Lesson 5B: Dragon Trait Grid Sampler
Introduction
This lesson will strengthen the students’ observational skills through the process of creating a contour line drawing.
Time: one class period
Objectives:
- Students will use contour line drawing to draw “toy” reptiles, dinosaur creatures, as an exercise to heighten observation as a research tool in the drawing process, and bring a new comfort level to observational drawing as they contemplate their final dragon creation.
Type of Activity:
- Students will create a drawing on their own without making corrections.
STEAM Habits of Mind:
- Students will persevere in creating a contour line drawing of an animal.
Suggested Do Nows:
- DO NOW – Incomplete Dominance
National Art Standards:
- Anchor Standard 2: Organize and develop artistic ideas and work.
- Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches
- Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
- 6th– Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
- 7th– Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
Word Wall:
- Attribute – a quality or feature regarded as a characteristic
Teach It
Materials Needed:
- 9×12 white drawing paper
- #2 pencil, colored pencils
- Scissors
- glue stick, white glue
- miscellaneous fabric
- magazines
- craft supplies (i.e. sequins,colored sand, foil, colored paper, bark,)
- Printout of PDF of Line Texture Sampler (SAMPLE A)
- Column One print out of Dragon Traits (SAMPLE B)
Background:
By now students should have determined the main traits of their dragon and determined one unique trait for survival.
STEAM Activity:
Teacher will demonstrate how the available materials can be used to explore textures and attributes that will be part of the dragon’s traits. Teacher will demonstrate how to create a two-column grid with rows. Column One is a description of the Dragon traits. Column Two is the visual “illustration” of that trait. Column One (SAMPLE B), will be duplicated for all students and they will cut and paste it along the left side of the 9 X 12 drawing paper to create the two column grid (SAMPLE C). (NOTE: The paper used for applying textures should be sturdy drawing paper, construction paper or tag board.
Students fold paper to create grid, fill in Column One, and begin to explore materials to include as accompanying textures in Column Two. Students can cut and paste, or draw according to their ideas (SAMPLE D). Students can use SAMPLE A – Line Texture Sampler to choose textures that might fit their dragon trait. These textures are created by drawing lines with pencil or thin marker. They can give an appearance of scaly texture, smooth texture, mottled texture etc. Students may try a few on a scratch paper first, and decide if they want to use any in their Grid.
ASSESSMENT/REFLECTION:
Students pair-share with shoulder partner:
- Which material texture did they most enjoy using and why?
- Did this exploration alter the concept of their dragon? How and Why?
Instructor can invite whole group sharing of some of the pair/share discussions.