Teacher’s Corner Lesson Plans

Helping Teachers and Students Make the Most of

their Outdoor Classroom

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Drawing on Leaves*†
Hilary Inwood

Grade level: 4
Provincial curriculum links: Ontario
Subject: Visual Arts
Keywords: drawing, printmaking, line

Description
To develop their ability to observe and render the characteristics of leaves and plants,
students learn how to do contour drawing of leaves/plants, and then prints of leaves.
These two activities can be done together or separately.

Curriculum Framework
Topic: Drawing, Printmaking
Strand: Creative Work, Knowledge of Elements, Critical Thinking
Specific Lesson Goals:
• Produce two and three-dimensional works of art that communicate thoughts,
feelings and ideas for specific purposes and to specific audiences;
• Describe their knowledge of the strengths and limitations of a variety of familiar
art tools, materials and techniques, which they gained through experiences in
drawing, painting, sculpting and printmaking;
• Demonstrate understanding of the proper and controlled use of art tools,
materials and techniques singly or in combination;
• Explain how the elements of design are organized in a work of art to
communicate feelings and convey ideas.

* This exercise is adapted from Teaching in the Outdoor Classroom, Evergreen/TDSB

Summer Institute, 2007, 82 pages.
†
Submitted by: Hilary Inwood
Drawing on Leaves 2

Preparation
Preparation Time:
• 20-30 minutes
Length of lesson:
• 30-60 minutes
Resources required:
• Drawings – cartridge or copy paper (2-3 sheets per student)
• Drawing tool – pencil, marker, pen or conte (1 per student)
• An eraser
• Access to leaves or small plants
• A drawing surface (book, binder or clipboard)

Procedure
Part 1 – Drawing
1. Show and discuss botanical drawings of plants and leaves with the class. Ask
them to describe these drawings and note the features of their style (highly
detailed, realistic, etc.)
2. Explain that one of the techniques these artists use to make their drawings
realistic is ‘contour drawing’, which focuses on the outside shape of an object.
Note that it takes practice to make a realistic contour drawing, so today’s
session will allow them to practice this skill.
3. Review your rules for working outside. Take the students to an outdoor site and
assign them to work in pairs. Have them locate a leaf (or flower) from a plant
or tree they find interesting and representative of the place. Ask them to
closely observe the plant and describe it to their partner in as much detail as
possible.
4. Distribute drawing materials to each student. Ask them to make each a contour
drawing of the leaf or plant they had described by focusing on the outside
shape of the plant. Demonstrate the process of contour drawing by showing
them a sample drawing of your own. Encourage them to fill the area of the
paper, to work slowly, and to capture as many details as they can.
5. If assessing their work, be clear about the criteria that you will use for their
assessment before they begin (provide rubric or checklist for them to refer to.)
6. If they have time, make a second or third drawing of the same leaf or plant on
the reverse side of the paper.

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Drawing on Leaves 3

Part 2 – Printmaking
1. Explain that there are many ways to create a realistic image of a plant. While
drawing and photography are most commonly used, printmaking can also
provide a detailed portrait of a plant.
2. Note that for this technique requires use of a living leaf or plant; review the
rules of careful harvesting of plant material so as not to permanently damage
the plant. Ask each pair to pick 3-4 leaves or small plants, similar to the one
that they drew, to bring inside.
3. Show your own samples of plant prints to the class. Ask the class to explain the
advantage of prints (eg. its ability to capture the details of a plant and create
multiple copies of the same image.)
4. Show the class the printmaking centre in the classroom: a table on which is laid
the newspapers, the plexiglass sheets, the brayers, the inks and the paper.
5. Demonstrate the printmaking process for the class.
a. Put a small amount of ink onto the plexiglass and roll out thinly with a
brayer (roller)
b. Use the brayer to apply a thin layer of ink onto a leaf or plant by holding
the leaf at one end with a fingertip, and rolling in one direction (lay on
newspaper to do this)
c. Roll two or three times until the leaf is completely coated in ink.
d. Place the leaf ink side down onto a clean sheet of paper, rolling the back
of the leaf with a clean brayer to transfer the ink onto the paper
e. Peel the leaf off of the paper to reveal the print
f. Try to keep the paper around the leaf print clean of ink smudges.
6. Rotate students in pairs or small groups through the activity centre to create
their prints. If possible, have an adult volunteer supervise the centre.
7. If assessing their work, be clear about criteria you will use for their assessment
before they begin (provide students with rubric or checklist for reference)
8. If desired, students can print more than one leaf print onto the paper if they
avoid any wet ink in the transfer process. They can also print multiples of the
same leaf by re-inking it and printing it onto a new sheet of paper each time.

Discussion and Questions

• Discuss the value of botanical artworks. Why is it important to make botanical
drawings and prints? What can be learned from a careful study of plants and
leaves?
• Highlight the importance of art-making as a way to explore, record and connect
to the natural world. What did you learn by making drawings and prints of
leaves and plants?

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Drawing on Leaves 4

Student Assessment and Evaluation

A rubric, checklist or rating scale could be used to assess both the processes of drawing
and printmaking (for staying on task, for following instructions on the technique, for
clean-up) and the final artworks (for completion, use of line, ability to pull multiple
prints, level of detail, creativity in pulling the images into a book, etc.) Self-
assessment or conferencing can also be used to determine level of success and
engagement.

Enrichment and Extension Activities

• Incorporate the drawings and/or prints into a handmade book about plants
(individually or as a class.)
• Cut out the leaf drawings and glue them together to form one large tree on a
piece of kraft paper. Use bark rubbings to form the bark.
• The drawings and prints can be used as illustrations for a riddle book (linked to
the ‘Who Has Been There’ literacy activity).
• Create a class mural of the plant prints by having students print 2-3 leaves or
plants onto a larger sheet of kraft paper. Have an adult volunteer help to
supervise the placement of the prints to form a larger shape (of a leaf or plant.)
• Paint fabric paper with food dyes and allow to dry. Print leaves or plants on top
of the dye layer in a contrasting colour. Shape the artwork with scissors to add
cut-out areas or edges or a fringe. Cut slits into the top to thread onto a
branch and hang as a banner.

Educator Notes
The drawings and leaf prints can be used as independent activities on different days, or
done together in one half day.

References/Resources
Brooks, Mona. Drawing with Children. J P Tarcher, 1996.
West, Keith How to Draw Plants: The Techniques of Botanical Illustration. Timber Press:
1996.
Australian National Botanical Society. A Guide to Botanical Drawing for Teachers and
Children. http://www.anbg.gov.au/education/pdfs/top-draw-drawing-aussie-flora.pdf
Ehlert, Lois. Leaf Man. Harcourt, 2005.

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