4 sessions; 45 minutes per session

Upon completion of this lesson, students will be able to:
- Look and study several different playing cards, and identify the similarities and differences in line, shape, color pattern and texture.
- Create a 2-inch frame around the perimeter of the paper by properly using a ruler, as well as, draw their initial of their name and symbol, which they will identify with.
- Draw their own playing card portrait by replicating line quality, shape and texture/pattern seen in observed playing cards.
- Study color palette and use a color palette that is in the style of the observed playing cards in their own work.

Color photocopies of playing cards, projector and screen, line drawing of playing cards, 12x18 inch white paper, pencils, erasers, rulers, skinny line markers, and colored pencils

Need these materials? Visit Blick!

Anticipatory Set: (5 minutes)
1. Motivate students by showing them different images of playing cards. Zoom in on the images and discuss the style and different elements of the playing card in detail:
- “What kinds of lines are used on the playing card? What shapes do you notice? What colors are used? Describe the patterns. Are they detailed? Where do they repeat?
2. Discuss the stylization of line used for the subject’s face, hair and outfit. Talk about size and scale of head-to hand-to body. Ask:
- “Is every subject holding the same object? What patterns and textures can be found in the subject’s outfit? Is there a repeating symbol? Color?
3. Talk about the frame around each figure, and the symbols and letters used on each card.:
- “What do the symbols and letters signify? Is the frame important?”

Sequence of Activities: (25-30 minutes)
Day 1

1. Pass out 12x18 inch paper, a sharpened pencil and a ruler to each student.
2. Instruct how to create a 2 inch frame, starting with the basics of how to use a ruler and guide students through measuring one step at a time:
- “Find the side of the ruler that says ‘inches.’”
- “Line up the zero with the edge of the paper and put a mark at the ‘2.’”
- “Do the same thing again on the same edge so that now there are two different marks.”
- “Turn the ruler and line it up perfectly with both marks.”
- “Draw a line, very lightly, across the entire paper.”
- “Repeat on all four sides.”
3. Demonstrate how to draw a block letter, and discuss relevant size of the letter. Have students draw the letter of their choice (initial) and one of the four symbols in the deck of cards.
4. Begin instruction on drawing the face and facial features:
- “Start with a ‘U’ shape for the head, and leave space at the top for the crown and hair.”
- Fill in features using simplified line and shape, then work on the crown and hair.
5. Clean up.

Day 2

1. Review playing card line quality, shape pattern and texture.
2. Lead students through drawing a figure’s shoulders/body. 3rd grade students will extend body/jacket to the bottom of the card and 4th grade students will draw until the middle of the paper, where they will stop and turn their paper 180 degrees and draw the reflection on the bottom portion.
3. Demonstrate how to draw a simplified hand, and ask students to draw an object in the figures hand. Objects we have seen already in the deck of playing cards include: flower, feather, sword, and septum. Students may choose to draw an object of their choice that is representative of themselves; ex: a cell phone, ipod, baseball glove, trophy, handbag, etc.
4. Mark important lines, which help divide up the figures jacket; ex: collar, cuff of sleeve. Ask students to replicate these lines the best they can, or use them as guidelines to create their own jacket design.
5. With the remaining time, have students fill in the jacket with patterns/textures that are similar to that of a playing card. Students are encouraged to repeat the symbol that they chosen within the design of the crown and the jacket.
6. Clean up.

Day 3/4

1. Discuss the color scheme of playing cards (black, white, red, gold/yellow, blue and teal).
2. Demonstrate using black, blue, yellow, and red thin line markers to trace all lines within the composition (including pattern/texture lines). Remaining area of color can be filled in using colored pencils of the same colored scheme.
3. Clean up

Students will be assessed using a rubric that is directly aligned with the objectives of the lesson and the state curriculum standards:
1. Did the student create an accurate 2-inch frame?
2. Did the student create a playing card replicating the line quality, shape, and texture/pattern of real playing cards?
3. Did the student use a color scheme that was in the style of real playing cards?

Deck of cards
Google image search: playing cards, king, queen, and jack

feel free to contact me if you have any questions

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students understand there are various purposes for creating works of visual art

Color/Value, Line, Proportion/Size, Rhythm/Pattern, Variety

Colored Pencil, Drawing, Ink, Marker, Pencil

History/Social Studies

4th grade Playing cards.docx