Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:
Romany Morm

Subject:
Visual Arts

Grade level(s):
4

Date:
December 4 , 2014

Standard:
1.4 Describe the concept of proportion (in face, figure) as used in works of art.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be learning the concept of face proportion.
II. LEARNING OUTCOME (Objective):
Given a piece of paper and pencil, students will apply the rules of proportion by drawing Ms. Morm with
every face feature required in their correct areas.
DOK/Cognitive Rigor Level: Level 1 - Recall
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): The lesson before
face proportion was a lesson on setting and background for a character. The lesson after this will be
body proportion.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
I went to a museum and saw many portraits, or pictures of peoples faces, painted and sketched. Some
pictures were goofy, but some were really beautiful. I took some pictures for you to look at. Teacher
will show 5 pictures, 3 proportional portraits and 2 disproportionate works. Why do some pictures
look weird or funny and why do others look real?
Students pair share their thoughts and then bring it back to whole group.
Student friendly objective: By the end of our lesson, students are able to apply the rules of proportion
by drawing Ms. Morm with every face feature required in their correct areas.
Purpose: The students are learning to identify face proportion to appreciate art more and also to draw
realistically.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: What is proportion?
a. There is a word called proportions. You might have heard this in math. But really this is
found in everyday life and you will see how this ties into drawing our faces. Proportion means
proper relation between things or parts or he correct, attractive, or ideal relationship in size or

shape between one thing and another or between the parts of a whole. We will be talking about
shapes and sizes and examples.
a. Practice sheet for proportion. You will need to train your eyes seeing proportion. Remember it is
a relationship between town objects. For example, a t-rex have small arms and everything else in its
body is rather large. That would be a smaller part compared to the whole. We are going to go over a
worksheet that has to do with proportions and stating what is the relation of the object that stands out
compared to the whole picture.
b. Student response: Go over worksheet.
Step #2: What is face proportion?
a. What is on our faces? Nose, eyes, mouth, ears. The size of each feature and where it goes on
the face matters. Everything on our face is proportional
Many artists start a portrait with the eyes as they are the focal point of any face. The following proportions
should help you with their scale and position in relation to the other features.
The eyes are situated approximately half way down the head.
If you view a head from the front, the distance across the eye is similar to the distance between the eyes.
The distance between the eyes is similar to the breadth of the nose.
As you can see from the illustration above, these distances work out at approximately one fifth of the width
of the face.
Note the position of the ear in the profile view. It sits to the left hand side of the vertical line which bisects
the head.
( http://www.artyfactory.com/portraits/pencil-portraits/proportions-of-a-head.html)
b. Student response: Draw a face with required features on the face (Mouth, eyes, ears, nose)
Step #3: Lines for Face proportion
a. Everything on our face is proportional and we check these by lines.
1 The first quarter measures from the top of the head down to the hairline.
2 The second quarter measures from the hairline down to the eyes in the middle of the head.
3 The third quarter contains most of the features. At the top of this section the eyes are usually level with
the ears, and at the bottom the nose is roughly level with the ear lobes.
The final quarter stretches from the base of the nose to the chin with the mouth positioned just
above the halfway mark.
( http://www.artyfactory.com/portraits/pencil-portraits/proportions-of-a-head.html)
a. Show lines with face at eye level.
b. Student response: Draw the lines needed on the face.
Step #4: Viewing Proportion
a. Teacher will view pictures with whole class to show them how to draw lines of proportion.
a. Teacher will use 3 portraits of people to draw lines.
b. Student response: Draw lines on given 2 new pictures that students have not seen.
Step #5: Drawing myself
a. I will draw my face starting with a oval. Then I will add face features to appropriate places
with the help of students.
a. Drawing my face on the board.
b. Student response: Students will help me draw my face and tell me where the lines go in order for
my face to be proportionate.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will draw Ms. Morm using the
face proportional rules.
D. MATERIALS & RESOURCES: Paper, Pencil, worksheets
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative (During Lesson): Teacher will check understanding by walking around to observe students
work. Teacher will check for understanding in what is proportion through worksheet and going over it.
She will ask questions along the way and students are able to collaborate and share their answer.
Summative (at the end of the lesson): Students will give teacher a before and after pictures of faces drawn
in class. Students final product would be a picture of Ms.Morms face drawn proportionally.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accomadation for ELL to sit next to high student who can explain or translate basic instruction. Find
instruction in Spanish and scaffolding low or struggling student.
Modification of assignment can be for them to only know placement of eyes and nose meaning 2 out of the
5 face features required.
VII. HOMEWORK (if appropriate):
Finish Ms. Morms face at home.