Title: Drawing is Fundamental Length: 5 Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this information from (previous)
teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Student artwork produced by students in both fifth-grade classes has revealed a need for a lesson to address the use of drawing supplies, sketching
techniques, and simulated 3-D shading or modeling. The need for this fundamental skillset and the lack of basic drawing proficiency in these
classes has been noted and discussed by the permanent art teacher and me, the student teacher. Nearly every student in these classes exhibits a very
limited understanding of positive vs. negative space. Difficulty using the basic principles of linear perspective have been regularly noted during one
on one interactions and small group discussions and demonstrations. When students have been asked as a group how they would feel about
learning some of these skills, the response has been overwhelmingly positive.

Students will complete a pre-instruction drawing in their sketchbooks. This drawing is not meant to determine the need for this lesson. That is
already evident. This preliminary drawing will be used as a starting point by which to assess student growth and understanding.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are a student learning the fundamental skills of drawing. You will learn about some of the tools and techniques of drawing. You will practice,
and then submit two finished drawings to compete for an apprenticeship in a famous artist’s studio.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Tools IB Concepts:
Technique Function
Observation Connection
Communication Perspective

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

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Artists practice and employ techniques and tools to communicate ideas and information

After demonstration and discussion, students will be able to describe and/or demonstrate how to use drawing pencils, erasers, tortillions, etc.
Bloom’s: Apply
Standard: Observe and Learn to Comprehend
GLE: Visual arts connect multiple characteristics of art
Art Learning: Materials(s)/technique(s)
Technology: Drawing materials and tools

Upon completion of this projects, students will be able to discuss challenges and successes in their work
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: Evaluative criteria is used when responding to works of art
Art Learning: Conceptual/ideation/personal grounding

After demonstration and practice, students will be able to utilize the tools and techniques to create a graphite drawing
Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Use artistic media and expression to communicate personal and objective points of view
Art Learning: Materials(s)/technique(s)

After discussion, students will be able to describe some of the ways they may be able to employ drawing as a tool in their own lives
Bloom’s: Evaluate
Standard: Relate and Connect to Transfer
GLE: Artists, viewers, and patrons assign intended meaning to works of art
Art Learning: Critical reflection/aesthetics/transfer

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) As needed, students will be engaged as individuals or as small Students are not required to be expressive during this
groups to ensure equal access to resources and process. Beyond assignment, though they will not be prohibited from doing so.
engaging students with differing learning styles, no barriers Students will be accessed according to their growth and
exist that will prevent students in these classes from accessing engagement in the process.
resources or engaging in the process.
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

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 All students will be encouraged to push themselves during this All students will be encouraged to push themselves during this
lesson. Individual work will vary in complexity and depth lesson. Individual work will vary in terms of expressive
according to individual starting point and growth. Students will qualities according to individual starting point and growth as
determine the complexity of the subject of their finished well as personal interest. Students will determine the folded
drawings. Individuals will be provided instruction and paper subject matter for their drawings. They will also evaluate
reflective feedback to help them identify and to address and select a composition based on a series of thumbnail
potential areas for improvement and refinement. sketches.
Students who finish their work early will be given instruction
as to how to improve the quality of their work and will be
directed to do so. These students may also be directed to
complete a second drawing of their selected leaf.
Students who are unable to complete the project during regular
class time will be given the opportunity to work at home or
during available school hours. Not all student work will be
completed to the same level and slower students will not be
penalized for work that is less complete as long as they utilized
work time effectively.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

o Value
o Observation
o Shading
o Tortillion
o Origami
o Linear Perspective

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Drawing Supplies
o Drawing pencils of a variety of hardness and blackness levels
o Tortillion blending stumps
o Block erasers
o Kneaded rubber erasers
o Cotton swabs
o Handheld pencil sharpeners
o Drawing Paper

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Origami paper
Origami patterns (easy)
Leaves
Project Handout for shading (sphere, graded value, shading)
Project Handout for linear perspective and overlapping perspective
Hot glue gun and glue
Small stiff paper cards to mount leaves and origami

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

 PowerPoint presentation that can be used as a resource at all points in this multi-day lesson
https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Drawing%20is
%20Fundamental/PowerPoint%20Drawing%20is%20Fundamental%20Grade%205.pptx

 Reflective rubric https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Drawing

%20is%20Fundamental/Drawing%20is%20Fundamental%20Rubric.docx

 Handouts for practice stage https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson

%20Plans/Drawing%20is%20Fundamental/Value%20and%20Shading%20Worksheet.docx

 Origami Books from CLPE library

 https://youtu.be/V3WmrWUEIJo Video of basic drawing techniques of shading and form

 Pre-assessment and instructional effectiveness checklist: https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching

%20CLP/CLP%20Lesson%20Plans/Drawing%20is%20Fundamental/Drawing%20is%20Fundamental%20Checklist.docx

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

 Create a PowerPoint https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson

%20Plans/Drawing%20is%20Fundamental/PowerPoint%20Drawing%20is%20Fundamental%20Grade%205.pptx
 Create handouts https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Drawing
%20is%20Fundamental/Value%20and%20Shading%20Worksheet.docx
 Create rubric https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Drawing%20is
4
 %20Fundamental/Drawing%20is%20Fundamental%20Rubric.docx
 Order origami paper
 Directions for origami folding
 Organize drawing materials
 Collect leaves

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

There should be no significant safety concerns for this lesson. Students will be warned that the hot glue used to attach their leaf and paper sculpture
is hot and may burn them. Any concerns will be addressed should they occur.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

What type of professionals use drawing?

How could being able to draw help you in math, technology, writing, etc.?
Can anyone learn to draw?
Is drawing a tool? Why or why not?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry question
and processes you will engage students in to help them develop ideas and plans for their artwork.

This lesson will not emphasize the ideation process, but some elements of choice will exist. Students are learning the basics of drawing, including
basic tools and techniques. Each student will collect a leaf to draw, which will provide some opportunity for choice in terms of subject and its
placement and position in a composition. During the second phase of the project, each student will fold an origami figure to use as a drawing
subject. Again, this will provide some opportunity for individual choice. Students will decide what paper figure to create as a drawing subject and
then create said figure. Students will be instructed in the creation of thumbnail sketches and their purpose as a compositional tool. Students will
create a series of thumbnail sketches to help them create a finished composition.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
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ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Lesson Introduction:

Discussion and Demonstrations will occur as needed throughout this

lesson to avoid student fatigue and disengagement. Teachable
moments will be exploited at irregular intervals.

Instructor will provide information verbally and engage students in a

dialogue while showing a series of slides in a PowerPoint
presentation. The topics and questions included in this dialogue will
relate to:

 Student interest in drawing Students will learn about why drawing is a transferrable skill for art and 5
 Tools and techniques other pursuits
 Drawing takes time, patience, and close observation
 Why it is a valuable tool Students will learn about the project that they are beginning so that they 5
 The purpose and structure of the current lesson understand the reason for each step in the process
 The lesson objectives/learning targets

Instructor may use questions to motivate student responses related to

the drawing, including:
 What type of professionals use drawing?
 How could being able to draw help you in math, technology,
writing, etc.?
 Can anyone learn to draw?
 Is drawing a tool? Why or why not?
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Students will learn how the drawing they create will be used during
Instructor will explain how the leaf sketch will be used to evaluate assessment
student growth and development related to drawing skill and
knowledge
Instructor will explain and show a finished example of the leaf Students will learn the procedure to create a drawing subject 5
preparation. The leaf will be selected by the student and glued to a
piece of stiff paper to use as a subject for a pre-instructional drawing

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 Students will learn the instructor’s expectations for their conduct during 5
Instructor will verbally describe his expectations for student conduct the leaf collection process
and procedure while collecting and adhering leaves to stiff paper
cards

Instructor will direct students to exit to the courtyard through

exterior door when students have complied with instruction

When students have returned to the classroom with their selected Students will learn about the use of hot glue as an adhesive used in arts 5
leaf, instructor and assisting adults will assist students in adhering and crafts.
the leaf to a stiff paper card

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Instructor will direct students to draw their selected and mounted leaf Students will learn about the challenges of drawing from direct
in their sketchbooks from direct observation observation

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Instructor will direct students to clean up and prepare to return to
their homeroom
o Weekly table helpers each collect materials:
o Leaves
o Sketchbooks
o Table Tents
o Students place chairs under tables and line up at door
Day
2 Instructor will review the lesson objectives and some of the Students will learn objective, procedures, and tools through rehearsal and 5
information included in the instruction from the previous lesson repetition
period. This will include a review of the PowerPoint (Materials,
tools, technique, and goals)

Instructor will play a short video clip that will inform the students in Students will learn relevant information from a video presentation to 5
some drawing techniques and tools engage diverse learners

Instructor will demonstrate and describe:

 Pencil characteristics
 Blending stumps Students will learn foundational drawing skills and knowledge 5
 Kneaded rubber erasers

Instructor will demonstrate shading techniques (hatch and cross Students will learn a basic shading technique which they will use in their 10
hatch focus) exercises and in their project

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 Instructor will complete a demonstration by shading a value scale Students will learn the procedure and success criteria for completing the
and by shading a sphere with a highlight and shadow using the worksheet exercise.
project worksheet. This demonstration will include verbal instruction
and lecture
1. How to create areas of light and shadow in a drawing. Students will learn about the tools and techniques through practice.
2. How to create and identify a range of values using graphite
pencils.
3. Value as an element of design. Worksheet
4. The difference between the illusion of form and actual form demonstration and
practice 20

Instructor will direct students to complete the value scale and sphere
worksheet according to his instruction

o How to use pencils of varying graphite densities to create a

range of values. 5
o How to indicate highlight and progressive shadow by
shading a lightly outlined circle to simulate form.

Instructor will direct students to clean up and prepare to return to

their homeroom

Day Instructor will review the lesson objectives and some of the Students will learn objective, procedures, and tools through rehearsal and 5
3 information included in the instruction from the previous lesson repetition
period. This will include a review of the PowerPoint (Materials,
tools, technique, and goals)

Instructor will describe the process and student options related to the Students will learn the purpose and process of the activity and instruction 5
creation of a folded paper subject for the finished drawing

Instructor will describe and provide a physical example of how the

folded paper sculpture will be used and included in the final product Students will learn instructor expectations and project parameters 5

Instructor will direct students to create a folded paper subject using Students will learn about creating folded paper sculptures through 10
supplied resource materials and prior knowledge if that is the independent learning and practice
student’s choice

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 Instructor will provide origami demonstration to students who select Students will learn how to fold origami figure through demonstration and
this option for their folded paper sculpture active participation during instruction

Instructor and adult participants will adhere student sculptures to stiff 5

paper cards using hot glue as students finish their folded paper
sculptures

Instructor will provide a description and demonstration of the Students will learn an ideation and compositional technique used in art 5
thumbnail sketch process and its purpose and drawing

Instructor will direct students to create a minimum of 4 thumbnail

sketches in their sketchbooks

Instructor will direct students to discuss their selected composition Students will learn about what makes a composition strong in art 10
with an instructor prior to beginning their final project.
o Which composition do you like best? Why?
o Does this composition include a range of values?
o Do you foresee any difficulties using this composition?

Instructor will direct students to clean up and prepare to return to

their homeroom
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o Weekly helpers collect all materials and return them to the
class shelf
o Weekly helpers collect all art tools and return them to
correct location
o Students push their chairs under the tables and line up at the
door
Day
4 Instructor will review the lesson objectives and some of the Students will learn objective, procedures, and tools through rehearsal and 5
information included in the instruction from the previous lesson repetition
period. This will include a review of the PowerPoint (Materials,
tools, technique, and goals)

Instructor will provide students with some final instructional tips,

including:

 Not creating a noticeable subject outline

 Observation

 Different sketching grips Students will learn some tips and tricks to assist them in this and future 5-10
drawings
 Using shape to simplify

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  Additive and subtractive drawing

 Utilizing negative space in relation to the stiff paper

mounting card as a drawing aid

Instructor will restate expectations related to expression and product Students will learn the criteria for assessment and lesson objectives
by addressing the rubric

Instructor will direct students to draw in relative silence

Students will draw for an extended period 30

Instructor will direct students to clean up and prepare to return to

their homeroom

o Weekly helpers collect all materials and return them to the

class shelf
o Weekly helpers collect all art tools and return them to 5
correct location
o Students push their chairs under the tables and line up at the
door

Day Instructor will review the lesson objectives and some of the Students will learn objective, procedures, and tools through rehearsal and 5
5 information included in the instruction from the previous lesson repetition
period. This will include a review of the PowerPoint (Materials,
tools, technique, and goals)

Instructor will inform students of the day’s class schedule 5

o Work to be finished
o Reflection to be completed

Instructor will direct students to finish their drawings 20

Instructor will direct students who are finished with their lesson to 5
have an adult glue it their drawing using hot glue

Instructor will direct students to complete the reflective rubric Students will learn about the reflection process and the procedure and 10
according to instruction expectations for the completion of the reflective rubric

Instructor will direct students to submit finished work with their

completed rubric

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 Instructor will direct students to clean up and prepare to return to 5
their homeroom
o Weekly helpers collect all materials and return them to
the class shelf
o Weekly helpers collect all art tools and return them to
correct location
o Students push their chairs under the tables and line up
at the door

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will complete a reflective rubric at the conclusion of this lesson

Discussions with students as a group may include questions and answers related to difficulties, successes, and student learning

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?
 Can students describe and demonstrate how to use drawing
pencils, erasers, tortillions, etc.?
 Can students discuss challenges and successes in their work?
 Can students utilize the tools and techniques to create a graphite
drawing?
 Can students describe some of the ways they may be able to
employ drawing as a tool in their own lives?
How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Checklist used to gauge the need for further instruction, review,
etc. and for pre-assessment purposes for future lessons.
 Did student describe and demonstrate how to use drawing
pencils, erasers, tortillions, etc.?
 Did student discuss challenges and successes in their work?
 Did student utilize the tools and techniques to create a graphite
drawing?
 Did student describe some of the ways they may be able to
employ drawing as a tool in their own lives?

See the rubric and rating scale from the appendix

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

I am pleased with the outcome of this lesson at this point. My student teaching schedule will likely prevent me from providing instruction until the
very end the lesson. My observations tell me that I have done an above average job of engaging all my students. There are a number of students in
these class periods who are difficult to engage and typically underperform. A considerable portion of my instruction was rooted in building a level

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 of engagement and illustrating the value of this lesson for my students. These students, in particular, still require regular encouragement. However,
I find it relatively obvious that they are spending more time at work and that they are being more attentive to the quality of their work. I would like
to make this element of instruction a more significant part of my regular instruction. I believe some of my students are looking at art as an
academic class for the first time.
I also took a page from Missy Wolf’s playbook to create a pre-assessment that is easily quantifiable. I have reason to believe that this extra step is
going to be beneficial for me as a teacher and for my students. I did complete a video self-evaluation during one class period during this lesson. My
instruction was good for the most part. I would like to slow it down and build on my speaking skills in order to give the information more gravity.
My students have shown a lot of interest in this lesson. I would like to have included more information over the course of this lesson. Sue, my
mentoring teacher for this placement, discouraged me from including basic information about linear perspective and different types of shading. I
am inclined to defer to her expertise on this matter. However, I would like to make these elements part of my instruction, but perhaps divide them
up in order to not overwhelm my young student artists. I am encouraged by Sue’s enthusiasm for this lesson. She has stated several times that she
likes the entire project and that she plans to add it to her instructional repertoire. I take that as a good indication of success.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Drawing is Fundamental Checklist Class Period:

Instructor questions will be directed to the students and phrased accordingly

Student:

Did student describe and demonstrate how to use drawing pencils, erasers,
tortillions, etc.?
Did student utilize the tools and techniques to create a graphite drawing?

Did student discuss challenges and successes in their work?

Student: Did student describe some of the ways they may be able to employ drawing as a tool
in their own lives?

Did student describe and demonstrate how to use drawing pencils, erasers,
tortillions, etc.?

Did student utilize the tools and techniques to create a graphite drawing?

Did student discuss challenges and successes in their work?

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Did student describe some of the ways they may be able to employ drawing as a tool
in their own lives?
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