ART Value and Drawing: Stage 1 Desired Results

TRANSFER GOAL

Established
Goals

Students
will:

Create
value
scales
using
mark
making
technique
s such as
hatching,
crosshatching,
and
stippling.

Students will be able to depict realistic drawing with many values.

Students will explore the connection between pointillism and value.
MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 Value helps give definition and

illusion to an image

Q 1 What are some characteristics

of Pointillism?

U2 Successful value scales require

students to understand different mark
making techniques to represent shadows
and shades.

Q2 How does Value work as a

design element?

Q3 Can works of art be created

without consideration of Value?
U3 Repetition can cause a harmonious
feeling through an image.
ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

Drawings [Investigate]:

Drawings [Record]:

A. A consideration of balance and contrast

may be applied to drawings that depict
forms in nature
B. Repetition of shape in nature can
suggest patterns and motifs.
Compositions [Components 3]:
A. Variation of form: natural objects exhibit
wide variation of form within a single type.
C. Control of space: a sense of distance or
close proximity can be conveyed through
the amount of detail used in compositions
(micro-macro images).
Encounters [Source of Images]:

Explore
the
different
levels of
shadow
and
shades.

B. Images of nature change through time

and across cultures.

A. Careful observation of form and

surface qualities is necessary for
the realistic recording of natural
objects.
C. The illusion of depth is created
partly by the kinds of lines and
marks used in creating an image.
Compositions [Components 2]:
B. The qualities of transparency and
opacity suggest the presence or
absence of light in compositions.
Compositions [Relationships]
2:
A. Making comparisons about
pictorial styles between ones own
works and the works of other
students is part of learning to talk
about art.

Examine
3D objects
and
produce a
2D work
with the
proper
value
within the
image.
Transform,
STAGE 2 Evidence
Evaluative
Criteria

Assessment Evidence
2

Students will need to show their learning by: Showcasing

their paintings in a final critique and explain the
elements involved.

Performance is judged in
terms of

Critique

Sketchbooks

Transfer Task:

Critique

Students will be given multiple opportunities to show their skills and

knowledge about value and how it can help render their drawing to
become more realistic. In their final project, students will be required to
apply their learning about examining objects and light sources to
natural objects, specifically an animal of their choice, to create a
pointillism image that explores all of these aspects.

Self-Assessment
Rubric

Unit Rational and Summary

Rational
It is important for students of this age to look at reality through different measure. Appling the
principles and techniques within art, student should be shown and be allowed to discover
different ways of approaching a subject. As such it is the goal of this unit to allow students to be
successful through simple techniques, poitaillism or stippling, and allows them to see how
images can be created through repetition.
Unit Summary
This unit scaffolds from lesson to lesson and combines learning or relearning skills with
principles that may have been lost or forgotten over the summer break. By allowing students to
have a project that is easy to produce, but requires patience and hard work it shows the students,
of all skill levels, that they are able to achieve great work through minor amounts of effort.
Lesson 1
The goal of lesson 1 is to get students experience with using ink and pen. It this lesson they will
be exposed to different works of pointillism and be asked to about how they are able to see the
different subject and what they think is happening in order to create the art. The students will
then look towards value and creating a gray scale for their major project.
Lesson 2
Lesson 2 focuses on taking an image of an animal, printing it in black and white then learning
how to transform an image through the gridding process. Through the use of technology they
will be show what transformations can do to their image; specifically these students will be
enlarging the image from a 1x1cm grid to a 3x3cm grid. Transformations play a big part in the
manipulation of art and images. Students need experience with these techniques in order to be
able to explore their own art in the future. Students will have a section of their image enlarge and
drawn out.
Lesson 3
3

In Lesson 3 students will identify the different values within their black and white image
(whether it is caused by light or by the differences of colour from the original). It is important in
this lesson to show students where the different areas of value are and how to create a smooth
transition to different values when needed. Emphasis needs to be place on the concept that lines
are a manmade. This concept is the idea that in reality there are no lines; we have switches in
colour, objects, and light, and our eye interprets these breaks as lines.

Lesson 1
GLOs

SLOs
Drawings [Investigate]: B. Repetition of shape in nature can suggest patterns
and motifs.
Encounters [Source of Images]: B. Images of nature change through time and
across cultures.
Compositions [Components 2]: B. The qualities of transparency and opacity
suggest the presence or absence of light in compositions.

Learning Objectives
Students Will:
1. Learn about pointillism and its artistic significance
2. Create their own grey scales using pen and ink in the pointillism/stippling method
Resources Consulted

Alberta Curriculum

Creative Blogs.org

www.MoMa.org

Materials

Indian Ink

Ink Pens and Nibs

Strips of paper

Teaching Strategies
Group work, Individual work, questioning, activity.
Pre-Assessment: Students will complete a Think, Pair, Share worksheet in regards to the question: How
can we create a realistic looking image through the use of repetitive mark making?
-First, students will brainstorm on their own and fill in the first column
-Second, students will pair up and discuss their answers and fill in the second column
-Third, students will discuss as a class and fill in their third column
5

Introduction
Students will be shown various images Seurat.
How are these images created? How does the artist demonstrate realism through repetitive mark
making? Could this same technique be used in a black and white image?
Show an example of the final project.
Body
Grayscales
-Demonstrate how to use pen and ink to create dots on the gray scale.
-Demonstrate how to create value with the different amounts of dots.
-Show exemplar grayscale for students to see the transition from white to black. Hold it next to
the final project example and ask students to identify where the different values land on the
image. Do the same to a black and white photo.
-Distribute materials; strips of paper, pens and ink.
-Students will begin creating their grayscales, ask each student to discuss what is happening with
their grayscales and how the change in values is created.
Closure
-Each student will write an exit slip stating 3 things: What they were the most successful at, what
was the most challenging, and how will this affect your final project.
-Have each student walk around and look at the gray scales created by their peers.

Assessment Methods
Learning Objective 1: Group discussions and one on one conversations about how value is
created through pointillism.
Learning Objective 2: Completed gray scales with the use of pointillism.

Lesson 2
GLOs
SLOs
Drawings [Investigate]: A. A consideration of balance and contrast may be
applied to drawings that depict forms in nature.
Compositions [Components 3]: C. Control of space: a sense of distance or close
proximity can be conveyed through the amount of detail used in compositions
(micro-macro images).

Learning Objectives
Students Will:
1. Select a section of black and white photo and enlarge it through the gridding process.
2. Create a visually interesting image that shows large amounts of detail.

Resources Consulted
Alberta curriculum
Materials
-Black and white images
-Watercolour paper
-Pencils
-Exemplars
Teaching Strategies Large group discussion, individual work, peer feedback, demonstration
Pre-Assessment
Ask the students the question: How can I take a photograph and enlarge it to a different size on
my paper?
Possible Answers: projector, gridding, enlarge the photo and trace

Introduction

-Show students a photograph, discuss the photograph, ask what qualities they notice, what are
the key features?
-Zoom in on the photograph
-What are the important qualities/key features now? Can you identify it as the original image?
Which one is more visually interesting? Why?

Show students what their final product will look like for the end of the class (enlarged section of
image of an animal.
Body
-Students will obtain/print a black and white photo of an animal from the library if they did not
get one earlier.
-Demonstrate how do create a grid. (Measuring all sides and aligning the points) and allow the
students to create a grid on both their black and white image and on their watercolour paper.
-Students will then select an area that they will enlarge on their image by counting the amount of
squares available on the watercolour. They will outline their chosen selection with a Sharpie.
-Demonstrate how to use the grid in order to replicate their chosen section. It is important to get
the students to focus on each individual, square rather than just drawing the image as they see.
Remind them that the grid is there to keep the proportions correct.
-Allow students to work on their image and provide support for students that are struggling to
transfer the image. Remind them to look at each individual square and explain that they are
zooming in on a small section of their original picture.
-Remind students that the details will create interesting conversations for your views, so try to
get as much as possible.
Closure
-Ask students how has their image change? Is it more appealing? Can you recognize what your
new image used to be? Can you visualize this new image created through pointillism?
-Inform students of what was noticed and remind them of drawing what they see and not what
they think they see or what they think should be there.
Assessment Methods
Learning Objective 1: Completed transformation of the drawing.
Learning Objective 2: Completed transformation of the drawing.

Lesson 3
GLOs
SLOs
Drawings [Investigate]:
A. A consideration of balance and contrast may be applied to drawings that depict
forms in nature
Compositions [Components 3]:
A. Variation of form: natural objects exhibit wide variation of form within a single
type.
C. Control of space: a sense of distance or close proximity can be conveyed through
the amount of detail used in compositions (micro-macro images).
Drawings [Record]:
A. Careful observation of form and surface qualities is necessary for the realistic
recording of natural objects.
C. The illusion of depth is created partly by the kinds of lines and marks used in
creating an image.
Compositions [Relationships] 2:
A. Making comparisons about pictorial styles between ones own works and the
works of other students is part of learning to talk about art.

Learning Objectives
Students Will:
1. Create a realistic looking image that demonstrates their knowledge and skills about
pointillism focusing on the detail of an enhance portion of their image.
2. Discuss how their image compares to that of their peers in an interview process.
3. Discuss, with a partners, about each of their artwork, specifically the aesthetics,
difference between the two images and challenges that each of them faced.
Resources Consulted
Alberta Curriculum

Materials
Ink and Pens
Enlarged drawings on watercolour paper
Paper towel

Teaching Strategies Demonstration, group discussion, self-assessment, one on one interviews

Introduction
Discuss with students where they are at with their project and ask how do we create the next
part?
Show them a photograph that has been polarized. Can you see the details of a person in this
photograph? What do you notice as significant in order to communicate what the image is? Can
we use these same ideas for our own images? Can these same concepts be applied to pointillism?
How?
Body
-Ask students to look for similar areas of value and to identify where on their grayscale those
areas of value would land. (Compare it to paint by number image)
-Demonstrate how to place these areas on the watercolour paper. Discuss how these areas are
indicators of how much dots need to be placed in order to communicate the correct value.
Remind them to pay attention to details.
-Have students mark down these areas and then recollect the students to discuss about lines.
-Lines are manmade things that we make to identify breaks.
-These breaks are important, but should not be identify solely on just one mark, we
should look at both halves of the edge when creating our images and ensuring that we are
drawing what we see and not what we think we see.
-Demonstrate subtle shifts in value for student to see what is expected between the different
connecting values and ask them to make sure that unless the values actually have a hard break
that their transitions to one value to the next should be smooth.
-Support students who are struggling to understand how to complete their image. Remind them
of their grayscales and how they have the transition from white to black and use that as a
reference of where they should be going with their work.
10

-Once work is complete students will complete a self-assessment on how they believe that they
did for the project using the rubric provided.
-Once both tasks are done students will have a one-on-one interview discussing their work and
their knowledge about pointillism and the concepts taught in this unit.

Closure
-Allow students to discuss what they found easy, hard, boring or fun about their projects with
each other. Ask students to compare their work with their neighbour, what did you do
differently? Is one strictly better, if so why? How the image be improved? Are the images just
different? How does the difference appear and why is there a difference?
-Ask them: How are details important? Is it possible to create an image using repetitive marks?
Assessment Methods
Learning Objective 1: Completed artwork displaying pointillism in ink.
Learning Objective 2: One on one interview and self-assessment
Learning Objective 3: Observations from partner discussions

11