DRAWING UNIT PLAN

Unit Topic: Value

By: Amanda Larson, Kevan Bryant, and Jeff Hirsche
Grade 12 (could be modified across high school)
Rationale:
At this age students should be developing specific drawing techniques to further their
understanding of the elements of art. Many students find that creating areas of light and dark is a
challenging feat in their drawings. Value is an essential element of drawing to help create more
realistic images. The purpose of this unit is to introduce value and apply the skills they learn into
their work. Students will gain a deeper appreciation of value, by adding and taking away
medium.
The series of lessons will flow from basic skill development of value in charcoal, to
transferring skills across mediums in a final body of work. At this point in the students art
education, they will continue to develop their personal style within this unit. Also, students will
have opportunities to work independently and collaboratively while referencing art history.
Lesson 1 Summary:
The idea behind this lesson is to tap into the right side of the brain, and focus on only
what the students see. The image will be upside down and blurry, slowly moving into focus.
This will cause students to not think about the object they are drawing, but on the process of
creating value by adding and taking away medium. The next lesson will be building on the value
skills developed in this lesson. It will be evaluated out of ten, five marks for completion and five
marks for accuracy.
Lesson 2 Summary:
The idea behind this lesson is to introduce collaboration by each individual completing a
value study of an image fragment that will collectively create a larger piece. Students will be
building on previous skills of value by rendering the chosen image as they see it. They will be
evaluated out of fifteen, five for completion, five for participation, and five for rendering their
image fragment accurately.
Lesson 3 Summary:
This lesson is intended to get students looking at historical artworks and discovering what
they like or dislike in these works and why. Furthermore, studying from master works is not only
useful in developing a personal style, but also is a significant part of art history. Working in a
series is helpful in developing a personal style; because the subject matter is the same, students
have the opportunity to rework the same subject in different ways and display it in a cohesive
manner.
This is a culminating activity in value, where the students get more freedom to explore
value across different mediums of their choice. They will create a series of three images,
rendered from a historical art piece. Each piece will feature the same subject matter, but they can
use any medium of their choice to create two of their renderings, but the first must be completed
in charcoal. Their works will be evaluated by a rubric and class critique.

ART Value and Drawing: Stage 1 Desired Results

Established Goals

Students will:
-view and draw what
they see
-understand the
process of creating
value by adding and
subtracting charcoal
(using the eraser as a
tool)

TRANSFER GOAL
Students will be able to understand, view, and depict value as a key part of the
drawing process.

Enduring Understandings:
Students will understand that

MEANING
Essential Questions:
Students will keep considering

U1 A repertoire of drawing
techniques is needed to express visual
ideas.
U2 Explorations of a technical or
creative nature may lead individuals
into highly personalized work sessions.

-collaborate on a large
scale piece by
individual contribution U3 Recording the development of
visual ideas in a consistent manner is a
-continue developing
part of developing personal style.
their personal style
through a series of
U4 Throughout history, a wide range
representations from a of media and techniques have been
historical drawing of
used to make art.
their choice
- further develop
understanding of value
by exploring 2 more
mediums
- will relate the
importance of art
history to their own
work

Evaluative Criteria
Performance is judged in terms of

Participation
Accuracy of rendering
Completion
Critique
Rubric for major
assignment

Q 1 What is value?
Q2 What are techniques to create
value?
Q3 Is collaboration a key component of
being an artist?
Q4 Is it important to look at historical
artworks when developing your own
style?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
Students will be skilled at
-How to recognize the significance of
value in drawing

-Depicting value through reproduction of

historical works

-How reproducing masters works is

important to reference art history and
further develop their own personal
style

-Representing a masters work while

establishing a personal style through a
variety of mediums

STAGE 2 Evidence
Assessment Evidence
Students will need to show their learning by:
Transfer Task: The students will show their learning by referencing historical
artworks, completing five works in total, and demonstrate an understanding of
value throughout the unit.

Lesson 1: Value Study / Slide Projection

L
Subject:

Art 30

Grade: 12

Time: 50 minute classes

Learning Objectives/Rationale:

Explore the theme of value and the properties of the eraser as a drawing tool

Students will produce a drawing of The Winged Victory using charcoal

Curriculum Objectives:
General Outcome: DEVELOP AND REFINE DRAWING SKILLS AND STYLES.
Specific Outcome: A repertoire of drawing techniques is needed to express visual ideas.
Resources/Materials:
- Slide of The Winged Victory, 18x18 squares of larger paper, charcoal, both thick and thin eraser and drawing tools.
Drawing Boards/Donkeys, projector
For the Whiteboard:

Begin applying only value- not line- depicting what you see

BE CAUTIOUS of how much / how dark you apply it as the image will
continue to change

We will continue to work this drawing for the entire class so focus on what
you see

Due end of Mondays class

Out of 10: 5 for completion, 5 for accuracy

Introduction
Time

5min

Probing questions:
- What is value?
- What are some techniques to add or take away value?

Body
40 min

Introducing the Assignment

(VERY VAGUE) We are going to be working with value only in order to
draw something as we see it
The idea behind this assignment is to get you thinking about value and
its application / removal, and also to depict what you see as you see it
Time for the Assignment
Find a comfortable place to draw for the next 40 minutes
This is the only class to work on this

5 min

Closure
Before and during clean- up discuss students immediate response to
the activity and how they feel about the drawings. They should record
this in their sketchbooks, and we will discuss the drawings at the
beginning of next class (or in weekly critique)
For next class: Students should come prepared to discuss the drawing and
ready to start the next assignment.

25 min

Getting Organized:

Having slide (upside down)

and projector ready
Good spot to view/ good
lighting
Having extra paper,
charcoal and erasers handy
just in case
Music for background?

Modifications
Observe application of value and
give hints or demo as required.
Keep with the pace; assure
students that they can continue
working it through each adjustment
Sponge Activities
Students should not finish early,
since they cannot see the image
clearly until the rest of the class
does.

Assessment
A grade out of 10 will be assigned, based on 5 for completion, and 5 for
accurately rendering the image.

Notes on the lesson

The idea behind this lesson is to tap into the right
side of the brain, and focus on only what they see.
The image will be upside down and blurry, slowly
moving into focus. This will cause students to not
think about the object they are drawing, but on the
process of creating value by adding and taking
away medium.

Things to try next time

Lesson 2: Value Study/Image Fragment

L
Subject:

Art 30

Grade: 12

Time: 3- 50 minute classes

Learning Objectives/Rationale:

To introduce the students to a 19th Century artist, Daumier and his piece Rue Transnonain

Explore the theme of value

Students will engage in a collaborative class piece by completing an individual image fragment
Curriculum Objectives:
General Outcome: DEVELOP AND REFINE DRAWING SKILLS AND STYLES.
Specific Outcome: A repertoire of drawing techniques is needed to express visual ideas.
Resources/Materials:
- Image fragments (the larger Rue Transnonain cut into the proper number of squares for the class), 18x18 squares of
larger paper, charcoal and drawing tools
For the Whiteboard:

Select an image fragment out of the box

Using any technique of rendering value of your choice, make a faithful copy of
the image fragment

Label your drawing with the number and letter on the back of the original
photo image

Due beginning of Fridays class

Out of 15: 5 for participation, 5 for completion, 5 for accuracy

Introduction
Time

5min

Probing questions:
- Is collaboration a key component of being an artist?
- What is value?
- What are some techniques to add or take away value?
Body

45 min

25 min

Introducing the Assignment

You will each select an image fragment

Using any technique of rendering value of your choice, make a faithful

copy of the image fragment (charcoal, eraser, pencil)

Label your drawing with the number and letter on the back of the
original photo fragment

You have two periods in class to finish this, so it will be due the
beginning of Fridays class

You will receive a mark out of 15: 5 for participation, 5 for completion,
and 5 for accurately rendering the image
Check for Clarification
First, discuss with a classmate quietly if you need help. If you both
cannot answer the question, ask the teacher.
Time for the Assignment
Find a comfortable place to draw for the next 40 minutes
Tomorrow you will have the full class to work on this
When you finish, you may move onto Sponge Activity

Getting Organized:

Image fragments prepared

with letter and number on
back
Larger pieces of paper
prepared
Extra materials (charcoal,
pencils, etc.) for students to
use

Modifications
Students who need help with
proportion; have them divide their
square and larger paper into four
quadrants to help accurately
render the image
Sponge Activities
If students finish early, they are
encouraged to work in their
research work books, researching
the Daumier and his works, or
practicing addition value drawings
of their choice

50 min

Closure
In Fridays class, students will all bring their finished value drawing
According to their letter and number on the back, we will assemble
them on the wall to create the larger picture
A short lesson on Rue Transnonain and artist, Daumier will be given
for background information
For next class: Students are asked to think about a historical drawn image,
and ways they could represent it using value. They are to bring a copy off of
the internet of the image of their choice.

Assessment
A grade out of 15 will be assigned, based on 5 for participation
(collaboration), 5 for completion, and 5 for accurately rendering the image

Notes on the lesson

The idea behind this lesson is to introduce
collaboration by incorporating individual fragments
into one collective larger piece. They will be
building on previous skills by rendering the chosen
image as they see it.

Things to try next time

Lesson 3: Art History Series

L
Subject:

Art 30

Grade: 12

Time: 5- 50 minute classes

Learning Objectives/Rationale:

Students will learn the importance of drawing from historical art pieces in developing a personal style

Students will research a historical artwork that they will change/recreate in charcoal & 2 other mediums

Curriculum Objectives:
General Outcome: EXHIBIT A PERSONAL STYLE THROUGH IN-DEPTH STUDIES
Specific Outcome: A series of complete compositions for public display provides a visual statement about an artist
Resources/Materials:
- Art History textbooks, Artstor database, slideshow with images of artworks based on artworks
- Paper, charcoal, other drawing tools (pencil, pen, conte crayon, oil/chalk pastel, etc.)
For the Whiteboard:

Man Ray, Dust Breeding & Duchamp, The Bride

Rauschenberg, Erased De Kooning

Lichtenstein, Whaam!

Getting Organized:

Art History textbooks placed

on tables
Slides ready with images of
art based on art

Introduction
Probing questions:
- Is it important to look at historical artworks when working on your own
style? Why or why not? Does anyone disagree? Why?
- Can anyone think of any examples of artworks, plays, movies, books,
advertisements, or anything else that are based on historical artworks?

Modifications
If students have difficulty
choosing an artwork, assign them
one according to their interests

Body
Introducing the Assignment
45 min

You will research an image that you would like to use as a study. This
image might be one of significance to you, or one with interesting features, or
even one that you despise and would like to make better

You are to make a series of at least 3 drawings of your historical piece.

The first drawing should be in charcoal, but the other 2 must be in different
mediums.

Use sketchbooks to practice your drawing and figure out your ideas

What might be some ideas you could work within your series? Some
might include adding/removing value.
Check for Clarification
Is anyone confused on what to do?
Time for the Assignment
Youll have 4 classes to work on these including today
Today you should research your artwork and begin sketching or even
working on your first drawing
Our 5th class we will use if anyone needs finishing touches, then well
display our series and critique

Sponge Activities
If students finish, they may make
additional drawings for their
series, or begin a new series with
a different artwork. Other
activities include sketching or
finishing other projects.

Time

5min

25 min

50 min

Closure
In Fridays class, students will all bring their finished series for critique
What do you see? Do these images work together as a series? Why?
Why did you display them how you did? Why did you choose that
artwork as a study? Is there anything you would do differently? Why?

Assessment
Class critique
A grade out of 35 will be assigned for the series (works will be marked
separately and as a series)

Notes on the lesson

This lesson is intended to get students
looking at historical artworks and discovering what
they like or dislike in these works and why.
Furthermore, studying from master works is not
only useful in developing a personal style, but also
is a significant part of art history. Working in a
series is also helpful in developing a personal style;
because the subject matter is the same, students
have the opportunity to rework the same subject in
different ways that will be displayed in a cohesive
manner.

Things to try next time