Drawing Inside the Box

Unit Plan: Drawing

Revised from a Unit Plan on Value &
Perspective
Grade 7 & 8
By Laura Bozak
Revised by:
Colleen Davies
ED 3700

C & I for Non-majors Art

Summer Session 2015

Drawing Inside the Box

TRANSFER GOAL
Students will:
1. Record visual
information.
2. Investigate visual

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

relationships
3. Express individual

insights
4. Practice articulating

their understanding
and choices

MEANING
Enduring Understandings:
Essential Questions:
U1 The world around us contains
Q 1 What is the purpose or objective
examples of perspective and depth.
of my work? What do I intend to
U2 We can see elements of art in our
suggest or communicate?
environment.
Q2 What drawing techniques and
U3 The process of critique is an
processes can I use to reproduce and/or
important aspect of art.
modify an image?
Q3 What are some relationships
between objects or images in terms of
basic shape and texture? How can these
be used to create new meanings?
ACQUISITION OF KNOWLEDGE & SKILLS
Knowledge
Skills
createthreedimensionsonatwo
The definition of perspective and
how it is seen in a landscape and a dimensionalsurface
cityscape.
createrealisticdrawings
The definition of value and that it createavaluescaleusingpenciland
can create an illusion of depth and charcoal
dimension.
developasenseofseeingvalue
The difference between 2d and 3d useagridtocreatepixelatedimages
images.
usevaluetocreateperspective
observeotherartiststechniquesand
styles
critiqueartwork

STAGE 2 Evidence
Evaluative Criteria
Decision making, understandings
technical competencies.

The primary focus of these

lessons rests on the students
use of creative decision
making.

Assessment Evidence
Observations Discussion Product
Decision making and understandings will be assessed based on the
students explanation of their thought and process, and as evidenced in
their works.
Technical competencies will be assessed based on the students products,
and through observation of their work process.

UNIT SUMMARY The Discipline of Drawing

Rationale
This unit will be taught in an advanced drawing class of grade seven and eight students. The
students have previously been introduced to drawing techniques such as one point perspective,
gesture and contour drawing, so some I my lessons will be a review. It is important that a student
grasps the concept of creating a 3d image on a 2d surface. This is the main focus of my drawing
unit. Perspective is a vital element in drawing especially when drawing realistically. A good
foundation in drawing will help the student grow throughout their adventures as artists.
My primary focus is on the idea of three dimensions on a two dimensional surface and how value
can add to the achievement of three-dimensional art. But to achieve these illusions there are
many skills to take into consideration. Due to time restrictions I will concentrate mainly on twoperspective and value throughout this course. I will teach all of these concepts with reference to
Art history to make it more interesting and to help students understand the changes of art over
time.
I will accommodate to all students of varying learning abilities. It is important to have an
effective and organized system within the classroom. I will have all tools available and additional
visual elements that will increase understanding. I think that this unit is appropriate for junior
high students because it will supply the students with the basic skills in creating three dimensions
on a two dimensional surface.
I hope that the students will be impressed and proud of the artwork they will be creating. The
final project integrates two-point perspective, value and pop culture into one final composition.
When in junior high students are at an age of self-discovery and are finding out new things about
themselves everyday. My goal for this unit is to help students develop greater self-esteem
throughout their drawing abilities. Including a pop culture object within their compositions will
also allow students to further explore themselves and represent that throughout their artwork.
Cognitivedomain
Understandingoftwoandthreedimensions
Identifythatperspectiveportraysdepthandthreedimensions
Understandthatphotographyflattensanimage
Recognisevalueandthatitcreatesanillusionofdepthand3D
Recognisethatcontrastaddsinterest
UnderstandthatperspectivehasnotbeenusedallthroughoutArthistory
Understandingtheprocessofcritiqueandselfassessment
Psychomotor
Developdrawingskillstocreatethreedimensionsonatwodimensionalsurface
Developingasenseofseeingvalue
Developingobservationtechniquesfrom3dto2d
Developinghandeyecoordination

Affective
Appreciatingotherclassmatesart
Appreciatingarthistory
Gainingconfidenceandasenseofprideinonesownart
Takingguidelinesofanassignmentandmakingitpersonal
Exploringcreativity
Identifyingselfaspartofpopularculture
Appreciatingthecomplexityoftheassignmentandputtingforthfulleffort
Gainingconfidenceandappreciationforownartbycritiqueandselfassessment
Identifyingwithstrugglesandfrustrationsandexploringwaystosolvesituation
LESSONSUMMARIES:
LessonOneLinearPerspective
Thefocusofthislessonisontakingathreedimensionalimageandflatteningonpaper.Thebest
examplewouldbetalkingaboutthewayobjectsareflattenedwhenphotographed.Theclasswill
lookatphotographsandrealizethattheyareillusionsofthreedimensionsbutonatwo
dimensionalsurface.TheclasswillalsolearnabouttheperspectiveusedthroughoutArthistory
comparingpaintingsbyLeonardodaVincitothatofEgyptianArt.Thestudentswilltapeapiece
ofacetatetoawindowandtraceexactlywhattheysee.Theywillthendiscusselementsof
perspectivethattheyseewithintheirdrawings.Thisexercisewillgivethestudentsabetter
understandingofthreeandtwodimensions.Hereisagoodwebsitewhichincludeslessonplans
basedonLeonardo.

LessonTwoValueScale
Examples of images such as black and white photography will be shown to the class
demonstrating how grey tones vary. The students will each get a piece of paper that they will fold
into six equal sections. The students will use charcoal to create a value scale from black to white
using all six pieces of paper. After all of the students are finished they will cut out each square.
The students will work together in a group to create a composition out of the value squares. The
object of this lesson is to explore the possible ranges of value. Every students six pieces of paper
will vary and it will be a challenge to arrange them in an interesting composition.

Lesson Three Applying Value

Thislessongivesthestudentstheopportunitytoapplywhattheyhavelearnedaboutvalue.Iwill
showtheclassexamplesofdrawingsoffoldedpaperthatIdidonthecomputer.Wewilltalk
abouthowvaluecreatestheillusionofthreedimensions.Thestudentswillfoldpiecesofwhite
paperanddrawusingonlyvaluenotcontourlines.Theywillrecognizealightsourceand
shadowsthatwillfurthertheillusionofthreedimensions.Thestudentswilllearnthatevena
whitepieceofpaperhasacomplexvaluescale.

LessonFourPixelatedPopIcon
This lesson will allow students to work with values to create a pixelated picture of a character or
pop icon. They will search on the internet for an image and then recreate the image using a grid
and coloring in the squares to create their icon. We will talk about how the lighter and darker
colors work together to give an impression of texture and depth.

Lesson Five Pixelated City Scape

Thislessonintroducesthefinalproject.ThisassignmentisinspiredbytheworksofClaues
Oldenburgandhisenormoussculptures.Thisassignmentintegratestwopointperspective,value,
scaleandpopularculture.Thestudentswillcreateafantasycityusingtwopointperspective.
Theywillshowapointofview(birdseyeorwormseye,)andtheywillincludeobjectfrom
theireverydaylifeasateen.Fourclasseswillbededicatedtoworkingonthisfinaldrawing.

LESSON PLANS:

Lesson1Plan
DrawingThroughaWindow
Date:March8,2002
Subject:grade7/8,drawing
Duration:40minutes
Goal:
Inthisexercisethestudentswillcometotheunderstandingthatwhencreatingadrawingin
perspectivethatthereareelementsthatwillcreatethisillusionintheirdrawings.Theywilllearn
those
elementssuchasoverlapping,thesizeofanobjectisveryimportantwhencreatinganillusionof
threedimensionswithinadrawing.Thestudentswillrealisethatperspectivehasnotalwaysused
throughoutthehistoryofArtandthatitwasinventedduringtheRenaissance.

Objectives:
Studentswill:
reviewelementsofatmosphericperspective
beabletoidentifytheseelementsintheirdrawing
drawascenefromawindowshowingatmosphericperspective
Materials:
acetate
dryerasemarkers
Lessonintroduction(motivation):
ThestudentswilllookatArtfromtheRenaissanceandancientEgypt(tieredperspective)and
discussthedifferencestheysee.
Procedure:
Tapeapieceofacetatetoawindowandlookingthroughthepaperandtracewhatisseen.Have
studentsunderstandwhytheyaretracingwhattheysee.Thiswaytheywillgetpracticecreating
accuratedrawingsinperspective.
Conclusion:
Havestudentslookattheirdrawingsandfindtheelementswithinit.Discusselementssuchas
size,overlappinganddetail.
Evaluation:
Thisissimplyanexerciseinseeingandunderstandingperspective;thereforethereisnoneedfor
aformalgrade.Thestudentswillselfasseswhendiscussingdrawings

Lesson2Plan
ValueScaleCompositions
Date:
Subject:grade7/8,Drawing
Duration:80minutes
Goal:
Thestudentswillrecognisevalueasausefultoolfordrawing.Theywillcreateavaluescalewith
charcoaltogetafeelforthemediumandtopracticecreatingavaryingscaleofgrays.After
completingtheirindividualvaluescalestheywillthencreateacompositionasagroup.
Objectives:

Studentswill:
exploreusingadifferentmediumcharcoal
practicevaryingpressureofhand
workasagroup
createacompositionapplyingvalue
Materials:
vinecharcoal
paperfoldedinto6squares
scissors
glue
largepiecesofpapertocreatethecompositionon
Lessonintroduction(motivation):
Showexamplesofblackandwhitephotography.Studentswillviewanactualvaluescalechart.
Explainthattheywillbeabletocreatesomethinginterestingoutofthischart.Iwillshowan
exampleofacompositionthatImade.
Procedure:
Studentswillfoldapieceofpaperintosixsections.Theirvaluescaleswillrangefromblackto
white.Aftertheyhavecompletedthescales,cutouteachofthesixsquares.Thestudentseach
with
theirfivesquareswillformalargegroupandworktogethercreatingalargecompositionoutof
thesquares.
Conclusion:
Studentswillnotonlyhavelearnedaboutvaluebutwillbeproudofthelargepieceofworkthat
theycreatedtogether.Pointoutthevaryinggreytonesandtheideaofcontrastand
thatcontrastcreatesinterest.
Evaluation:
Studentswillevaluateeachotheronparticipation,attitudeandoverallcooperation.
Becausethisisanexerciseteachinganewconceptandthatitcanbecompletedinoneclassa
participationmarkisrelevant.

Lesson3
ApplyingValue
Thislessongivesthestudentstheopportunitytoapplywhattheyhavelearnedaboutvalue.Iwill
showtheclassexamplesofdrawingsoffoldedpaperthatIdidonthecomputer.

Wewilltalkabouthowvaluecreatestheillusionofthreedimensions.Thestudentswillfold
piecesofwhitepaperanddrawusingonlyvaluenotcontourlines.Theywillrecognisealight
sourceandshadowsthatwillfurthertheillusionofthreedimensions.Thestudentswilllearnthat
evenawhitepieceofpaperhasacomplexvaluescale.

Lesson3Plan
ApplyingValue
Date:March18,2002
Subject:grade7/8,Drawing
Duration:40minutes
Goal:
Thestudentswillrecognisethatvaluecreatestheillusionof3dimensions.Theywilldiscover
thatevenanobjectthatiscompletelywhitehasacomplexvaluescale.Thisexerciseinvalue
willexpandthestudentsviewingandwillhelpthemtoseethatvalueiseverywhereandby
addingthiselementtotheirdrawing,theywillachievetheeffectof3D.
Objectives:
Studentswill:
createastilllifeoutoffoldedpaper
drawthepieceofpaperusingonlyvaluenotcontour
identifythelightsource
understandthatvalueisanimportantelementforcreatingtheillusionof3dimensions.
Materials:
Paper
charcoal
whiteobjectsorfoldedwhitepaper
Lessonintroduction(motivation):
ThestudentswilllookatexamplesofArtshowingvalue.Iwillshowthemexamplesofmyown
workdoneonthecomputer.
Procedure:
Studentswilltakeapieceofpaperandfoldininacreativeway.Theywillobservethatevena
whiteobjecthasvalue.Theywilldrawthefoldedpaperbydrawingonlythevalue.Theywillnot
drawtheoutlineandthenfillitin.Thisisanexercisetoincreaseawarenessofvalueandits
importanceincreatingtheelementof3D.

Conclusion:
Thestudentswillcometotheconclusionthatvaluecreatesanillusionof3dimensionsandvalue
thisasaveryusefultoolthroughouttheirdrawingexperience.
Evaluation:
Studentswillhandinonecompleteddrawingwhich:
showsuseofvalue
isdrawnusingonlyvalue(notacontour)
showsalightsource
showsbasicunderstandingofvalue

Lesson4Plan
PixelatedPopIcon
Subject:grade7/8,Drawing
Duration:80minutes
Goal:
Perspectiveisanimportantelementofdrawing.Thestudentswilldiscoverthatperspectiveisa
techniqueusedtocreateanillusionofthreedimensionsonatwodimensionalsurface.Theywill
be
abletodifferentiatebetweenthreeandtwodimensions.
Objectives:
Studentswill:
ReviewOnepointperspectiveandbeintroducedtoTwopointperspective
illustratetwopointperspectivebydrawingboxes
experimentwithdifferentviewpoints(birdseye.wormseyeviewandeyelevel)
drawothergeometricformsintwopointperspective
beabletodifferentiatebetweenoneandtwopointperspectiveandtocorrectlyidentify
perspectivewithinworksofArtorthelackofit.
Materials:
paper
pencils
ruler
eraser
Lessonintroduction(motivation):
Beginlessonbybringingaboxoracubeintotheclassroom.Discusswithstudentsthatthebox

isthreedimensionalandwhenyoudrawthisboxitbecomestwodimensional.Showthestudents
someexamplesoftwopointperspective.Alsoshowthestudentsexamplesofdifferent
viewpointsanddiscusshowandwhytheyareused.Showstudentsexamplesofpoparticons,
suchasMindCraftvillagersandotherexamplesofpixelatedimages.
Procedure:
Beginbyreviewingonepointperspective.Reintroducecomponentslikevanishingpoint,horizon
lineandviewpoints.Havestudentsfindanimageofasimplecharacterontheinternetandprint
itoff.Studentswilldrawoutagridwithsquaresthatare1by1,orlargerforstudentswho
mightneedextrasupport.Usingthevaluescalethattheyhavelearnedtheywillmapouttheir
characterandshadeinthesquaresinblack,darkgrey,lightgreyandleavethewhiteareaswhite.
Conclusion:
Endtheclassbydiscussinganyproblemsthatthestudentsmayhavehadandaskwhytheythink
thatitisimportanttolearnaboutperspective.
Evaluation:
Studentswillhandintheirtwopointperspectivedrawings.Theywillbegradedoutof20marks.
Lesson5Plan
PixelatedCityScape
Subject:grade7/8,Drawing
Duration:80minutes
Goal:
Thestudentswillsummarizeallthattheyhavelearnedinthisunitbyincorporatingallofthe
skillslearnedinonefinalproject.Theywillhaveanopportunitytoexploretheircreativitywhen
creatingtheirveryownfantasycity.
Objectives:
Studentswill:
applycorrectuseoftwopointperspective
applyvalue(minimum5values)
incorporateapopcultureobject
exploretheirimaginationsandcreativity
presentafinalproject
selfevaluatetheirwork
Materials:
Largepieceofgoodqualitydrawingpaper

scrappaperforroughdraft
pencilsorcharcoal
eraser
ruler
handoutexplainingproject
Lessonintroduction(motivation):
StudentswillanalysepicturesofsculpturesbyClauesOldenburg.UsingtheMarcheditionof
Scholastic,whichcoversabriefhistoryofOldenburgandhiswork,talkaboutscaleandthe
contentofhissculpture.www.scholastic.com
IntroduceandtalkaboutPopCulture.
Procedure:
AfterdiscussingtheinspirationofOldenburgexplainprojecttostudents.Theywillcreatea
fantasycityusingagridandpixelation.Theywillshowapointofviewandutiliseatleastfive
differenttonesvaryingfromblacktowhite(theymayuseothercoloursaswellifitfitsintotheir
design).Thestudentswillchooseateenpopcultureobjectthatisrelevanttotheirownlives.
Theywilldrawaroughdraftoftheirprojectandbegincreatingtheircities.
Conclusion:
Anadditionalfourclasseswillbededicatedtoworkingonthesedrawinganddiscussingany
problemsorconcernsthatthestudentsmaycomeacross.
Evaluation:
Thestudentswillselfassesstheirowndrawingbycompletingarubricwiththegradingcriteria.
Theirowngradewillbecombinedwithteachersgradeandtheaverageofthetwowillcompile
thefinalgrade.

WebsitesDrawingUnit
HerearesomeotherwebsitesthatIfoundtobeveryhelpfulwhenplanningthisunit
ThisoneisexcelentforArthistory:http://members.aol.com/TWard64340/Index.htm
LeonardodaVinci:http://www.mos.org/sln/Leonardo/LeoHomePage.html
LinearPerspective:http://www2.evansville.edu/studiochalkboard/draw.html
Value:http://www.lessonplanspage.com/ArtMathCreateValueByUsingGrids510.htm

Twopointperspective:http://www.geocities.com/forartzsake/lessonpl.html
http://arttech.about.com/gi/dynamic/offsite.htm?site=http://www.sanford
%2Dartedventures.com/teach/lp%5F2pointperspect%5Fcomplete.html
Scholastic:http://www.scholastic.ca
ClauesOldenburg:http://www.askart.com/artist/o/claes_thure_oldenburg.asp
http://www.usc.edu/schools/annenberg/asc/projects/comm544/library/styles/PopArt.html
http://www.artsconnected.org/artsnetmn/whatsart/oldenb2.html