Blind Contour Still Life

Ms. Autumn Rockteschel

Blind Contour Still Life

9th-10th grade, drawing 1

3 class periods, 55 minutes each

INSTRUCTIONAL CONTEXT

What do I know about my students that will inform this lesson?

Some high schoolers may have taken a basic drawing class in middle school and may have more
experience drawing contour lines and closely observing certain objects, while other high schoolers
may not have much experience drawing by observing and may need extra assistance.

How does this lesson connect with and build on the previous lesson(s)?

This lesson will be able to be built upon, because every drawing lesson after this will reference and
utilize the observation skills and knowledge contour lines of objects.

How do you expect to build upon this lesson in subsequent lessons?

After this lesson, students will be drawing a realistic still life of various items of their choosing, from
simple to complex, and will need to observe these objects carefully in order to accurately depict them
onto the paper with proportion, scale, and contour lines. After that, students will be given another
lesson that will start looking at certain parts of the body, such as hands and eyes that they can blind
draw first in order to learn the major characteristics of these parts, which will then lead into self-
portraits that will incorporate their favorite objects.

List any other special features of your school or classroom that will affect the teaching of this
lesson. I will make a PowerPoint to show examples of blind contouring and to help explain contour
lines, shapes, forms, and textures. I might also print out pictures of blind contour drawing examples to
help students have an idea of what they are doing.

INFORMATION ABOUT THE LESSON

Enduring Understanding and/or Essential Question

Understand that representational drawing is accomplished through the careful observation and
understanding of an object and its characteristics.
 Blind Contour Still Life

WI Art and Design Standards

A.12.2 Know advanced vocabulary related to their study of art

A.12.6 Use art as a basic way of understanding

B.12.2: Show ways that form, function, meaning and expressive quality of art change from artist to
artist

C.12.10: Assume personal responsibility for their learning

C.12.9: Use ongoing reflective strategies to access and better understand one’s work

L.12.2: Continue to develop a base of knowledge and skills from which to create new ideas

J.12.1: Understand the purposes and function of art

H.12.3: Use careful observation to draw from life

H.12.1: Interpret complex patterns and forms by drawing them

Objectives

I can understand contour lines, form, and shape of an object. (A.12.2)

I can draw an object in order to get a better understanding of it. (A.12.6)

I can understand that different artists show unique qualities in order to portray the way they observe
the world around them (B.12.2)

I can realize that I am responsible for my learning as I gain drawing skills through practice (C.12.10)

I can ask myself why I draw an object a certain way to better understand my art (C.12.9)

I can understand that one purpose of creating art is to help one understand the world around them
(J.12.1)

I can carefully look at an object to draw its unique characteristics in order to portray what it looks like
in real life (H.12.3)

Academic Language Objectives

Line: a long mark that defines a division

Contour line: A line that defines an object’s form or edge

Critique: the careful judgement about the good or bad aspects of a piece of art

Shape: the way the edges of an object are enclosing the object

Form: the shape of the object and how the lines work together and connect
 Blind Contour Still Life

Texture: how the object feels or looks, which can be shown by scribbling, darkening or layering lines

Route: the start point of the blind drawing, and the way the pencil moves to get to the end point in
the drawing.

Prior Learning/Prior Thinking

Students may have encountered observational drawing in their previous art classes from middle
school, sketching on their own time, or even in science classes when asked to show the physical
results of an experiment. Most students have experience drawing objects such as shoes from middle
school by observing and carefully sketching what they observe, however this lesson will challenge
them to focus entirely on the object and the characteristics they observe about that object. They may
be hesitant to complete the assignment or struggle with not being able to look at their paper until
they are done drawing the object and may become frustrated if their drawing is not a realistic
portrayal.

Instructional resources, materials, websites referenced to guide your instruction and engage
student learning (Use APA format for citing texts/publications)

https://kinderart.com/art-lessons/drawing/blind-contour-drawing/
https://www.artistsnetwork.com/art-mediums/drawing/beginner-drawings-line/

Art Materials needed

Paper (11x12in)

Pen/Markers/Pencils

Tape to hold the paper down

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior Knowledge

I will start the lesson off by asking students to draw the person sitting across from them by memory,
without picking up their pencils/pens. After about ten minutes, I will allow them to share with one
another what the results of their drawings were, and then engage them in a discussion. “Why was this
difficult to do? What do you think would have helped you draw this person more accurately? Why is it
important to observe while you draw an object?” Afterwards, I will show them the project sample and
ask them what characteristics stick out to them, such as contour lines and the way the shapes are
formed. I will introduce the importance of careful observation when drawing from life and show them
more examples of objects and portraits that were drawn using blind contour lines. “What are the
 Blind Contour Still Life

things you notice most about the blind drawings?” and “What do you think the purpose for blind
contour drawing is? How will it make you a better artist?”

Focus/Purpose Statement
“What is the purpose of blind contour drawing? How will this improve my ability to draw realistically
and make me a better artist? What characteristics am I looking closely at?”

Procedure

“Today we will practice blind contour drawing with different objects. You will draw each object twice,
and the second time you’ll get more time to spend on drawing. Keep in mind not to lift of your pencil
or peek at your drawing. I want you to keep all of your attention on the shape, form, and lines of the
object and how it looks on the desk. You will be able to look at your first drawing before you draw it a
second time. Keep in mind our big questions ‘What is the purpose of blind contour drawing? How will
this improve my ability to draw realistically and make me a better artist?’” The second day, we will
learn about an artist who creates blind contour portraits and then watercolors them, and the third
day we will make a blind contour still life.

Procedure

Time Instructional Strategies/Learning Tasks Purpose

DAY ONE:

1. Anticipatory Set: I will ask students to draw the person

sitting across from them by memory. They will get
some time to talk to the person for two minutes, then
will be asked to turn away from each other and
10 mins attempt to draw them without lifting up their pencil for B.12.2
four minutes. Then they will be allowed to share them
to each other (2 mins) and see that everyone draws
differently. This will open up the class period with
laughter and fun. We will have two minutes to note
why it was difficult and what would’ve made the
activity easier.

2. Introduction of Assignment: I will share my PowerPoint

with students about blind contouring, what contour Ppt. Introduces
lines are and how artists need to train their hands and terms
10 mins eyes to work together in order to observe and sketch
an object’s contour and shape, along with major details B.12.2
of the object, such as texture. It is here that I will show
my students some of Ian Sklarsky’s blind contour
drawings.
 Blind Contour Still Life

10 mins 3. Demonstration part 1: I will attempt to blind contour

draw an object that the students will choose, and while
going through the process I will make sure to tell them
not too look at the paper, not to pick up the pen/pencil,
and to concentrate on the shape/form of the object,
and to take their time and not rush it. I will tell them
this activity will only work if they try their best.

4. Student practice:
The students will have time to practice blind contour
drawing a classroom object. They will get 5 minutes to
draw the object the first time, and 2 minutes after to
look at their drawings or share them with their H.12.3
15 mins neighbors. While they look at their drawings I will say
“Why do you think we’re doing this? How will this H.12.1
make you a better artist? What makes this difficult?”
They do not need to answer, but it will give them A.12.6
something to think about as they draw again. They will
get 6 minutes to draw the object the second time. I’ll
remind them to also try to convey the objects texture.
I’ll be walking around making sure they are taking their
time, really focusing on the object’s form and texture
and make sure they are not peeking at their papers.
They will get 2 more minutes to look and see if there’s
improvement between the two drawings, what they
have in common, and to talk about what they like and
don’t like about their drawings.

5. Homework: I will assign them to draw two different

objects in their home, such as a tv remote, fruit bowl,
microwave, stack of books, or any objects like these in C.12.10
5 mins
the same drawing using blind contour line drawings,
H.12.1
and ask them to use at least six minutes for the
drawing, to be sure they aren’t rushing through it and L.12.2
to be sure they are taking their time observing the
objects form, shape, lines, and textures. They will be A.12.6
asked to do this twice and to note on their drawings
how they switched from one object to the other
without picking their pencil up. I also want them to
note how they felt about this assignment compared to
the one in class. I will remind them that it’s important
for them to practice this outside of class in order to
better understand blind contour drawing and in order
to become more comfortable with it.
L.12.2
6. Clean Up: They will be asked to put their drawings and
1 min.
pens/pencils in their bins.
 Blind Contour Still Life

7. Closure: Ask students what a contour line is, and how

we can use lines to depict an objects shape, form, and
4 mins texture. I will tell them that on day 2 they will be
sharing their homework drawings, and I will show them
a video of Ian Sklarsky taking about his work and the
essence of blind contour portraits.

C.12.10

DAY TWO: A.12.2

1. Review of yesterday’s learning/Grading Criteria: I will

pass around printouts to each student of the blind
contour still life rubric. I will point out the advanced
15 mins
category and how the students can get an A. Next, I will
pass around a matching quiz in which the students will
match the terms we are learning to their definitions
and I will scan through them to see if there is any
confusion with the terms as they share their homework
in the next step. A.12.2
2. Peer sharing of homework: Students will share B.12.2
homework with one another in small groups (whoever
sits at their table) and will critique their peers work. I J.12.1
will remind them to be kind to one another and to try
to use the words from the lesson: Shape, form, texture, C.12.10
and contour lines. I will also ask them to write down as C.12.9
15 mins a group what they liked/ didn’t like about their
homework assignment and about the project they
completed in class yesterday and collect them for my
own lesson review. I also want them to make guesses
as to what our next project will be after our blind
contour still life to see if they can infer a possible
project in which some of these skills being learned can
be utilized.

3. Results of Quizzes/Collection of their guesses for next

project: I will clarify terms from the quiz that were
matched with the wrong definition, and while I do this,
I will be collecting each table groups guesses/thoughts
about the project and homework. J.12.1
6 mins 4. Demonstration/Closure: I will show them Ian Sklarsky’s
Tedx talk video (10 minutes), and afterwards we will
discuss as a class what he possibly means when he says
“The essence of blind contour” and confirm how blind
contour is a valid way to draw from life, and how it’s
not meant to be realistic but rather how it’s meant to
 Blind Contour Still Life

15 mins capture an objects major characteristics and feelings

and how it can tie into the still life we are going to
make. C.12.10

5. Homework: Optional homework/extra credit is

proposed to students: draw a portrait of a family
member or friend using the blind contour method and
color it.
C.12.10
DAY THREE:
4 mins
1. Grading Criteria: I will ask students to take out their B.12.2
rubrics and address any questions they may have about
them. C.12.9

2. Extra Credit: If some students completed the extra credit

5 mins homework assignment, they will be allowed to share the
work with their tablemates and think about why they
were asked to blind draw objects. After, I will collect L.12.2 & J.12.1
them.
5 mins
3. Recap of the first two days: I will ask the students
questions. “What is contour line? How can we show an
objects form? What is the purpose of blind contour
5 mins
drawing? Who is Ian Skylarsky?”

4. Refresher of Project: “You will have twenty-five minutes

to work on making a blind contour drawing of the
objects in the still life. Remember not to look at your
4 mins paper once you start drawing and take your time, really
look closely at each object form and shape, texture.
Don’t forget to think about the route your pencil/pen
will take in order to draw the still life without picking up H.12.1
your utensil.”
H.12.3
5. Work Time/Student Practice: Students will have time to A.12.2
work on the still life. I’ll be walking around to observe
them as they work, make sure they understand the A.12.6
assignment, and to answer any questions a student
may have. I will encourage the students to relax and
remind them that the end result doesn’t have to look
25 mins like a realistic still life! I will remind them that blind
drawing is about learning to observe an object from life
closely, and working with your hands and eyes in sync
in order to convey the object onto paper. This will help
 Blind Contour Still Life

train their eyes to view objects in a way that will help

them draw objects realistically in later projects. If
students finish early, I’ll give them colored
pencils/markers so they can color their drawings if
they’d like.

6. Clean up: Students will be asked to put their drawing

utensils away, and then hang up their drawings on the
wall in the classroom. A.12.2

C.12.9 & C.12.10

7. Graded Knowledge Check: Students have to write a
4 mins
few sentences about the way they drew their objects
using our vocabulary: line, contour line, form, shape,
texture, and route. They must use at least three of the
6 mins six terms, say how they were used for their project, and
also talk about how much effort they feel they put into
their projects.

8. Closure: I will dismiss the class and have them set their
1 min knowledge checks in a pile on the corner of the desks,
which I will later collect and grade.

Criteria for the Project:

A: Student completed the homework assignments, the extra credit assignment, and took their time in
class and asked questions and participated in the class discussions about blind drawing. If they
finished a project early, they would practice blind drawing and if they finished the main project early
they colored it. The student was honest about the amount of effort they put into their project and
used more than three terms for the Graded Knowledge Check, and were able to say how they used
those terms in their projects. Student talks to peers about blind drawing when asked to share their
homework assignments with their table members, the student participated. Student can also tell me
why we practice blind drawing.

B: Student completed at least one homework assignment, however did not do the extra credit
assignments. The student did their projects and sometimes participated in the class/peer discussions.
They sometimes looked at their papers or picked up their pencils, however were aware of it and
corrected it. They defined three terms in the Graded Knowledge Check and were honest about how
much effort they put into their project on the Graded Knowledge Check, but they didn’t mention how
they used those terms for their drawings. If they finished their projects early, they did not practice
another or add color to the still life. Student can tell me an idea behind why we practice blind
drawing.
 Blind Contour Still Life

C: Student did not complete the homework assignments or the extra credit assignment. Student did
not put in any effort to blind draw the objects, they looked at the paper too often, picked up their
pencils and did not participate at all with their peer/class discussions or sharing of their projects.
Student didn’t fill out the Graded Knowledge Check or used less than three terms, and could not use
them to describe how they used them for their blind drawings. The student acknowledges that they
did not put any effort into their own learning with the Graded Knowledge Check, or is not honest
about their answers. Student cannot easily tell me why we practice blind drawing.

D: Student did not do the homework or the Graded Knowledge Check. If they did the Graded
Knowledge check, they wrote about less than two terms. The student did not try to practice blind
drawing and did something else while class was in session, or just sat there. The student did not
participate at all. Student doesn’t know why we practice blind drawing.

F: Student did not show up to class and did not participate. Student did not do the Graded Knowledge
check, any of the projects, or the homework. Student doesn’t know why we practice blind drawing or
what it is.

Differentiation

If a student needs extra assistance or help, the student can ask for help during work time. If there is a
student with special needs I can ask them how I could make the lesson more manageable for them,
maybe give them a smaller sheet of paper and if the student has problems focusing or staying
engaged I could allow them to create their own personal still life to draw, or let them bring in their
favorite objects to practice blind drawing with. I will also be available after school on the days of the
lesson and there earlier than the class starts just in case a student wants to communicate anything
that is making the lesson difficult or would just like some extra assistance.

Closure

At the conclusion of the lesson, closure is the time to help the students organize the information that
has been presented to aid their retention. The students should do the thinking and discussion rather
than the teacher. The teacher can engage them in a short review by posing questions. The students
should be given a chance at the end of the lesson to personally reflect on the lesson, to share their
ideas with others and with the class as a whole.

Reflection on lesson

Students enjoyed the homework assignments and the projects, and had fun practicing blind drawing.
Students finished their projects around fifteen minutes for the blind drawing still life and used the
rest of the time to talk about their project with one another and to add color to their projects.
Students talked about why we use blind drawing: to improve hand-eye coordination, to learn how to
 Blind Contour Still Life

closely observe an object, and to learn how to draw objects more realistically and capture their major
characteristics.

ASSESSMENT

Before the lesson

Ask Students if they’ve ever heard of blind drawing, have them attempt to draw classmate from
memory using blind drawing (if they know what it is I’ll be able to tell), and ask them to define as a
class the terms: Shape, Form, Blind Drawing, Route, Line, and Contour Line. If they get these
definitions wrong it’s okay because right after I will be showing the powerpoint which explains
everything. I will also ask if anyone knows who Ian Skylarsky is before I show the video about him.

During the lesson

Informal Formative Assessment

Ask students if they have any questions about our terms, the assignment, or blind drawing in general.

I will go around the room and look at every student’s project and help them if it seems like they do
not have a good understanding of the projects/blind drawing.

Students are keeping their eyes trained to the objects they are drawing, not picking up their pencil as
they are drawing, and are taking their time and not rushing through their drawings.

Formal Formative Assessment

Homework assignment of the two blind drawings from objects at home. Extra credit assignment.

At the end of the lesson

Summative:

Informal:

Critique of their class work and their peer’s classwork.

Their group/tables definitions and what they like/didn’t like about the projects or blind drawing.

Formal:
 Blind Contour Still Life

Completed Blind Drawing Still Life and writing assignment using at least three terms about how they
drew their objects and how much effort they think they put into their projects.