Observational Drawing Lesson

STANDARDS: http://www.nationalartsstandards.org/
High School:
Grades 9-12, VA:Cr1.1.HSI Use multiple approaches to begin creative endeavors.
Grades 9-12, VA:Cn10.1.HSI: Document the process of developing ideas from early stages to fully
elaborated ideas.
Grades 9-12, VA:Re9.1.HSIII: Construct evaluations of a work of art or collection of works based on
differing sets of criteria.
Middle School:
Grade 6, VA:Cr1.2.6: Formulate an artistic investigation of personally relevant content for creating art.
Grade 6, VA:Cr2.1.6: Demonstrate openness in trying new ideas, materials, methods, and approaches in
making works of art and design.
Grade 7, VA:Cr1.2.7: Develop criteria to guide making a work of art or design to meet an identified goal.
Grade 7, VA:Cr2.1.7: Demonstrate persistence in developing skills with various materials, methods, and
approaches in creating works of art or design.
Grade 8, VA:Cr1.2.8: Collaboratively shape an artistic investigation of an aspect of present-day life using a
contemporary practice of art and design.
Grade 8, VA:Cr2.1.8: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art-making or designing.

BIG IDEAS:
CONTOUR LINE:
Through the use of observational drawings learn how to find the edges of an object
and draw contour lines.
VALUE:
Examine and produce a range of 6 values in a 2D artwork using pencil.

ESSENTIAL QUESTIONS:
• Why are you doing this?
• To learn what contour lines are and how to draw them.
• To learn how to create value in art to create the illusion of 3-dimensions on a
flat surface.
OBJECTIVES:
Students will:
 Learn about common draw tools such as drawing pencils, kneaded erasers, blending
stumps and more.
 Complete a value worksheet demonstrating their ability to create a value scale through
the use of shading, hatching/cross-hatching and stippling and shade a sphere.
 Complete an abstract value composition
 Draw contour lines of 4 objects from observation starting with a cube and drawing more
complicated objects as they go.
 Explore the element of value and how it creates 3-dimensions on a flat surface
 Explore the element of line and how to identify a contour line, or the edges of an object.
 Complete a student self-evaluation and participate in critique of work if teacher desires.

©2019 A Space to Create Art – Sabrina Wingren – Intended for classroom use only. Purchase multiple licenses if using
in more than one classroom.
SUPPLIES:
STUDENT MATERIALS:
 Drawing Pencils: B Pencil; 3B or 4B Pencil; H Pencil
 White or Pink Eraser
 Kneaded Eraser
 Blending Stump
 White Drawing Paper
 Wooden Cubes
 Wooden Shapes
 Variety of Shells
 Other assorted objects, see photo on page 4 of presentation.

INSTRUCTIONAL MATERIALS:
 Value worksheets
 (Digital Value worksheets are included in resource as a Google shared document
through TPT)
 Student Self-Evaluation
 PowerPoint Lesson
 Lesson Plan
 Click here for Slides Presentation
 Click here for Student Self-Evaluation

FINAL OUTCOMES:
 Completed value worksheets
 Completed and abstract value composition
 Completed a total of 4 observational drawings including a cube, a second form (pyramid,
cone, cylinder, etc.), a shell and a challenge object.
 Completed a student self-evaluation.

WHAT TO DO:
PREPARATIONS
 Go through the presentation and ensure that it works for your classroom. Make any
changes that are needed before presenting to class. It is editable for a reason!
 Print key steps from the power point provided, along with examples of students work
and display them at the front of the room in step by step fashion. (Optional)
 Make copies of all instructional materials.
 I have students hold on to each of the pieces of this unit, then turn it in as a packet, but
everything is editable, so you can change that if desired.
 Note: Timing is only a guide and may chance based on the experience level, age and
ability of students in each individual class.

DAY 1: Introduction
 Using the powerpoint provided:
o Talk about the essential understandings that students will achieve by
completing this lesson. (You will take students through the entire lesson then go
back and do the pieces step by step.)

©2019 A Space to Create Art – Sabrina Wingren – Intended for classroom use only. Purchase multiple licenses if using
in more than one classroom.
 o Show the Shading a Sphere Video at the end of the power point presentation.
o Hand out drawing supplies and value worksheets.
o Demonstrate how to create a value scale with drawing pencils/supplies if there
is time.
o Have students put away materials and clean their area. Remind them to save
their value worksheets as they will be starting on those tomorrow.

DAY 2: Value Worksheets

 Provide students with drawing supplies (See student materials list) and hand out value
worksheets if you didn’t have time yesterday.
o Using the informational sheet of value worksheet packet, explain the
importance of understanding the equipment used for drawing. Students should
have an H lead pencil, and two B leaded pencils. The higher the number the
softer or darker the lead will be. A kneaded eraser, a blending stump and a
regular eraser.
o Fill in the shaded value scale on the value worksheet together as a class
demonstrating as students follow along.
o Demonstrate the difference in the lead from light to dark as well as the blending
properties of the blending stump. Demonstrate the difference between shading
cross-hatching and stippling and how to use the kneaded eraser and the regular
eraser to pull out highlights.
o Students should finish the first value worksheet including the sphere today.
o Have students put away materials and clean their area. Remind them to save
their value worksheets as they will be turning those in at the end of the project.

DAY 3: Abstract Value Composition

o If desired, demonstrate how to blend one or two of the shapes in the abstract
value composition using pencils, blending stump and erasers.
o Have students complete each section of the abstract value composition
worksheet, blending from light to dark in each section.
o If desired, have student create their own abstract value composition on drawing
paper.
o NOTE: If you want them to spend less time on this, use index cards and have
them create their own abstract value composition smaller. For special needs
students you can have them create a simplified composition with 4-6 shapes
that need filling in.
o Have students put away materials and clean their area. Remind them to save
their abstract value compositions as they will be turning those in at the end of
the project.

DAY 4-6: Contour Line Demonstration/Begin observational drawings

o Show Introduction to Contour Line Video at end of presentation.
o Explain that they will draw the edges lightly, then fill with value.
NOTE: It’s helpful to have some kind of directional light for the observation drawings.
Sometimes you can create it just by turning half of the lights in the room off.

©2019 A Space to Create Art – Sabrina Wingren – Intended for classroom use only. Purchase multiple licenses if using
in more than one classroom.
 o Demonstrate how to use the blending stump to create a gradual gradation from
dark to light, following the shape of the object. Students shape to draw with a
value range of 0-6. Make sure you remind them to create the shadow.
o Students will next draw a second shape from observation, a shell and a
challenge object. (Feathers, skulls, etc.)
o Have students put away materials and clean their area. Have them return their
objects to the classroom area so other classes have access to the same
materials.

Day 6-7: Turn in work/Complete Self-Evaluation

 Any piece of the project that is not finished should be finished today. Students should
organize materials and clean if needed.
 Students collect all of the process pieces of their project and fill out a self-evaluation
sheet. Students should attach all of their work listed under final outcomes with their
evaluation on the top, paper clip them together and turn them in for grading.

RESOURCES:
Shading a Sphere by A Space to Create Art
https://youtu.be/i7NPSAIqDNk
Introduction to Contour Line Drawing by A Space to Create Art
https://youtu.be/OWSTzK9EufY

VOCABULARY:
Line: An Element of Art. It is literally the extension of a dot. However, when the line intersects
itself, it becomes a shape.
Contour Line: in art it is a line that defines an edge or form. Contour Line Drawing:
the artist only draws the lines that follow the visible edges of a shape as well as those
along the important interior shapes.
Shape: A closed line. Shapes can be geometric, like squares and rectangles, or organic, like free-
formed shapes or natural shapes. Shapes are flat and can express length and width.
Form: Three-dimensional shapes, expressing length, width, depth. Balls, Cylinders and Boxes are
examples of forms.
Value: The relationship between light and dark. Change of value can be seen in high, low and
medium contrast areas.
Texture: The surface quality that can be seen or felt. Actual texture can be felt, implied texture
is seen.

©2019 A Space to Create Art – Sabrina Wingren – Intended for classroom use only. Purchase multiple licenses if using
in more than one classroom.