Submitted by: Kimberly Sheek,
Montezuma-Cortez High School, Cortez, Colorado
UNIT: Drawing
Lesson:Contour Wrapped Animal Portrait
Grade Level: High school
BASIC PROJECT
DESCRIPTION
Students will select a high interest animal portrait. After
completing an accurate light line drawing, the portrait
will be finished using contours lines constructed of
implied wrapping using pencil and pen. The eyes will be
completed in colored pencil.
White Striped
Bear- Click images for larger views
Note: The
piece titled "White Stripe Bear" won a gold at the
National Scholastic Art Show this past year and was also featured
in the November/December Scholastics Art Magazine.
COLORADO VISUAL ARTS STATE STANDARDS
-
STUDENTS RECOGNIZE AND USE THE VISUAL
ARTS AS A FORM OF COMMUNICATION.
-
STUDENTS KNOW & APPLY ELEMENTS OF
ART, PRINCIPLES OF DESIGN & SENSORY & EXPRESSIVE
FEATURES OF VISUAL ARTS.
-
STUDENTS KNOW & APPLY VISUAL ARTS
MATERIALS, TOOLS, TECHNIQUES & PROCESSES.
-
STUDENTS RELATE THE VISUAL ARTS TO
VARIOUS HISTORICAL AND CULTURAL TRADITIONS.
-
STUDENTS ANALYZE & EVALUATE THE
CHARACTERISTICS, MERITS & MEANINGS OF WORKS OF ART.
SMARTEE
SHEET – ASSIGNMENT:
CONTOUR WRAPPED ANIMAL PORTRAIT
NAME:____________________________________
ART SHELF
NUMBER:________BLOCK:_________
TEACHER: ________________________________
BASIC PROJECT
DESCRIPTION
STEPS – This instructs you step by step on the procedures to follow so
you may successfully complete this project.
1) Select a high interest
animal portrait. Snarling animals are suggested.
2) Complete a light
line drawing that is accurate and uses up at least ¾’s of the
paper surface.
3) After viewing the slides of this project (anchor
set/best practices), begin drawing in the contour lines that will be
used as guides for your wrapping. A weaving type style/pattern is
required on this project. The “wrapping” should vary in length and
width. This should be done to both create contrast in the weaving as
well as work with the patterns of dark and light in your original
image.
4) Once all the pencil work is completed, carefully go over the
lines with pen and ink. Fill in the negative spaces with ink.
5) Begin
shading the wrapping with your pencil. Think of how the light would
work with the bottom, middle and top wrapping. Be careful to not smear
your work.
6) Complete your drawing by completing lifelike eyes and
possibly teeth using Prismacolor pencils.
7) Complete the written
portion of your SMARTEE sheet according to the directions. You must use
all the terminology introduced in the lesson in you writing.
8)
Complete your rubric and give yourself a letter grade.
Materials:
Reference images,
Bristol Board,
Drawing Pencils
,
Uni-Ball permanent ink pens,
Colored Pencils
ART TERMS – contour lines, contrast, and portrait
REQUIREMENTS: Check this often to make sure your project
includes ALL of
the requirements.
1)
You must work from an approved portrait of an animal as
reference for your drawing.
2) You must complete an accurate line drawing of your animal that
uses at least ¾’s of the paper space.
3)
You must “wrap” your animal portrait with contour line
ribbons of varying
lengths and widths.
4)
You must complete the contour wrapping with shading and
shadowing.
5)
You must complete the eyes with prismacolor pencils to
make them realistic.
6) You must complete the written portion of your SMARTEE sheet.
7)
You must complete your rubric and give yourself a letter
grade.
TIME FRAME – Approximately 8 class blocks.
EVALUATION – Read
the following paragraph and then answer the questions
using all the new terminology in such a way that it
is clear you understand the meaning of each word. Make
sure you actually answer the question that is asked. The
student must complete this section. In this section you
write directly about your work. You should talk about the
strengths and weaknesses; things you could do better;
things that are done exceptionally well.
It must be legible, both in terms
of the actual writing as well as the intended meaning.
Spelling is also important, make sure it is correct. Your
answer tells me about your artwork and your understanding
of the project. Defend
your statements. Just writing phrases such as,
“I like it.” is not
good enough. Why do you like it? You must also give
yourself a written grade. You must use the rubrics
provided to help you determine what grade you deserve. In
your writing, you must use complete sentences.
NEW
TERMS: Contour
lines, cross
contour, contrast,
and portrait
Contour
lines are created by the edges of things. They are
perceived when three-dimensional shapes curve back into
space. Edges are perceived because the objects differ from
the backgrounds in value (lighter verses dark), texture or
color. When line is used to follow the edges of forms, to
describe their outlines, the result is called contour
drawing. This is probably the most common use of line in
drawing.
Contour
lines also can describe interior detail. For example, a
contour line drawing of a person’s face would include a
line defining the shape of the head and additional lines
that describe the surfaces and planes of the facial
features. These lines can vary in thickness. REMEMBER
TO USE ALL THE TERMS IN YOUR WRITING.
1)
What are contour lines?
2)
What was the most difficult part of this assignment and why?
3)
What do you
feel like you did exceptionally well on this project?
EVALUATION – Teacher
evaluation: Most comments will be noted on the rubric
specifically designed for and attached to each project’s
individual SMARTEE sheet.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
–© Kimberley Sheek 2005
ASSESSMENT
FOR EVALUATING YOUR ARTWORK
"Craftsmanship"
Exceeds
the Standard
Craftsmanship: 4
-
The finished project is exceptionally clean and
undamaged.
-
The edges always depict the way the edges really
look, smooth where they should be smooth;
rough where they should be rough, etc.
-
The light source is obvious and works
consistently throughout the picture. The transitions
from
light to dark are smooth. Because the light source works
so well, the forms/objects
Meets
the Standard
-
The
finished project is basically clean and undamaged. There
is very little evidence of
mishandling,
for example bends, tears, dirtiness.
-
The edges fairly consistently depict the way the
edges really look, smooth where they
should
be smooth, rough where they should be rough, etc.
-
The light source is evident and works well.
Transitions from light to dark are usually
smooth.
Most objects are believable as three-dimensional forms.
Nearing
the Standard
Craftsmanship: 2
-
The finished project shows some signs of neglect.
These may appear in the form of
bends,
tears, smudges and/or things spilled on the project.
-
The edges need more work to make them
representational of the way they actually should
look.
More attention needs to be spent on drawing the edges with
the characteristics one
can
observe when looking at the forms being drawn.
-
There is evidence of a light source but may be
conflicting throughout the picture and seem
to
come from several directions rather than one direction
only. It works in some areas but
does
not work consistently throughout the picture. Some objects
appear to be three
dimensional
and some appear to be flat.
A
Ways to Go
Craftsmanship:
1
-
The
finished or possibly unfinished project suffers from
neglect. It may be torn, dirty,
bent
and/or a combination of these things.
-
The
edges appear to be laid in without really observing the
form being drawn. There are few
if any edges that actually resemble what the edges of the
object or form being drawn
looks
like.
-
The
light source has either been ignored or laid in so poorly
that it is very difficult to
detect
where the light is coming from. Forms also suffer from the
lack of a defined light
source
in that they mainly appear to be flat.
No.
Score ______
SCORING RUBRIC FOR CONTOUR WRAPPED ANIMAL PORTRAIT
Name__________________________
SMARTEE SHEET SELF-EVALUATION:
1)
Is it completed?
2)
Is it legible/ Can I read it?/ Does it make sense?/ Is it
written using complete
sentences?/ Is the spelling correct?/ Does it answer
the question?
3)
Are all
the terms used correctly?
FULL
CREDIT_______
NO CREDIT____________
30 POINTS TOTAL= _____
REQUIRED ELEMENTS:
1)
Did the student work from an animal portrait? 0
10
2)
Did the student complete an accurate
line drawing of the animal?
0 1
2 3
4 5
6 7 8 9
10 (x3) = _____
3)
Did the student use at least 3/4’s of the paper
space?
0 1
2 3
4 5
6 7 8 9
10 (x2) = _____
4)
Are the values used correct throughout the
drawing?
0 1
2 3
4 5
6 7 8 9
10 (x4) =_____
5)
Are the contour lines and wraps drawn in
correctly?
0 1
2 3
4 5
6 7 8 9
10 (x5) = _____
5)
Is the work done in an organized, skillful manner
and creative from beginning to end?
0 1
2 3
4 5
6 7 8 9
10 (x5)
= _____
For example, varied lines where needed, neatly drawn,
consistent use of values, no errant marks, variation in
sizes and shapes, good contrast, etc.
6)
Is the final drawing clean and undamaged?
0 1
2 3
4 5
6 7 8 9
10
= _____
7)
Is the drawing completely finished?
0 60
Total
______out of 300 possible- Multiply total times .33 to get
your final score.
A
= 100-90 B =
89-80 C=
79-70 D=
69-60
National
Standards:
1. Understanding and
applying media, techniques, and processes
- Students apply media,
techniques, and processes with sufficient skill,
confidence, and sensitivity that their intentions are
carried out in their artworks
- Students initiate,
define, and solve challenging visual arts problems
independently using intellectual skills such as
analysis, synthesis, and evaluation
2. Using knowledge of
structures and functions
- Students create artworks
that use organizational principles and functions to
solve specific visual arts problems
5. Reflecting upon and
assessing the characteristics and merits of their work and
the work
of others
- Students reflect
analytically on various interpretations as a means for
understanding and evaluating works of visual art
