Intro To Bargue k-2 PDF

LESSON PLANS FROM K-2 / BARGUE
“INTRO TO BARGUE”
Lesson Plan designed for DVI by Camilla S. Haneberg
OBJECTIVES
• Identify an accurate notional space

“box” in that it touches outermost
points of top, bottom and sides of ob-
ject to be drawn
• Identify an accurate envelope and an-
gled shape that can contain the object
to be drawn
• Explore drawing a notional space
“box” around an image
• Explore drawing an envelope around
and image
• Use manipulatives to explore notional
ISBN # 978-2-86770-203-7 space and envelope
• Explain the steps of drawing a notional
space “box” and envelope orally
SUMMARY
This lesson plan introduces young children STANDARDS

to the beginnings of the Bargue drawing
method. The activities will help with NATIONAL ART STANDARDS:
learning how to imagine and then draw a
notional space and envelope around an ob- VA:Cr2.1.Ka
ject as the beginning structure for accurate VA:Cr2.1.1a
proportion and realistic rendering that will VA:Cr2.1.2a
come with time and practice.
The lesson contains an array of approaches VA:Cr3.1.Ka
to reach differentiated learning styles and VA:Cr3.1.1a
to make discovery of these skills fun. VA:Cr3.1.2a
www.davinciinitiative.org
“INTRO TO BARGUE” K-2 / BARGUE
Here are some fundamental goals that the

MATH COMMON CORE STANDARDS: Bargue Method of Drawing and Painting
strive to achieve:
CCSS:CONTENT.K.MD.B3
CCSS:CONTENT.1.MD.A.1 • good academic drawing, accurate and
CCSS:CONTENT.2.MD.A.2 finished
CCSS:CONTENT.2.MD.A.3 • a concern with organic unity
CCSS:CONTENT.2.MD.A.4 • artwork devoid of superflous details
• careful academic practices that devel-
op patience and train students to see
LITERACY COMMON CORE STAN- mistakes and correct them
DARDS: • avoidance of excessive personal ex-
CCSS.ELA-LITERACY.L.K.1.F pression
CCSS.ELA.LITERACY.SL.1.5 • the human figure is viewed/drawn and
CCSS.ELA.LITERACY.SL.1.3 painted with respect--academic tradi-
CCSS.ELA.LITERACY.SL.2.2 tion exalts the human body
CCSS.RELA.LITERACY.SL.2.3
Here are some characteristics of the
Bargue Method of Drawing and Painting
(classical style):
• casts are made from mostly from an-

cient sculptures, and some from life
BACKGROUND INFORMATION
• some of the advantages of using the
casts: they are immobile, they are
Here is a VERY loose background of the white so values are easy to see and
history of classical drawing and painting: they develop good taste insofar that
they are modeled on the “ideal human”
• 450-400BC Greek Classical Peri- • style is recognized, defined by clarity,
od, casts were used from significant continuity of outline, geometric simpli-
sculpture as studies to learn to draw fication of shapes, rythmnic ordering
realistically of forms
• 1800 Neoclassicism • there is a unified harmonious whole
• 1850 Rebellion against use of cast in with integrity of each individual part
favor of nature/natural objects/people
• 1850 Academic Realism
• 1920’s Casts for the most part were General steps of the Bargue Method of
gone (destroyed or lost) drawing:
• 1950’s Live models used for “free- 1. Notional Space
hand” drawing and painting 2. Plumb Line
3. Envelope
4. Drawing angles MATERIALS:

5. Contour • Bargue plates (A1), one copy each
6. Divide light from dark • Cardstock for copies
7. Model Form (draw values) • scissors
• laminator
This information comes from the Charles
ACTIVITY 2
Bargue and Jean-Leon Gerome Drawing
Course.
DRAW NOTIONAL SPACE AND ENVE-
ACTIVITY 1 LOPE
Look at the Notional Space and Envelopes
MATCH GAME K-2 PP together as a class.
This activity requires some set up, but the Use the attached handout labelled, A2 in
materials can be reused over and over. the upper righthand corner, make one or
Using the attached Bargue Plate handouts two copies per student.
labeled A1 in the upper righthand corner, Demonstrate how to find the outermost
print on cardstock if possible, but regular point on the top, bottom and sides of the
paper will also work. object (you can mark that with a dot) and
Cut out the center shapes (indicated by then how to draw the four sides of the
the small pair of scissors) to create “win- notional space.
dows”, then laminate the pages. This Distribute handout A2 to students and
makes the pieces for matching Bargue they will draw notional spaces on the four
Plate images to Notional Space and Enve- images.
lope for each plate. Demonstrate how to draw angled lines
surrounding the images as envelopes.
Write the words “Notional Space and En- Students either use a second handout, a
velope” in a prominant place in the class- different colored pencil, or the same pencil
room. Explain that the Notional Space is and handout to add the envelope to.
a “box” (square or rectangle) that touches
the outermost point of the object on the MATERIALS:
top, bottom and sides. Group students • Notional Space and Envelopes K-2 PP
in teams of three, each holding one of • copies of handout A2
the pages. Let them organically explore • pencils, possibly colored pencils
matching them up for a while. If they are • erasers
not organincally doing that, help individ-
ual groups to make that happen, using the
vocabulary.
Then work with the entire class, asking
them to match the Notional space to the
images then the envelope, see if they are
understanding the difference. Rotate
pages from group to group to give teams a
different image to explore with.
pink notional space, blue envelope
ACTIVITY 3 Pass out one saltine and one graham

cracker to each student asking them not to
HORIZONTAL OR VERTICAL ORIEN- eat them yet. When the activity is finished
TATION they can eat them, but not until then...
Look at the Notional Space and Envelopes smell them but do not eat them!
K-2 PP together as a class.
These two activities work on the terminol-
ogy and recognition of the horizontal or
vertical rectangle or the square (equal on
all sides) that are possible notional space
dimensions.
Set up includes play with students about

how to show horizontal (lying down like
a plank on the floor), vertical (standing
straight upright with arms locked down by
sides) or square (folding arms in front in a Graham cracker can be either vertical or
sitting position). horizontal.
Using a copy of the attached Bargue plates Distribute one copy of handout A3 to each
(just the images, not the other pages), hold student. Have students point to the objects
them up one at a time and ask students to on the handout individually, and then ask
demonstrate whether they are horizontal, them to place one of the crackers on top
vertical or square. of the object that best fits the orientation
of the notional space. For example: “Point
and keep your finger on the tricycle.
Choose which cracker best fits the outside
shape of the tricycle and lay it on top.
Vertical Horizontal Square Did you choose the graham cracker lying
down or horitontal like this? Say the word
If you want to you can also use miscel- horizontal.”
laneous objects to quiz orientation also: Answer key:
stuffed animals, vegetables, ordinary class Vertical graham cracker-paper airplane,
room objects. teddy bear
Horizontal graham cracker-tricycle, truck
MATERIALS: Square saltine-ball, doll
• copies of bargue plates
• possible objects that are vertical, hori- MATERIALS:
zontal or square • one copy per student of handout A3
• two graham cracker segments and one
HORIZONTAL OR VERTICAL ORIEN- saltine per student
TATION • check with school nurse about possible
This second activity is the same concept student food allergies
with a little bit different materials.
ACTIVITY 4 MATERIALS:
• copies of A5 handouts, one per student
• pencils and erasers
NOTIONAL SPACE/ENVELOPE MA-
• windows with room enough for stu-
NIPULATIVES
dents to hold paper up to the glass
Divide students into partners. Distribute
copies of the attached Bargue plates (A1
images only), one per partnership along
with four pieces of dry spaghetti, or four
chopsticks, or four straws.
Students use the manipulatives to form a
notional space “box” around the Bargue
plate that touches the outermost point of
the top, bottom and sides of the drawing.
Rotate Bargue plates and do the same on
each.
Circulate the room during the activity and
help with adjustments if needed. Also,
challenge partners to use the terminology
and check on one another’s thinking.
MATERIALS:
• copies of Bargue plates, enough for
one per every two students ACTIVITY 6
• enough dry spaghetti, chopsticks or
straws for two per student
TRACING PAPER WITH PLATE
This activity uses the Bargue plates from
Activity 1, marked A1. You need only
ACTIVITY 5 the pages with the Bargue Plate images
(not the notional space and envelope
TRACE A PLATE handouts). Staple tracing paper over the
Look at the Notional Space and Envelopes Bargue Plate copy with edges matching
K-2 PP together as a class. as exactly as possible and using two
Using the attached handouts labeled, A5, staples, one per top corner so that the
students fold paper in half as shown here tracing paper can be lifted during the
and then put paper up to a window to see drawing process.
the image through half of the paper. Draw Look at the Notional Space and Enve-
a notional space and envelope around the lopes K-2 PP together as a class.
Bargue plate image and then proceed from Distribute prepared Bargue Plates with
there if you want to-to block in the image, tracing paper to students and draw no-
draw a contour and then shade. tional spaces and envelopes on tracing
paper.
Encourage students to continue tracing/ Using the attached Bargue Plate handout
drawing the image afterwards, as they will A7, adapt it to the size of the styrofoam
get some expeience looking at and imitat- trays on the copy machine. Use the Photo/
ing the image. Art setting to get a good copy and make
This will give you an idea of where the one copy per student. Cut down the sides
students observational and drawing skills of the paper to fit on top of the styrofoam
lie. tray and glue into place using white glue.
The notional space corners are marked
A NOTE ON TRACING/ with blue squares and the envelope corners
COPYING... are marked with pink circles. Using a pen-
cil, knitting needle or chop stick or some-
Throughout the history of art, artists have thing of equal width, poke holes through
been copying the work of the masters, the paper and tray at all the corner squares
however, during the more recent years of and circles.
art history and art education, when self Cut arm length pieces of blue and pink
expression became the focus and pivotal yarn, one of each color per child with
theme of artworks, the idea of copying some extras, of course. Wrap a piece of
was shunned. masking tape around the end of the yarn
There are great lessons in copying a mas- (like the end of a shoestring)-this will be
terpiece and it is encouraged in the Bar- like the needle for the young students.
gue/Atelier method of learning. Titling the
finished piece, “The Study of Artie Artle-
son’s Still Life” is a way to acknowledge
what you have done, and clears up any
doubt of who’s work is whos.
For those of you who like a challenge, the

next two activitities are for you! Consider Have masking tape ready...as students
yourself warned! begin sewing, you will need a short piece
to attach the end of the string to the back
ACTIVITY 7 of the styrofoam tray (instead of a knot). I
usually line up small pieces on the edge of
NOTIONAL SPACE AND ENVELOPE the table prior to starting.
STITCHERY Look at the Notional Space and Envelopes
This activity will take quite a bit of prepa- K-2 PP together as a class.
ration ahead of time. Ask your Cafeteria Demonstrate how to stitch the notional
Foreman for enough styrofoam trays to space using the blue yarn (follow the or-
have one per student. The local grocery dered letters/squares on handout), then the
stores also have styrofoam trays in the deli envelope using pink yarn (follow numbers/
area and sometimes they give them to you circles). Distribute trays and blue yarn
and other times they will charge a small to students, then when finished with the
fee. notional space, stitch the pink yarn for the
envelope.
Pair boys with boys and girls with girls for

this activity because they will be tracing
each others bodies with crayon onto the
large butcher paper. Move all the desks
or tables out of the way to make plenty of
floor space, or go to the cafeteria or anoth-
er large floor space.
Distribute to each pair two pieces of large
butcher paper. Instruct them to lay one
out on the floor and one of the two lies on
the paper and “strikes a pose.” Anything
With any luck, the finished product should
goes that fits entirely onto the paper. They
look something like this!
can roll up into a ball, pretend to be run-
ning, strike a plank position, a ballet pose,
MATERIALS:
etc. The partner takes one color of crayon
• styrofoam trays, one per student
and traces around them with a single line.
• paper cutter or scissors
They MUST lie still for this to go well!
• copies of handout A7 sized to fit onto
Switch places so that the second one of the
styrofoam trays, one per student
pair can “strike a pose” on a second piece
• white school glue
of paper and get traced.
• blue yarn
When both are complete, remind them
• pink yarn
about how a notional space touches the
• masking tape
outermost point of the top, bottom and
• pencil, knitting needle or chopstick to
sides around the traced figure. They can
poke holes in handout glued to tray
draw the notional space “box” with the
• lots of patience
second color crayon. The third color
crayon is for the envelope, made of an-
ACTIVITY 8 gled lines within the notional space that fit
around the traced figure.
LIFE SIZE BODY TRACINGS Take turns sharing out, one of the pair
This last activity is not as prep heavy as holding the paper and the other explaining
Activity 7, but is still quite an undertak- how she/he knew where to put the notional
ing. space and envelope lines.
Prepare ahead of time large pieces of Lastly, students can add color and detail to
butcher paper, one per student long enough their traced figure “self portraits”.
for the tallest student in the class to be
traced in a lying down position. Crayons,
so that each student can choose three col-
ors to use.
RUBRIC
OBJECTIVES 3 pts 4 pts 5 pts

Identify an accu- Student is unable to Student is able to Student is able to
rate notional space or very confused by sometimes point to point to and name a
“box” in that it pointing to and nam- and name a notional notional space and
touches outermost ing a notional space space and envelope envelope
and envelope
points of top, bot-
tom and sides of
object to be drawn
Identify an accurate Student is unable to Student is sometimes Student is able to
envelope-an angled point to and name an able to point to and point to and name an
shape that can con- envelope name an envelope envelope
tain the object to be
drawn
Explore drawing Student refuses to try
Student tries and Student tries and
a notional space or is unable to draw a
sometimes succeeds succeeds in drawing a
“box” around an notional space “box” in drawing a notional notional space “box”
image around an image space “box” around an around an image
image
Explore drawing an Student refuses to try Student tries and Student tries and
envelope around and or is unable to draw sometimes succeeds succeeds in drawing
image an envelope around an in drawing a envelope a envelope around an
image around an image image
Use manipulatives Student refuses to Student explores and Student explores and
to explore notional explore and is mostly sometimes represents represents notional
space and envelope unable to represent notional space and space and envelope
notional space and envelope around an around an image us-
envelope around an image using manipu- ing manipulatives
image using manipulatives
latives
Explain the steps of Student is unable to Student is able to Student is able to
drawing a notional or refuses to describe describe some of what clearly describe what
space “box” and what she/he was she/he was thinking she/he was thinking
envelope orally thinking while trying while trying to draw while drawing an ac-
to draw a notional an accurate notional curate notional space
space “box” and enve- space “box” and enve- “box” and envelope
lope around an image lope around an image around an image
A1
A1
notional space
notional space
A1
envelope
A1
envelope
A1
A1
A1
notional
space
A1
notional space
A1
envelope
A1
envelope
A1
A1
notional space
A1
notional space
A1
envelope
A1
envelope
A1
A1
A1
notional space
A1
notional space
A1
envelope
A1
envelope
A1
A2
Name______________________________________
A3
Name______________________________________
Name______________________________________________________
A5
Name______________________________________________________
A5
Name______________________________________________________
A5
Name______________________________________________________
A5
A7
Name______________________________________________
4
B
C
5
2
6
1
A

Intro To Bargue k-2 PDF

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LESSON PLANS FROM K-2 / BARGUE

• Identify an accurate notional space

This lesson plan introduces young children STANDARDS

Here are some fundamental goals that the

• casts are made from mostly from an-

4. Drawing angles MATERIALS:

ACTIVITY 3 Pass out one saltine and one graham

Set up includes play with students about

For those of you who like a challenge, the

Pair boys with boys and girls with girls for

OBJECTIVES 3 pts 4 pts 5 pts

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