
the natural and man-made environment for image making.
GLO: Record- Students will record single images and simple units
MEANING

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 How to create texture and shading in

a drawing.
U2 How to work both collaboratively and
individually through art projects
U3 The fundamental skill of gridding an
art project.

1. What is the relationship

between tactile and visual
texture?
2. How do artists transfer what
they see into what we see?
3. How does gridding affect the
realistic qualities of your
rendering?
4. How does gridding enhance
proportions and realism?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
Create
texture
with
rubbings

Students will be skilled at

How to apply the basic skills theyve

learned to the final project.
The importance of individual
success and collaborative success.

Replicate
texture
seen
Show
blending
and
shading in
their
personal
piece
Be able to
piece
together2a Evidence
STAGE
Evaluative
Criteria
Performance is judged in
terms of - Critique

Participation- class
discussions, project
work, experimenting with
texture and shading,

1. Use strong, definite lines that suggests

energy and clarity of images.
2. Create texture as the character of a
surface. Understand that it can be depicted
in drawing by the arrangement of lines and
marks.
3. Create value in drawing and realize it is
affected by the qualities of surfaces and the
qualities of light
4. Describe that planes and forms are one
of the purposes of drawing
5. Understand that Characteristic qualities
of a person or object can be emphasized by
the quality of line used in an image.
6. Create unusual combinations of shapes
and understand that they can suggest the
invention of fantasy or mysterious images.
7. Create lines that vary in direction,
location, quality, emphasis, movement, and
mood

Assessment Evidence
Students will need to show their learning by: Showcasing
their drawings in a final critique and explain the
elements involved. Students will explore the individual
and collaboration aspects of this lesson.

taking risks in their final

work
Completion- proper use
of techniques, clean
appearance.
Creativity- showing a
sense of individualism in
their final project

Unit Rationale
This unit encapsulates the use of many different techniques, with a particular focus
on shading and value, perspective, patience, creating texture, replication, and the
relationships between lines and shapes in a rendering. Focusing on a few skills over
an entire unit will provide students with the opportunity to master these techniques
and feel confident in their practice.
Students will also be provided with the opportunity to encounter many famous
artists works and learn visually what cant be communicated orally. Having these
visual examples to start certain classes will enhance students learning and overall
mastery of the concepts and techniques that drawing entails.
Before students start the final project, I have designed lessons that will help them
succeed in their final piece. Outcomes found in the Program of study include ones
that have ties to texture, line, gridding, shading, and collaboration.
Students will explore with mainly graphite, and perhaps some charcoal. If there is
time we may do a lesson where they paint one of their drawings. Students will have
the opportunity to explore frottage, a type of rubbing, in turn they will practice
creating texture from the rubbings they have done. This allows for students to
interact with different textures, and ponder the relationship between tactile and
visual textures.
The main Encounter for this unit is Chuck Close. I have found several examples of
his work that fit well with all of the different lessons. This unit branches on to the
following painting unit that has been started at the bottom of this unit. Students
would look at chuck Closes art once again, but with a different medium, paint. They
would explore deeper into how Chuck Close creates his paintings and replicate a
rendering of their own using the same methods.

Methods of Assessment
Students will be formatively assessed on the activities through each lesson. Each
activity provides scaffolding for the lesson after it, and of course for the final

project. I have designed both formative and summative assessment portions for this
unit. Appropriate feedback will be given to help students strengthen their skill sets
and progress. Students will only be graded on their gridding portrait assignment and
their work in the final mural collaborative composition. Students will be expected to
participate in the installation building and the discussion to follow.
Rubric Below is for the final project.

Name: Ms. Shorrock

Grade/Subject: Grade 7

Unit: Drawing and Murals

Lesson 1: Texture
Class length: 3x50 minute periods.

GLO: Investigate- Students will select and identify line, value, and texture in the
natural and man-made environment for image making.
SLO (concepts):
C. Texture as the character of a surface can be depicted in drawing by the
arrangement of lines and marks.
Learning objectives:
1. Students understand how to create texture from found objects
2. Students understand that texture varies
3. Students understand how to render the textures they find
Key terms: Texture, visual texture, pattern, value.
Materials: drawing paper (might want to try a few varieties of drawing paper,
sketch book, watercolor paper, printer paper, cardstock etc to see if that has an
effect on texture rubbings)- 2 sheets, soft-black drawing pencil, scissors, eraser,
ruler.
Warm Up/ Intro: Start students off with just a sheet of paper from their
sketchbook, a pencil, and some Kleenex. Show them basic techniques for creating
clouds and water. Allow students 10-15 minutes to replicate some clouds and play
with the textures. Compare to other students work. Was yours similar? What
difficulties did you run into?
Clouds appear soft and cottony. The sky behind is smooth.
There are three steps to create smooth skies with clouds.
a) Lightly crosshatch with an HB pencil.
b) Blend smooth with the chamois.
c) Erase out the cloud formations with the white eraser

Water- Use a side-to-side

rocking motion to create the
impression of water. They
flattened diamond shapes
capture the reflection of objects
in the water.

Body:
1. Collect objects that have texture, some examples include: bottom of shoes,
leather, tiles, tables, leaves, the floor etc. Make sure there is a variety of
textures available for the students to rub.
2. Introduce the word frottage (another word for rubbings to create and display
texture)
3. Show examples of this on a slide, or from my own exemplars to give students
a visual idea to associate with the new term
4. Begin rubbings: students will select a sheet of paper (most likely sketchbook
paper) to begin to frottage. Students can select any of the materials provided
or find different textures within the classroom to try out. Fill the sheet and be
sure to label which rubbing came from which material
5. Cut a 2x2 square opening in a piece of card stock or other paper to use as a
stencil
6. Then, cut out the squares you traced and glue them down in a vertical column on your 2nd piece of paper (or the next page in your sketch book).
7. Now, use your square template to draw a square across from each of the rubbings that you glued onto your paper.
8. Finally, use the same pencil you did your rubbings with to duplicate each rubbing onto the empty square across from it. Try to match both the pattern and
the values as closely as you can. You can use a kneaded eraser to lift out
small areas of lighter value. (Important: Make sure you use the same kind
of paper and the same pencil for your copies as you did for your rubbings!)
When youre finished, it should be hard to tell which the original is and which
the copy is!
9. Have students practice techniques like shading and blending. Have a
demonstration of how to effectively blend and shadow. Use soft erasers, and
fingers.
10.The trickiest part will likely be duplicating the rubbing, simply by sketching
and trying to imitate. May be necessary to give a brief tutorial at this point to
show some techniques and how to pick out the lighter and darker values on
the page
Questions for discussion:
What are some ways that artists create texture?
What is the relationship between tactile and visual textures?
How do artists transfer what they feel into what we see?
What are some techniques that are used to create texture? Ask students for
their strategies.

Closure:
Discussion questions
5 mins for clean up
http://pencils.com/drawing-lessons-creating-textures/

Name: Ms. Shorrock

Grade/Subject: Grade 7
Unit: Drawing and Murals

Lesson 2: Basic shading

Class length: 2x 50 minute period.

GLO: Investigate- Students will select and identify line, value, and texture in the
natural and man-made environment for image making.
SLO (concepts):
B: Value in drawing is affected by the qualities of surfaces and the qualities of light
Learning objectives:
1. Students understand the basic principles of shading
2. Students understand light affects where shading takes place in a
rendering.
Key terms: Light, shadow, shading, angle
Materials: drawing paperProcedure:
1. Hand out shading step by step guide to students (see below)
2. Put a white egg on a white piece of paper.
3. Use a lamp as your light source, and minimize the amount of ambient light
(make the rest of the room dark, but light enough to be able to work).
4. Draw the basic shape of the egg
5. Take charcoal or a 4B or 6B pencil and start lightly shading in where you see
the dark spots

Questions for discussion:

How does light affect the shadow of an object?

Why do artist include shadows and shading in their art work?

Encounter:
Chiaroscuro

Look at the womans leg. What does it tell us about the light in this picture?
Where is the light coming from, how do you know?
Is the light source shown on this painting?

Closure:

Did you find creating shading easier than texture?

Why is shading important in art?
Encounter discussion
5 mins for clean-up

Name: Ms. Shorrock

Grade/Subject: Grade 7
Unit: Drawing and Murals

Lesson 3: Gridding
Class length: 2x 50 minute period.

GLO: Communicate- Students will use expressiveness in their use of elements in

the making of images.
SLO (concepts):
D. Strong, definite use of line suggests energy and clarity of images.
Learning objectives:
1. Students understand how to create an effective grid
2. Students understand the importance of accurate measuring
3. Students understand that gridding promotes proportion of a
rendering.
Key terms: Measuring, ruler, centimeters, grid
Materials: Paper, ruler, pencil
Procedure:
1. Encounters
2. Where does gridding a picture originate from? Encounter below

3. The grid method is an inexpensive, low-tech way to reproduce and/or

enlarge an image that you want to paint or draw. The grid method can be a
fairly time-intensive process, depending on how large and detailed your
painting will be. While the process is not as quick as using a projector or
transfer paper, it does have the added benefit of helping to improve your
drawing and observational skills

4. I will have a picture example that is 10x14 and they will be replicating the
same size grid on a 10x14 piece of paper. Give a few examples for
students to choose from. Some basic face portraits, more complex
portraits.
5. First I will measure the height of the picture and make marks at 1 inch
increments.

Show on smartboard, and have students mimic the grid-making process as I

go
6. Each square is 1 square inch. To draw this grid, put your ruler at the top of
the paper, and make a small mark at every inch. Place the ruler at the
bottom of the paper and do the same thing. Then use the ruler to make a
straight line connecting each dot at the bottom with its partner at the top.
Stop occasionally to check in with students and their pace.
7. Now place the ruler on the left side of your paper, and make a small mark at
every inch. Then place the ruler on the right side of the paper, and do the
same thing. Then, using your ruler, make a straight line connecting the dots
on the left with their partners on the right.
8. When student finish the grid on their original picture, they will do the same
measurements on the paper they have been given. Encourage students to
draw the grid line as LIGHT as possible to make erasing easier at the end.
9. Some students may find it helpful to number the columns and letter the rows
to keep things straight as theyre rendering their picture.
Questions for discussion:
How does gridding affect the realistic qualities of your rendering?
How does gridding enhance proportions and realism?
Do you think gridding should be used for all renderings? Why or why not?

Encounters: (SHOW ENCOUNTERS AT BEGINNING OF LESSON)

Chuck Close is a renowned for his highly inventive techniques of painting the
human face. If you look close his paintings are a grid with each individual square
painted to make a whole.

Lewis Lavoie (Canadian artist) - Lewis Lavoie is a visual artist from St.
Albert, Alberta Canada. Lewis is the inventor of the unique Mural Mosaic concept
of uniting hundreds of artists together through their artwork into one unified
image. Lavoie is a renowned children's illustrator. He has gained international
attention for his live performance art creations which he has showcased in front
of crowds of thousands.
Our class mural will look something like this (probably not in color)
where we are each responsible for one grid section to make the image
a whole.

http://www.muralmosaic.com/
http://www.sibleyfineart.com/tutorial--gridding-art.htm

Closure (exit slip):

Do you prefer gridding as a way of drawing?

Do you feel like it helped with proportions of your rendering? How so?
5 mins for clean up

Name: Ms. Shorrock

Grade/Subject: Grade 7
Unit: Drawing and Murals

Lesson 4: Mural mosaic project

Class length: 6x 50 minute periods.

GLO:
Record: Students will record single images and simple units
Communicate: Students will use expressiveness in their use of elements in the
making of images.
Investigate: Students will select and identify line, value and texture in the natural
and manmade environment for image making.
SLO (concepts):
C: Describing the planes and forms is one of the purposes of drawing
B. Characteristic qualities of a person or object can be emphasized by the quality of
line used in an image.
E. Lines can vary in direction, location, quality, emphasis, movement, and mood.
Learning objectives:
1. Students understand the technical competencies and individual
insights
2. Students understand how to apply visual information to paper, and
understand critical skills, and to have control in their renderings.
3. Students understand the importance of colloboration
Key terms: Mural, grid, cooperation, participation,
Materials: Ruler, pencil, eraser, smudging techniques.
Procedure:
1. A mural is any piece of artwork painted or applied directly on a wall, ceiling
or other large permanent surface. A distinguishing characteristic of mural
painting is that the architectural elements of the given space are
harmoniously incorporated into the picture.
2. Videos:

The city of murals: https://www.youtube.com/watch?

v=kX08kIu0yWo
3-D art and murals: https://www.youtube.com/watch?v=QZl5nSHX4g
3. (before lesson)- Have a picture chosen. Make sure it is a picture
filled with as much detail as you can find. You need to know how
many students are in the class so you can divide the picture
appropriately. Before you print your picture, figure out the math of
dividing. It will be easier for your students to divide a picture into a
grid if you make the measurements an even amount. Once you have
drawn the grid on your image (I suggest on the back of your image)
you need to number each square.
Hand out the now abstract pieces of the image to your students.
Give each student their number in order to contribute to the mural.
When the pieces of the image are finalized to a specific student,
have a class list and write down the number beside their name. This
helps with organization and allows you to display the artists name
by their work with the final image.
(examples of previous student works)

Grade 7 class- This image was chosen in context to the social studies unit
they are currently working on (Fur trade)
4. Once everything is pre-prepped, explain to students how the project works.
(Before you hand out the pieces). Use your skill set of gridding from lesson
three to grid the picture they are given, and their paper.
Before student move on, they MUST have their grid on both their
image, and their paper by me. Once they get the pass, they may start
rendering their image.
Students are to use their skill sets of shading, and texture from the
previous assignment in their mural portion.
Questions for Discussion:

What is a mural?
Do you think murals are an individual project, or collaborative?
How do you think our drawings will change when the picture is put together?

Encounters:
Chuck close

Famous KUNAMOKST Mural Mosaic at the Galiano Inn on Galiano Island!

If there is time, we can maybe look at painting murals, or doing a
short 1-2 lesson mural project as individuals (either before or after
the collaborative mural assignment)

*Time permitted, we will move into acrylic, and take a look at Chuck Close.
Students would be asked to do a small panting in the same method Chuck
Close uses.