Expressive Contour Hands Drawing
Submitted by: Veronica Aguirre, South Middle School, Salina, Kansas
UNIT: Drawing - Hands
Grade Level: Middle School (examples are 8th grade)
Time: 2 to 3 weeks - 45 minute classes
OBJECTIVES (learner outcomes)
This lesson is a good one to follow the contour line project. Students will learn and participate in contour drawings. They will learn to carefully observe details and draw what they see. Students will gain knowledge about the elements of design, mainly line, but also about balance and space. They will also be introduced to some principles of design such as movement, pattern and unity.
STATE OR NATIONAL LEARNING STANDARDS
Kansas Curricular Standards for Visual Arts
Standard #1 – Applying media techniques and processes
Standard #2 – Using knowledge of structures and functions
Standard # 3 – Choosing and evaluating a range of subject matter, symbols, and ideas.
Click images for larger views
MATERIALS
6 x 9" (15 x 23 cm) Sketchbooks
Paper, Drawing Pencils
, 12" x 18" (30 x 46 cm) White Drawing Paper
Black Sharpie Fine Point Markers
, Rulers
, Heavy Weight Construction Paper
Scissors
, Colored Pencils
, Elements Handout
Art slides with line usage, Masking Tape
, Expressive Contour Hands Guideline, Graphite paper/ Charcoal / Black Chalk, Examples of contour drawings
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, Expressive Contour Hands Guideline, Graphite paper/ TEACHING / LEARNER ACTIVITIES
First week:
* Talk about line – it is an element of design – do line activities that involve using a variety of line – explain line quality – means thickness and thinness of lines.
* examples of artwork from artists that make use of line – Leonardo – Picasso - Matisse - explain their style
* Introduce movement – have a sketchbook or journal assignment that incorporates movement - tie it in with a line activity.
* Talk about contour drawings – have examples up and ready to show - give definition – explain there are different kinds of contour drawings – continuous line, blind-contour drawings.
* Students will start doing contour drawings of objects around the room – give demonstration – draw what you see – observe – Explain that hand-eye communication is important.
* Have one day devoted to regular contour drawings, then one day doing continuous line drawings – then one day doing blind contour drawings – this can be fun and challenging for students.
* Introduce balance – Talk about the three types – Symmetrical, Asymmetrical, Radial balance – Do activity involving balance.
TEACHING / LEARNER ACTIVITIES cont.
Week 2 on to 3:
* Introduce Unity – talk about how all artwork should strive for Unity and that it is one of the Principles of Designs.
* Introduce the Expressive Contour Hands project – Go through Project Guidelines with class.
* Introduce Space – Element of Design – make sure they understand the difference between positive and negative space.
* Each Step can be done on different days – explain how each step incorporates elements/principles they've talked about.
* Critique student work. Students write a reflection piece about their drawing. Look at examples of the Hands in art (see this lesson page for examples) .
RELATED AND/OR EXTENSION ACTIVITIES
Explain how to rub and transfer their contour drawings of hands onto colored paper.
DO Not allow them to use simple, flat hand gestures – They need to be EXPRESSIVE.
* You could even do sign language hand gestures.
Spend time talking about the background – balance, space, unity.
CLOSURE (summary, wrap-up, set for next lesson).
Have students fill out Self-Assessment Rubric.
Quiz on Unit over elements and principles of design.
ACCOMMODATIONS / MODIFICATIONS FOR DIVERSE LEARNERS (Second language, LD, gifted, etc.).
One on one clarification – handouts – visual guides – lots of demonstrations.
Assessment Rubric:
