Name: Samantha Deeley

Unit Title: 2D Art, Drawing and Composition

Gesture Drawing
Unit Description: This course is designed to increase the art experience for students who will
develop their visual competence. They will explore technical skills in drawing and composition
such as texture, value, and perspective through both representational and abstract projects.
This lessons learning goal(s):
E.8.4 Communicate complex ideas by producing visual communication forms useful in everyday life,
such as, sketches, diagrams, graphs, plans, and models
D.8.6 Know about problem-solving strategies that promote fluency, flexibility, elaboration, and originality
C.8.8 Reflect on their work during the creative process to assess and better understand their own artwork

Possible student misperceptions / misconceptions to watch for:

Students may not understand the idea of drawing quick shapes on the entire picture plane to
represent the objects in their still life and may try to add detail too soon before the proportions
are determined. I will be able to observe these misconceptions during the gesture drawing
activities.
Students who struggle with the concept of gesture drawing and are not ready to produce a final
project will pursue an activity in a sketchbook rather than on large newsprint paper. They will be
able to practice the concept rather than the size so they are ready to successfully participate in
class discussions.
Intentional flexible groupings (size of groups and reasoning for make-up of groups):
I will be giving the students a demonstration of gesture drawing as a class. I will first project to
the students what I am doing on the board to exemplify how to quickly utilize the entire picture
plane by using geometric shapes to symbolize the objects in the still life. After this demonstration
I will answer any questions that the students may have.
Some students may learn better by reading about a topic themselves. For these students I will
have handouts that explain the process and the purpose of gesture drawing. I will also have a
handout for each student that lists the vocabulary terms for the unit that will have the definition
for each word. If certain students need further direction with the vocabulary terms I will be able
to assist them individually or in small groups.
Some students may prefer to further their understanding of gesture drawing through a video
demonstration. I will have a video set up in the classroom at a table for the students who want to
receive further demonstration through this method.
Some of the students may not completely grasp the concept and process of gesture drawing until
they complete the process themselves. Each student is required to demonstrate the technique of
gesture drawing during the classroom activities.

Materials:
1. 18x24 Pad of newsprint paper
2. Sketchbook (for struggling students)
3. Drawing utensil of choice (charcoal, charcoal pencil, etc.)
4. Easel or drawing horse (student choice)
5. Stopwatch (teacher only)
6. Still life (students may bring in their own objects for a still life to differentiate the
project)
Erasers are not permitted during the gesture drawing activities so that students will focus on the
fast movement of gesture drawing and utilize the entire picture plane without
Procedures:
1. Demonstration
2. Individual 1-minute gesture drawing activity
3. Brief reflection as a class
4. Individual 1-minute gesture drawing activity
5. Brief reflection as a class
6. Individual 3-minute gesture drawing activity
7. Brief reflection as a class
8. Individual 3-minute gesture drawing activity
9. Brief reflection as a class
10. Individual 5-minute gesture drawing activity
11. Brief reflection as a class
12. Individual 7-minute gesture drawing activity
13. Brief reflection as a class
14. Continue working on 7-minute drawing
15. Class critique as a class
Closure: Each student plays an important role during the class critique because without their
work there would be no critique, demonstration of students understanding, or closure to gesture
drawing. Each student is required to speak at least twice about another students work during the
class critique on their final gesture drawing projects. They must use 3-4 different art terms in
their response during discussion. Each student will understand the importance of gesture
drawing, and will feel important during the class critique when his or her peers are focusing their
attention on his or her project.
Formative Assessment (may be part of the lesson steps above and/or later in the unit):
1. Students will be assessed by how they exemplify gesture drawing during class activities and
assessed through how they vocally reflect upon the activities during class discussions.
2. I will circulate the classroom and observe that the students demonstrate the concept of gesture
drawing: they are sketching shapes that represent the objects of the still life to create the
correct proportion.
3. Each student will be evaluated on their knowledge and skills in art terminology based upon
what they say during the final class critique.