Project 1: Freedom to Draw
Project Title: Finding the Freedom to Draw
Estimated Completion Time: 5, 80 minute class periods
​
​
​
​
​
​
​
​
Overview
Many students enter into high school art classes with preconceived notions about what constitutes "good drawing" and their own ability or lack of thereof. In a course that holds drawing as a central mode of preliminary research and expression, it is important that students apply a growth mindset to drawing. Through Blind Contour and Field Drawing experiments, students incorporate new modes of drawing into their drawing practice. Three skills are emphasized: observation, invention, and editorial power. Students will spend time outside everyday and practice applying the two drawing techniques- Blind Contour, and Field Contour- aimed at creating a greater fluency with observation and invention in drawing. Students will log their drawings in a handmade book and be able to show evidence of increased fluidity, invention, and confidence. Students will be able to select their best work and note drawings that may inform later work.
Enduring Ideas/Essential Questions:
How does practice and repetition effect our drawing ease and freedom?
How can we remove the preconception that drawing must look a certain way to be "good" ?
How can inventive mark making create surprising and exciting results?
National Core Art Standards
VA.Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA.Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Lesson Objectives
Students will...
-
create a book by hand and fill it with drawings
-
use space frames to organize collections of drawings
-
Apply Blind Contour and Field Contour techniques
-
spend time outside everyday and develop habits for observing and inventing
-
practice deciding what to leave in and what to leave out (editorial power) of a drawing
-
describe the effects of repetitive drawing over time and reflect on growth
-
increase fluidity, fluency, and self-confidence in his/her ability to draw
-
discuss the drawings and inventions of Vincent Van Gogh
Tools and Materials
9"x 12" White Card Stock
Black Ink Pens
4-6 Awls for the class
Waxed String or other Binding String
Introduction
Teacher leads discussion about pre-conceived ideas about drawing and individual ability. What makes a "good" drawing? Who feels they are "good" at drawing? Teacher discusses the importance of being free to experiment, observe, and invent your own way of drawing. We discuss experiences students have had where practice improves performance. Teacher uses framework of growth mindset to encourage students to allow their style and ease to naturally grow through practice.
​
Process
​
1. Book-making: Students Create 16 page books by bi-folding 4 pages of card-stock and binding it using a simple 2-hole binding. The awl is used to poke two holes along the spine of the 4 pages, arranged in one signature. The thread or waxed string is sent through each hole and ties on the outer spine.
2. Space Frames: Students add "space frames", or 4 small boxes that fill the page, but divide it into smaller, bordered sections.
3. Preparing for Drawing without Looking: Show Slide Show to Introduce Blind Contour and do a practice drawing together based on an image, projected. Discuss the results.
4. Application of Blind Contour: Students go outside and apply the Blind contour technique to fill 5 pages (twenty drawings) that will take about 45 seconds to 3 minutes each. Students may combine wandering physically, as their eye wanders, and they build an internal awareness of what they are drawn to, visually.
5. After 2 days of Blind Contour, students should feel that drawing is easier, the lines more fluid and confident, an their ability to translate details and contours improved
6. Introduce Field Contour Drawing Technique with slide show and practice hand-out example. Students prepare 5 pages with space frames for conducting Field Contour Drawing studies outside.
7. Students View and Discuss Vincent Van Gogh's drawings and analyze his line systems, his creation of space and value, and student responses to his work. Use a structural frame to think about Van Gogh's formal choices, and a Subjective Frame to think about his perspective on the Natural world, the values his work displays, and student's personal reactions, "wonderings", and interpretations.
8. Students spend 2 more days completing the field contour drawing series outdoors.
​
Assessment
​
Formative Assessments:
Teacher circulates throughout bookmaking and drawing phases to check for understanding, give useful feedback, and ask reflective questions of students. Specifically, encourage students to fully engage with the Blind contour method and detach from the need for drawings to be a likeness of the subject. Reinforce experimentation, invention, and confidence over realism.
Assess: Can students have a meaning discussion that explores the concepts introduced in this project? Can students complete all drawing assignments? Can students successfully use observation, invention, and editorial powers? Does students work improve in fluidity and composition through the drawing sequence?
​
Works of Art Studied
See Pinterest Board for examples of Van Gogh Drawings: Cypresses, Study for Starry Night, Arles, and examples of sketches in his letters and sketchbooks. Emphasize the connection between study drawing and learning about a subject.
​
References: