Contour Lesson

Contour Line Drawing

6^th Grade Art

Project: Students will be introduced into the concept of contour line drawing by completing a series of silhouette and internal contour line exercises. During this time, students will be introduced to the project, which is based around a hobby of their own. Students will be asked to complete the assignment of bringing in objects that relate to one another within the definition of their hobbies. We will then use the knowledge from our exercises to individually draw these objects. Once the students have successfully drawn each of their objects, they will use light tables to assemble a composition as it would look in a still life drawing. I will talk to students about the importance of depth and placement within a composition. They will use this information to apply it to their own projects and once they have arranged their objects, they will trace them onto charcoal paper with pencil. The pencil lines will be outlined with thin sharpie markers including variations in thickness to give their objects character. The still life will be completed in a secondary color template.

Students will be able to:

· Increase their observation skills and develop hand-eye coordination

· Understand the unique qualities of two and three dimensional works of art

· Utilize art vocabulary to discuss and evaluate their artwork

· Think critically and creatively and problem solve to produce original works of art

Goal: Students will understand the different processes used in the brain to create different types of art. They will understand the importance of line, shape, depth and placement of objects within a composition. Students will also practice and successfully utilize the rule of contour line drawing in order to create their compositions.

Materials:

Pencils

Thin sharpie markers

Colored pencils

Charcoal paper

Procedure

Day 1: Introduction to the new project

-Transition from perspective into contour

-Talk to students about the difference in sides of brain used with each project

-Show students link to the Spinning Lady (Talk with them about clockwise being right brained and counter clockwise being left brained)

-Show examples of contour drawings

-RULE: Eye and pencil move at the same rate. EMPHASIZE THIS. Reiterate continuously!

-Vocabulary

Day 2: Reiterate the RULE of contour line (have rule written large for them to see and posted on the board for reference)

-Talk about what a contour line is/ what a silhouette is (ask students this first to have participation and to see where their understanding is at)

-Show contour line video (10-20 min.)

-Do a demo for students at the front of the room:

-Large white paper

-Thick sharpie markers

-Start with silhouette and then move on to internal contour

-Explain to students what is happening as I draw

-Reiterate RULE to students as I am working, show them HOW to use the rule when drawing (example of how to do it will break down the confusion)

*Talk to students about the basis of their assignment. Explain to them how to chose objects according to their chosen subject: “You Favorite Hobby” (Give them the skating example)

ASSIGNMENT for DAY 6: Bring in 6 objects representing your favorite hobby—5 pts.

-Objects must vary in size and difficulty

-Students will be able to get rid of ONE object that they aren’t satisfied with

after they have drawn all of them

-Assignment will include 5 objects that they have successfully drawn as contour drawings before composing their still lives.

Day 3: Have students work in their sketchbooks to do exercises pertaining to silhouettes and internal contours.

-Students will do 5-minute intervals of contour drawings

-Have a mixture of more complicated and less complicated objects

-Once 5-minutes is up, rotate objects, give them a minute to rest and then do another 5-minute contour drawing

Day 4: Students continue with these exercises… Change the objects and make sure they vary in difficulty

Day 5: Students continue with these exercises.

Day 6: ASSIGNMENT DUE: 5 points.

-Check for everyone’s assignments. Give bags and markers to each student to store their objects in and to label with their names.

-Have bins for students to store these in everyday after class.

-Reiterate the rule and purpose of the assignment/contour line drawings.

-Students will begin to work on their first object in their composition. Must successfully draw object as a contour line drawing before allowed to move on to the next object.

-Talk to students about importance of relation in size of objects and how they should be aware and keeping that in their own drawings.

Day 7: Students continue to work.

-Reiterate the RULE.

Day 8: Students continue to work.

-RULE

Day 9: Students continue to work.

Day 10: Students begin to work on light tables and compose their still lives on to charcoal paper.

-Remind them once again about things to consider when putting together a still life and the importance of depth, layering, placement and composition.

-Students trace with pencil and then outline with marker.

Day 11: Students work on light tables if needed and then continue with finishing the still life.

-Do a demo for students about:

-how to draw in a smooth, consistent line

-how to vary the thickness of line to give still life character

Day 12: Students continue to work on this.

-Reiterate rules to them about line (smooth, consistent, variation in thickness)

Day 13: Give students a demo about how to color in a secondary template.

-How to vary my colors to create variation and interest within the drawing.

Day 14: Students continue to work. All students should be coloring at this point.

Day 15: Begin to talk to students about wrapping up their projects.

-Choosing colored paper for mounting that enhances their work.

-Mounting

-Where to place tags, where to sign (bottom right of still life…not too big, not too little)

Day 16: Student assessments/ packets/ turning in complete projects.

Day 17: Extra day if needed