3 sessions; 40 minutes per session

1. SWBAT define contour and blind contour drawing.
2. SWBAT great a successful contour and blind contour drawing.
3. SWBAT reflect and respond to their work using a self-assessment process.
4. SWBAT record and refine processes in their sketchbooks

1. pencil
2. 9x12 white paper
3. Sketchbooks
4. scrap paper to make coverings for blind contour drawing
5. Photograph or reference photo for subject

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1. Students will begin by selecting a subject. Students are encouraged to select something with personal meaning.
2. Students cover their drawings by making a hole in the center of a scrap piece of paper. Students put their pencil in the hole and the paper is covering their hand as they draw the blind contour drawing.
3. Students continue drawing a blind contour drawing and finish with creating a realistic drawing of their subject - keeping in mind a contour like style.

Students are assessed using a rubric.

Formative assessments are given to ensure understanding of the lesson.

Sketchbook drawings are done first to informally see if students are grasping contour concepts.

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Balance, Line, Proportion/Size, Shape

Drawing