Drawing: From Observation to Imagination

Overview

Drawing is a language that artists use to communicate. Artists both draw what they see and express what they think. This unit focuses on translating the world around us into drawing, through developing skills and techniques for observational drawing and through learning how to use the elements of art (line, shape, texture) to express our own ideas.

Grade Level

6-8

Media

Drawing

Theme/ Big Idea

Artists can use drawing as a tool to look closely and show what they see, and to express their own unique ideas and point of view.

Essential Question

How do artists use observation and imagination to express both what they see and what they think? What are ways to transform ordinary objects into imaginary objects?

Teaching Guide

Lessons

Lesson 1: Exploring Marks and Lines

Lesson 2: Contour Line Drawings Using Different Tools

Lesson 3: Drawing an Object from Observation

Lesson 4: Drawing from Observation Reflection

Lesson 5: Exploring Texture

Lesson 6: Exploring Texture Reflection

Lesson 7: Exploring Point of View

Lesson 8: Transforming an Object

Lesson 9: Fantastical Drawing

Lesson 10: Observation and Imagination

Materials and Tools

Drawing tools: lead pencil, colored pencil, oil pastel, chalk pastel, charcoal, marker, fine black marker
Paper
Eraser
Pencil sharpener
Household object to draw
Tape (optional)

Alternative Materials

In place of pencils, different drawing tools can be used, such as:
Artist pencils with different degrees of hardness
Artist pens of different thickness
Colored pencils

Objectives

Students will be able to demonstrate purposeful use of drawing pencils to create varied lines and visual textures
Students will be able to identify how an artist uses line, shape, and texture to describe how an object looks and feels
Students will be able to apply knowledge about drawing from observation and imagination to represent a household object in a novel way

Student Outcomes

Students will understand that:

That a pencil is a tool that can create many different variations in line, texture, and value through the use of different techniques
How to look closely and use line, shape, and texture to draw from observation
That looking at objects from different points of view can inspire new ways of seeing them

Students will be able to:

Identify and create varied lines, textures, and values with a pencil
Identify the shapes that make up an object and their proportions, then apply this knowledge to draw complex objects
Demonstrate awareness of different ways to transform an object in their drawing and make choices that express their own ideas

Resources

Illustrator Rob Turpin discusses his fantastical cities, landscapes, and spacecraft: https://wordpress.com/discover-wordpress/2015/12/28/rob-turpin-interview/

Learn about the sculptural continuous line drawings of Alexander Calder: https://www.tate.org.uk/art/artists/alexander-calder-848/who-is-alexander-calder

Adaptations

For Students with Disabilities

Use different types of reference for observation. Take photos of objects in addition, or as an alternative, to observing objects when drawing
Have students hold the objects before drawing. Ask students to notice how they feel. What are the edges like? What shapes do you notice?
Sort and organize objects into categories before drawing
Offer choices of drawing tools, such as larger pencils, pens, or sharpies
Break down drawing from observation into steps to focus on one at a time
Use audio with visuals in student-facing lesson guides
Use technology to create drawings on an iPad or in Google Classroom
Use audio with visuals in the student-facing Google Slides

For Multilingual Learners

Activate prior knowledge—ask students to share their ideas and previous knowledge about drawing throughout the lesson sequence
Have students describe their objects in their native language before drawing them
Have students describe their peers’ work in writing or discussion during reflection
Ask students to describe their work and process to a friend or family member
Use images paired with lesson steps to help with meaning
Emphasize repetition of new art vocabulary and spiral vocabulary
Signpost: tell students what you are going to do next
Chunk information and keep instructions concise
Elicit information: ask open-ended questions and give students time to think about an answer. Extend wait time
Use multiple entry points: speak, show, and do
Use audio with visuals in student-facing lesson guides

Extensions

Instructions for drawing blind contour self-portraits:

30SAL Challenge: Blind Contour Self Portrait

How-to-draw tutorials by Pixar artists on characters from Onward and Toy Story 4:

Pixar Artists Offer How-To-Draw Tutorials on Characters from ‘Onward’ and ‘Toy Story 4’

New York Teaching & Learning in Visual Arts Standards

Art Making: 8th Grade Learning Indicators for Drawing

Create a drawing that demonstrates:

Literacy in the Arts

Looking at and Discussing Art
Developing Visual Arts Vocabulary
Reading and Writing About Art
Problem Solving: Interpreting and Analyzing Art

Making Connections

Observing and Interpreting the World

Community and Cultural Resources

Cultural Institutions
Public Art and Design
Online Resources and Libraries

Careers and Lifelong Learning

Awareness of Careers in Visual Arts

Art for Enjoyment and Lifelong Learning

NYS Learning Standards for the Arts

Artistic Process: Creating

Anchor Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work
Anchor Standard 2: Organize and develop artistic ideas and work
Anchor Standard 3: Refine and complete artistic work

Artistic Process: Presenting

Anchor Standards:

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
Anchor Standard 5: Develop and refine artistic techniques and work for presentation
Anchor Standard 6: Convey meaning through the presentation of artistic work

Artistic Process: Responding

Anchor Standards:

Anchor Standard 7: Perceive and analyze artistic work
Anchor Standard 8: Interpret meaning in artistic work
Anchor Standard 9: Apply criteria to evaluate artistic work

Artistic Process: Connecting

Anchor Standards:

Anchor Standard 10: Relate and synthesize knowledge and personal experiences to inspire and inform artistic work
Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future

Credits

Writing Team
Nick DeMarco, Jamie Powell, Robin Holder, Tim Thyzel

Project Team
Belinda Blum, Nicola Giardina, Paul Urevitch, Andrea Burgay

Studio in a School NYC Team
Julie Applebaum, Senior Director
Hasna Muhammad, Ed.D., Chair, Board of Directors, Studio in a School Association
Alison Scott-Williams, President, Studio in a School NYC

NYC Department of Education OASP Team
Karen Rosner, Director of Visual Arts
Amber Lodman, Arts Program Manager
Kaitlin Trammell, Remote Arts Learning Partnership Project Coordinator

NYC Department of Education Visual Arts Teacher Team
Maria Bonilla, Amie Robinson, Susan Bricker, Lara Tyson

These educational materials were created through a partnership with Studio in a School NYC and The New York City Department of Education Office of Arts and Special Projects (OASP) and made possible by the generosity of The New York Community Trust.