ART MEDIUM: Grades 3-5

Haley Willard
DRAWING
UNIT RATIONALE
As a child we all learn to draw, but it isnt until we
get older that we are taught the different styles of
drawing. Students learn the difference in the
different types of drawing and art so that as they get
older they are able to identify the differences.
Learning the different styles of drawing can
challenge a student to be able to see subtle
differences. Learning different styles of art does not
just teach students how to see the differences in art
but it can also help them identify problems and
create links.
UNIT OBJECTIVES
Students will know what an art medium is.
Students will be able to identify a style of drawing.
Students can be creative and produce their own
drawings showing that they have learned the
differences in the.
STANDARDS
National
VA:Cr1.1 Elaborate on imaginative idea.
VA:Cr2.2 Demonstrate an understanding of the safe and proficient use of
materials, tools, and equipment for a variety of artistic processes.
VA:Cn10.1 Develop a work of art based on observations of surroundings.
State
VA:Cr1.1 Elaborate on imaginative idea.
VA:Cn11.1 Recognize the responses to art change depending on knowledge
of the time and place in which it was made.
VA:Cn10.1 Develop a work of art based on observations of surroundings.
MOTIVATIONAL SELF
PORTRAIT
Suggested Time: 60 minutes
Instructional Objectives:
Student will be able to understand proportion.
Student can produce a self portrait in their perspective.
Elements of Art: Color, shape, & space
Principles of Design: Balance & Emphasis
Materials:
White Paper (Computer Paper)
Pencil
Crayons, colored pencils, or markers (Students choice)
Vocabulary: Balance, drawing, color, & medium
Art Production:
Anticipatory Set
Have motivational phrases posted around the room for the children to read and help
them choose theirs.
Instructions
Ask the students if they would like to know why there are motivational phrases posted
around the room, or if they would like to make a guess. Explain to them the importance
of motivation and what they will be doing with their own motivational phrase. Invite the
students to gather around a table to see a demonstration on how to create their own
still life.
Give the students the demonstration of a still life. Be sure to explain to them the
importance of balance and to show emphasis in the eyes. Also let the students know
they will start at the bottom of the page and only draw from the bridge of their nose up
to allow for plenty of room for their motivational quote. Invite the students to ask any
questions.
Have the materials sitting ready for the students at the front of the room so that when
the example is done they may collect their supplies and begin their work. Allow for time
at the end of class for the students to share the motivational phrase they chose, if they
would like.
Demonstration
Before having the students work independently show an example of a self portrait that
shows emphasis and balance on the eyes. They should not have large cartoon eyes, the
balance should be realistic.
Check for Understanding
Ask the students if they remember how they should not draw the eyes. Ask the students if
they remember what kind of phrase they should have above their drawing. Be sure to answer
any questions that the students may have about the assignment.
Guided Practice
Have the students work with you on the outline of their face and the basics of their eyes.
Remind them to include realistic details within the drawing of their eyes.
Independent Practice
Allow the students to finish the project on their own. Be sure to walk around the room so that
you may answer any questions the students may have during the completion of their project.
Closure
Allow the students to share what motivational phrase they chose, if they would like.
STILL LIFE
Suggested Time: 60 minutes
Instructional Objectives:
Student will be able to use detail to make drawings more realistic.
Student can produce a still life of a vase of sunflowers.
Elements of Art: Line, shape, & texture
Principles of Design: Contrast
Materials:
White Paper (Computer Paper)
Pencil
Crayons, colored pencils, or markers (If student decides to color their drawing)
Vocabulary: Drawing, medium, texture, & line
Art Production:
Anticipatory Set
Have an extravagant vase of sunflowers sitting in the middle of the room. Allow
them to look at the vase from all angles.
Instructions
Ask the students if they would like to know why there is sunflowers in the
middle of the class room, or if they would like to make a guess. Explain to them
the importance of detail when drawing a still life. Invite the students to gather
around a table to see a demonstration on how to create their own still life.
Give the students the demonstration of a still life. Be sure to explain to them the
importance of detail and texture. Explain that they must show the most detail
when creating the sunflower. Invite the students to ask any questions.
Have the materials sitting ready for the students at the front of the room so that
when the example is done they may collect their supplies and begin their work.
Allow for time at the end of class for the students to either put more detail into
their still life or to color in their still life.
Demonstration
Before having the students work independently show an example of a still life that shows detail
and texture in the sunflower. Explain that the most detail should be in the center of the sunflower.
Check for Understanding
Ask the students if they remember where they should add the most detail. Ask the students
if the sunflowers should look realistic. Be sure to answer any questions that the students may
have about the assignment.
Guided Practice
Have the students work with you on a single sunflower on a separate sheet of paper. Remind
them to include realistic details throughout the entire drawing.
Independent Practice
Allow the students to finish the project on their own. Be sure to walk around the room so that
you may answer any questions the students may have during the completion of their project.
Closure
Allow the students to color in their drawings of the sunflowers if they wish, or provide them
more time to complete their still life if they need.
PERSPECTIVE
Suggested Time: 60 minutes
Instructional Objectives:
Student will be able to identify a horizon line.
Student can produce a drawing using perspective.
Elements of Art: Line & Space
Principles of Design: Balance & movement
Materials:
White Paper (Computer Paper)
Pencil
Crayons, colored pencils, or markers (If student decides to color their drawing)
Vocabulary: Drawing, medium, horizon line, & line
Art Production:
Anticipatory Set
Have a slide show of the different forms of perspective showing. This will allow for the
students to see professional or computer generated examples of perspective.
Instructions
Ask the students if any of them know what perspective is or if they would like to take a
guess. Explain to them the importance of detail when drawing a still life. Invite the
students to gather around a table to see a demonstration on how to create their own
drawing using perspective.
Give the students a demonstration using perspective. Be sure to explain to them that they
are allowed to choose what kind of drawing it is as long at it shows perspective. Explain
that they must draw a horizon line and pick a point at which everything goes. Some
examples might be the city getting smaller as you drive away, the country as you drive
away, or geometric shapes racing out of a hole. Invite the students to ask any questions.
Have the materials sitting ready for the students at the front of the room so that when the
example is done they may collect their supplies and begin their work. Allow for time at the
end of class for the students to share the picture they chose to draw that posses
perspective. If they finish the project early allow them to add color to their drawing.
Demonstration
Before having the students work independently show an example of a drawing that possess
perspective. Show what it means when you say they must draw a horizon line and everything must
go to it. Sometimes adding more detail toward the horizon point helps to show perspective.
Check for Understanding
Ask the students if they remember where they should add the most detail to help show more
perspective. Ask the students if they can explain what it means to bring everything to the horizon
line. Be sure to answer any questions that the students may have about the assignment and the
horizon.
Guided Practice
Have the students work with you on creating the horizon line and show an example of drawing an
object using perspective. Remind them to include realistic details throughout the entire drawing.
Independent Practice
Allow the students to finish the project on their own. Be sure to walk around the room so that you
may answer any questions the students may have during the completion of their project.
Closure
Allow the students time to time to work with their friends and incorporate each others ideas into
their own drawing.
MODIFICATIONS
Special Needs
Use masking tape to help hold the paper in place. You can also
use colored tape on the pencil to help direct the child where to put
his/her fingers. Adding textures and smells to the materials that the
student uses helps to heighten the students sensory awareness.
Use a larger piece of paper so to allow for large arm movements.
Gifted
Allow the students to add detail to their projects. Critique small
things that could make the project fit the lesson more specifically.
Have the students add color to their drawing, making sure when
they do that the drawing still stays realistic.
ASSESSMENT
The Art Rubric
Content: Was the student able to identify an art medium and a style of drawing that was used in the unit?
Did the students use detail and perspective correctly in their projects?
1 2 3 4 5
Creativity: Is the student project unique, original, and did they use their imagination?
1 2 3 4 5
Craftsmanship: Is the project neat and carefully handled? Did the student rush or did they take their time?
1 2 3 4 5
Completion: Did the student complete the assignment in the designated time period for each assignment?
1 2 3 4 5
Comments:

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CITED SOURCES
Dick Blick
"Perspective on a String." Dick Blick. Dick Blick, 2015. Web. 11
Apr. 2017. <http://cdn.dick-blick.com/lessonplans/perspective-on-a-
string/perspective-on-a-string-string-art.pdf>.

The Art of Ed
"Empowered Self Portrait." The Art of Education. The Art of
Education, n.d. Web. 11 Apr. 2017.
<https://www.theartofed.com/content/uploads/2015/02/Empowered
-Self-Portraits.pdf>.