edTPA UNIT PLAN TEMPLATE

Lesson Title/#: Finding Your Drawing Grade Level: Art I Learning Central Focus: Drawing Central Focus Drawing
What is the central focus for the content in the learning segment?

Content Standards
What standard(s) are most relevant to the learning goals?

Student Learning Goal(s)/ Objective(s)

Skills/procedures What are the specific learning goal(s) for students in this lesson? Address developing students abilities to create and respond to visual art concepts incorporating: form and structure production art context and personal perspective

AM: Early High School 26.B.4d, (9-12) 1a, AC: Early High School 25.A.4, (9-12) 4b AH: Early High School 27.B.4b, (9-12) 5b AE: Early High School 27.A.4a(9-12) 5c AM: On one drawing surface students will create at least 5 layered drawings of an object that has personal significance to them, students will then use the drawings to help them find the correct shape of their object; they will use pins and thread to make the object stand out from the drawings they will also select small areas of their drawing to add color to using colored pencils. AC: Students will analyze one work of art, in at least 4 sentences and using at least 3 adjective students will describe the line and line movement in the work of art and how those elements make the work more successful. AH: After viewing the work of CY Twombly students will describe how the arts and society have changed compared to the works of Albert Bierstadt, giving at least 2 reasons. AE: After viewing an line artwork by the artist CY Twombly, students will describe whether they believe the work can be considered high art, giving at least 2 reasons for their beliefs. Students need the knowledge of the difference between 2 and 3 dimensional shapes Students need a beginning understanding of how to draw From prior observations of sketches students have created in my class, I found that it was important to bring them back to the foundation of drawing and sketching. The intent of this lesson is to give my students the confidence they need to become better drawers. Looking at their paper and what they are drawing instead of looking at the actually object they are drawing. In drawing it is most important to really look at the object/image in front of you to create a successful representation.

Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

In my class I will address this in my beginning activity for the lesson, having students create a drawing of and Oreo, I will then explain the concept of a blind contour drawing and give them an Oreo. I will then instruct students to create a blind contour drawing of the order. We will discuss the differences between the 2 drawings, pointing out the importance of

How will you address them for this group of students?

keeping your eye on the object you are drawing.

Instructional Strategies and Learning Tasks: Lesson #1

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
How will you start the lesson to engage and motivate students in learning?

Given a 8x10 white piece of paper, students will be instructed to create a drawing of and Oreo

Instruction
What will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultural and community assets? What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives?

Teacher will hand out a real Oreo to each student Teacher will check from prior knowledge, asking students if they have ever created or heard of Blind Contour Drawings Teacher will introduce Blind Contour Drawing, demonstrating how to create a Blind Contour Drawing. (keeping eye on object only, not looking at the paper) Students will create a blind contour drawing of the Oreo (Teacher will give a 45 second time limit). Teacher will give students 30 seconds to create a second blind contour drawing. Teacher will ask: What do you notice between your original drawing and the contour drawings? Teacher will ask: Did you notice detail about the Oreo that you didnt include in your original drawing? Teacher will hand out Line Worksheet Teacher will walk through hand out with students, using a Glogster page as a visual on the Smart Board -Kinds of Line: Teacher will state type of line and instruct students to draw an example of that line in the box, and label it. -Line Variation: Teacher will state type of line and instruct students to draw an example of that line in the box -Teacher will ask: Do you know how lines can create value? (Crosshatching and Hatching) Demonstrate. Teacher will introduce assignment, and handout assignment guidelines Teacher will show teacher example Teacher will give students Brainstorming worksheet, teacher will instruct students to reflect on the questions in the handout. Teacher will explain to students that they will use the answers from their brainstorming worksheet to help them think of an object they could be from home that will reflect personal significance to their lives. Teacher will assign students to bring in object from home Students will practice drawing during the blind contour drawings of the Oreo, practicing looking at the object in front of them instead of the paper. This task will help them to better their drawing, helping them to understand the importance of detail and proportion.

Structured Practice and Application

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned?

How will you determine if students are meeting the intended learning objectives?

Closure
How will you end the lesson?

Teacher will ask: Did you feel the Blind Contour Drawings were challenging? Teacher will ask: Did you learn anything new about your drawings skills by the Oreo drawing challenge? Whole Class: The whole class will follow along together filling in the Line worksheet. Teacher Directed with student interaction. Groups of students with similar needs: If a group of students are struggling to complete the drawings in the allotted time, group can be given more time If a group of students are struggling to follow along with the class, filling out the line worksheet- give them a printed version of the Glogster at the end of class and extra teacher assistance to fill in worksheet. Individual students: Teacher will encourage individual students to really look at the detail in the object they are drawing. Teacher will push student to not look at their paper Students with IEPs or 504 plans: My IEP students if they need extra time on filling in the line worksheet they can take it hope or get extra teacher assistance after class. I can also provide them with extra notes if necessary. Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: If students are having a hard time not picking up their pencil and not looking at the paper, re-explain what it means to make a continuous line and the reasoning and importance of the exercise.

Differentiation/ Planned Support

How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

The last question on the Line Worksheet asks students to go back and define the emotion the difference lines make them think of. Students will get in groups with the students at their tables and discuss the emotion of the lines. Students will write the emotion under the box. Students might struggle not looking at their papers, the time limit, and the imperfections of the blind contour drawings- Teacher will explain that these draws or only exercises designed to help students improve their drawing skills with practice.

What Ifs
What might not go as planned and how

can you be ready to make adjustment?

Technology could not work- if that happens teacher will use the white board to go through the worksheet with the students. For this assignment I modeled my instruction around Gardners Multiple Levels of Intelligence. I have incorporated Visual -Spatial in writing down information, giving areas for students to draw in, and also visuals on the smart board for students to refer to. I have also included Verbal-Linguistic for these students verbally hearing me talk about the content in the worksheet and having to write down the content will help them to retain the information. I have also included both Intrapersonal and Interpersonal areas of learning in the last prompted question on the worksheet. Teacher: White 8x10 paper Pencils Glogster Smart Board Teacher Example Oreos Line Worksheet Line Assignment Sheet Student: Pencil

Theoretical Principles and/or ResearchBased Best Practices

Why are the learning tasks for this lesson appropriate for your students?

Materials
What materials does the teacher need for this lesson? What materials do the students need for this lesson?

Academic Language Demand(s): Lesson #1 What language function do you want Describe: Describe the differences between their original Oreo drawing and the blind contour drawings. students to develop in this lesson? Interpret: How the line makes them feel, what emotion it makes them think of.
What must students understand in order to be intellectually engaged in the lesson? What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson? What are your students abilities with regard to the oral and written language

Line Dimension 2 Dimensional 3 Dimensional Contour Lines Blind Contour Writing: Filling in the worksheet Listening: To teacher instruction Speaking: They will need to provide verbal feed back after completion of draw exercise, during walk through of worksheet, and when interpreting with groups the emotions of the lines. Participation

associated with this lesson? How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Provide prompts or guided questions as needed to help encourage students response. Ask leading questions to help students extend their thoughts/ideas/feedback.

Instructional Strategies and Learning Tasks: Lesson #2

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
How will you start the lesson to engage and motivate students in learning?

Teacher will instruct students to choose a verb from the list on their tables Student write verb on the back of their paper and illustrate the word using line movement only. When students are finished they will exchange with another person in the class and their peer will try to guess the word Teacher will review with students the types of lines talked about in the previous class. Teacher will show image of Starry Night by Vincent VanGogh on the smart board Teacher will ask: What lines do you see in this painting? Teacher will ask: How do the lines show movement? Teacher will ask: How do the lines help move your eye through the artwork? AC: Teacher will give each table printed examples of 3 artworks (Country Dane, Town of Skowhegan, Maine V., and Children at Play) Teacher will instruct students to write a short paragraph (at least 4 sentences) about the lines in the artwork and how those lines convey movement. Students must also use at least 3 good adjectives (off the list given) to describe the lines in the work. Teacher will also instruct students to draw examples on the back of their paper of the lines they recognized and label them Students will work on their writing If time allows when finished students will get back out their brainstorming worksheets and starting thinking of objects they could bring from home to draw.

Instruction
What will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultural and community assets? What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives?

Structured Practice and Application

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned?

Students will practice talking about lines and how lines create movement in artworks by teacher-student interactions while viewing the Starry Night on the smart board. Teacher will check for students understanding of this process by assigning them to reflect on the lines and line movements in a chosen work of art.

How will you determine if students are meeting the intended learning objectives?

Closure
How will you end the lesson?

Teacher will ask: does anyone know what kind of line is used to convey expressive movement? (Gesture) Whole Class: Whole class will participate in class discussion about line and line movement in Starry Night Groups of students with similar needs: Students who need extra time writing their paragraph may take their writing how and bring back to class the following day Individual students: Students will work individually formulating ideas to describe the lines in the artwork and writing descriptive sentences about those lines. Students with IEPs or 504 plans: My IEP students are allotted extra time to finish their writing, they can take it to the resource room if needed. Each will check often for understanding and progress. Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: Students may have a hard time using the adjective to describe lines, work with students provide rich examples to help lead them to an understanding. Students will share their verb drawings with a person in the class that is wearing the same color shirt as them. Peers will guess what verb the other peer was illustrating.

Differentiation/ Planned Support

How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

What Ifs
What might not go as planned and how can you be ready to make adjustment?

Students might have trouble understanding the concept- walk them through another artwork and give examples of expectations If time runs out, students can finish writing the following class. In this lesson I use scaffolding to help my students understand how line is used in artworks. I first demonstrate, walking through an artwork with them, pointing out lines and line movement. Students are then assigned to do this process on their own.

Theoretical Principles and/or ResearchBased Best

Practices
Why are the learning tasks for this lesson appropriate for your students?

Materials
What materials does the teacher need for this lesson? What materials do the students need for this lesson?

8x10 white paper Pencils Adjective worksheet Starry Night mage Papers with image choices for writing White Board

Academic Language Demand(s): Lesson #2 What language function do you want Interpret: The verb, creating an illustration students to develop in this lesson? Analyze: The artwork, writing a paragraph using adjectives to describe the lines and line movement
What must students understand in order to be intellectually engaged in the lesson?

What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson? What are your students abilities with regard to the oral and written language associated with this lesson? How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Importance of line in artworks How lines are used in artworks Adjective Verbs Line Movement Space Composition Blind Contour Drawing Illustrate Writing: They will be writing a paragraph showing they understand how line and line movement are effectively used in art works.

Oral: Participation in discussion Written: Paragraph Teacher will describe what verbs mean (something that can be done) for drawing exercise Teacher will describe adjectives (describe nouns or pronouns) and how they help to visually describe a noun Teacher will give students a worksheet with listed adjectives to help them

Instructional Strategies and Learning Tasks: Lesson #3

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
How will you start the lesson to engage and motivate students in learning?

There will be an artwork on the smart board by CY Twombly AE: Teacher will ask is this art? Why/Why not? Do you like this artwork? What does it remind you of or make you think of? Teacher will ask is this art work of high enough quality to be exhibited in a gallery? Students will write their responses on a sheet of paper Teacher will introduce the artist CY Twombly, showing a short 2 minute video about his artwork HC: Teacher will remind students of the artwork they looked at previously of Albert Bierstradt. Teacher will ask: How do you think art has changed? How has society changed? Comparing the 2 artists works Students will write their responses on their paper and share their thoughts with the class. Reviewing from the first days class students will be instructed to take off their shoe and place it on the table. Students will be given 2 minutes to create a blind contour drawing of their shoe, students will create a second drawing this time given only 30 seconds, for the 3rd and 4th drawings students will be create a continuous drawings, they can look at their paper this time, given 2 minutes. (if students are succeeding at this task they can change the view of their shoe or trade shoes with a partner) Teacher will then group students (giving them a color chip- cool colors, warm colors, neutrals, and monochromatic colors group together) In each group students will choose an object off the front table. 2 individuals from the group will use pens as their drawing utensil and 2 will use pencil Students will be given 1 minute to create a drawing of that object. Students will pass their paper to the next person in their group and the second person will draw their object on top of the first students drawing. This process will continue until the drawing as made it around to all members of the group. Students will discuss with their group member the collaborative drawings they created, pointing out the most interesting drawings, line combinations, and the differences created between pen and pencil. Practice at the beginning drawing shoes Practicing layering (which they will be doing in their final drawings) with their groups

Instruction
What will you do to engage students in developing understanding of the lesson objective(s)? How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultural and community assets? What will you say and do? What questions will you ask? How will you engage students to help them understand the concepts? What will students do? How will you determine if students are meeting the intended learning objectives?

Structured Practice and Application

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you determine if students are meeting the intended learning objectives?

Closure
How will you end the lesson?

Differentiation/ Planned

Groups can walk around to the other tables and view each others collaborations. Teacher will ask: How many people feel like they are creating messy/scribble drawings? Teacher will ask: How many people feel like they are really learning how to look the object in front of them and improving their drawings skills Whole Class:

Support
How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Participation in discussion about artist Groups of students with similar needs: If students are struggling to create quick images, grouping them together and giving them more time could help improve their confidence in their drawing abilities. Individual students: If students are struggling with time and imperfections, encourage them to remember there are exercise designed to help them improve their drawing skills Students with IEPs or 504 plans: My IEP students can take longer than the allotted time on the drawing exercises if needed. Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: Students may have a hard time understanding what is and is not art, teacher will provide prompting questions to help guide them to creating thoughtful opinions about the topic.

Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

Group drawings, practicing layering images and collaborating to create a work of art Groups will be grouped together using tokens-students will receive either: red, yellow, green, blue, brown, black, and 2 values of orange. Students of cool colors, warm colors, neutrals, and monochromatic color schemes will group together. This grouping helping students to work together to remember color schemes they learned about previously If students are success at first with their drawings give them more challenges, changing the composition of the object they are looking at, change medium, change size. If group work takes too long drawing may not be able to make it to each individual in the group In this lesson I have based my instruction off Gardners Multiple Levels of Intelligence, in the lesson students are using thie r intrapersonal skills , thinking about their thoughts and feelings of the artwork. I have also incorporated visual-spatial elements where students are viewing the artwork, watching a video, and also drawing themselves. Students are use their interpersonal skills in their groups, working together to create a combined work of art. 8x10 white paper Pens

What Ifs
What might not go as planned and how can you be ready to make adjustment?

Theoretical Principles and/or ResearchBased Best Practices

Why are the learning tasks for this lesson appropriate for your students?

Materials
What materials does the teacher need

for this lesson? What materials do the students need for this lesson?

Pencils Smart Board Colored scraps for tokens You-Tube video of CY Twombly

Academic Language Demand(s): Lesson #3 What language function do you want Analyze CY Tomblys artwork and Question whether they believe it is a high form of art
students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson? What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson? What are your students abilities with regard to the oral and written language associated with this lesson? How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

They need to understand that no one person can define what art is or isnt, it is only an opinion. Blind Contour Drawing Continuous Line Drawing Speaking: Student will need to participate is AE, AH class discussion about CY Twomblys artwork

Oral participation

Teacher will provide guided prompts and ask questions to get students thinking. When comparing CY Twomblys work to Albert Bierstradt teacher will remind students of the diffe rences discussed in the previous unit comparing Bierstradt with Eileene Downes

Assessments
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of assessment (Informal or Formal) Formal Informal

Description of assessment AM Rubric: Outlined rubric describing what is required for each grade/point interval HC: Teacher observes student participating and understanding

Modifications to the assessment so that all students could demonstrate their learning. It clearly states expectations for students Students can visually point out their ideas, comparing artworks

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Degree to which students successfully create continuous drawings Degree to which color was applied with purpose Using the objective teacher sees that students describe at least 2 ways that they can see through the artworks that art has changed though out history

Informal Informal

AE: Teacher observes student participating and understand AC: Teacher will read students descriptions of lines writing

Students can visually point out their ideas Students will illustrate the lines they found in the artwork on the back of the paper

Using the objective teacher sees that students describe their beliefs about whether the work is art or not giving at least 2 reasons for their beliefs. Using the objective teacher will see that students wrote at least 4 sentence, used at least 3 adjectives to describe lines and that they also described line movement

Analyzing Teaching Lesson #1

To be completed after the lesson has be taught

What worked? What didnt? For whom?

Adjustments
What instructional changes do you need to make as you prepare for the lesson tomorrow?

I felt that the Oreo drawing from memory and the Oreo blind contour drawing made good connection with their prior knowledge and was an effective introduction to get them interested in to this new unit. I would have liked for them to do more than just the 2 blind contour drawing, so that they could have practiced more and have seen more of the detail in the top of the Oreo. I think especially for my students who are least confident in their drawing skills making more practice drawings would have made them feel more confident and comfortable, but there will be given many more times to practice different drawing techniques before they create their finally project. I need to work on helping students to raise their hands, to wait to give further instruction until students have stopped their small group chatting. I need to stay visual of the whole classroom, look for students who dont normally provide feedback and look for them to participate in discussion. I need to have simple instructions when assigning tasking.
Whole class: I would have them create several more drawings of the blind contour Oreo drawings I would have the students participate more in the worksheet discussion, calling on a student to draw an example of the line on the board. Groups of students: Individual students: I would have liked to make it to each student and point out a positive in their drawings to help their confidence, building confidence in this class especially with a few select student is one of my largest goals for this unit.

Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Justification
Why will these changes improve student learning?

More drawings would have given them more practice and help to improve their confidence More participation would have helped students recall information better and it would have gotten the class more involved and moving.

What research/ theory supports these changes?

Gardners Multiple Levels of Intelligence, supporting different visuals needs, supporting bodily kinesthetic getting students up and moving to the front of the class room to demonstrate what the different lines looks like.

Analyzing Teaching Lesson #2

To be completed after the lesson has be taught

What worked? What didnt? For whom? Adjustments

What instructional changes do you need to make as you prepare for the lesson tomorrow?

I could tell that the discussion and vocabulary for the day before and really made connections with the students because during our class discussion I heard all of those terms when describing the lines in the Starry Night. Students had some trouble completely understanding what the requirements were for their writing. At least half of the students Ensuring all students can see visuals Ensure all students are participating, call on students who seem less involved in class discussions.
Whole class: I think that for the writing assignment next time I would have written down on a piece of paper what Im looking for students to write about or write the requirement on the board before class starts. Groups of students: I think for the discussion of the art work Starry Night, I would have groups discuss first the lines and line movement and then move from groups to full class discussion, hoping that that could get all students involved. Individual students:

Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Justification
Why will these changes improve student learning? What research/ theory supports these changes?

This could help to get all student involved in the conversation and ensure that all students understand what to be looking for in their writing. Scaffolding by using the group discussions and the whole class instruction to demonstrate what students need to be looking for and doing in their writings.

Analyzing Teaching Lesson #3

To be completed after the lesson has be taught

What worked?

The group drawings, where the students drew on top of each others drawings to create a collaborative drawing, went really well. The students enjoyed the task and I think it will help prepare them for their artmaking objective when they will be layering their own drawings. A few of the students understood the concept that art today is more about content and meaning than representation like it used to be, but I had several students that I dont think fully understood the ideas. I also had several student that I dont think fully understood the ideas about art is ambiguous, that what is or isnt art is an opinion that can differ from one person to the next. I dont think I fully reached the students who have a stick idea of what they think art is, I will continue to try to convey these ideas to the students though out my teaching. I need to remind students to raise their hand when speaking. I need to again remember to give simple instructions when assigning tasks I need to make my way around the room ensuring each student is understanding the processes of the blind contour drawing
Whole class: I think that I would have the students do less shoe drawings and instead vary the objects they drew each time they did a new drawing Groups of students: I would have more media for the students to use when creating their group drawings Individual students:

What didnt?

For whom? Adjustments

What instructional changes do you need to make as you prepare for the lesson tomorrow?

Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Justification
Why will these changes improve student learning? What research/ theory supports these changes?

Varying the objects would have given students opportunities to create new and different lines. More media would have given students more choices for their drawing tools and would have create more interest in the variety of lines.

Resources

AM Assessment Attached:

Finding Your Drawing Rubric

Feature Novice (Beginning) 5pts
-Attempted drawings -Clear that drawings do not follow continuous line rules -Needs more thought in areas selected to fill with color -Attempted layering and shading with colored pencils -Attempted -Little regard for & ineffective use of composition -Attempted -Needs more commitment to understanding media, tools, and processes -Needs more attention to details -Attempted -Did not use time wisely -Put in minimal effort

Name: Developed 15pts

-Adequately understanding and creation of continuous lines drawings -Adequately selected areas to add color -Adequate use of colored pencils in layering and shading -Adequate attention to effective use of composition -Adequate understanding of media, tools, and processes -Mostly took time to clean up details

Developing 10pts
-Limited understanding and creation of continuous line drawings -Limited thought when selecting areas to add color -Color pencil needs more layers and or shading -Limited attention to effective use of composition -Limited understanding of media tools and processes -Needs more attention to details

Exemplary (Awesome!) 20pts

-Excellent understanding and creation of continuous line drawings -Excellent selection of areas to add color -Excellent use of colored pencils

Total

Commitment to Concept: Degree to which students created continuous line drawings Color: Degree to which student used color effectively in artwork.

Composition: Degree to which an effective composition is used Technical Skills/ Craftsmanship: Degree to which skillful, careful controlled use of media, tools, and processes is demonstrated (Includes drawing, colored pencils & pins) Productivity: Degree to which time was used wisely. Amount of effort put into project

-Excellent -Effective use of composition to enhance image -Excellent understanding of media, tools, and processes. -Took time to nicely clean up details

-Limited effort and somewhat used time wisely

-Adequate effort and use of time

-Excellent effort and use of time

Total: /100

Line AM Assignment Sheet Attached:

 You will be creating at least 5 Continuous Line Drawings, laying those drawings on top of each other! It may look messy at first, but youll be finding the correct drawing in that mess! Before you start you need to choose an object, you will use the brainstorming worksheet to help you get ideas. You will need to bring an object from home that has a personal connection to you. After you have created your drawings you will be using pins and thread to help you find the correct shape. Thread choices: Black is always classic, but you also have the option to choose a colored thread to help reflect your chosen object. Size requirements: Minimum: 11x14 Maximum: 18x24 ***On the back of your image include your name, class hour, and how the object you choose has personal significance to you***

Teacher AM Example Attached: