Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski

Course/Grade: Visual Arts I

Week of: August 19 to August 30, 2016

Unit Name: Op Art Drawing

(1A)*Essential

Question(s):
How can I understand line, space and
contrast to create a strong drawing?
How do I do a non-representational
drawing?
How can I understand line, form and unity
to create a strong drawing?
How can I create an interesting Op Art
piece?
(1A) Common Core/State Standards:
NMVA-I, IV, V
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students who are struggling can do simpler
designs
More advanced students can do more complex
designs and a series of gesture drawings.

Connections (prior/future learning):

Students are familiar with line from math classes

(1A/1B)

(1D) Resources/Materials:

Teacher: Various line drawing designs, Images of

line non-representational line paintings by
Bridget Riley, M.C. Escher, and Wassily
Kandinsky,
Students: 8.5 x 11 paper, Markers Pencil,
sketchbook

Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1F)

Daily: Daily checking of sketches

This Week: Final line sketch
Unit: Final Op art drawings
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

Friday 8/19
(1C) Learning Target: TSW learn how to draw a variety of
types of lines. TSW know this when he/she can draw at
least 5 different types of lines.

Do NowIn your sketchbook do a drawing using a variety

of lines using half the page.
What are the various types of lines?
II. Read Line Vocabulary handout

Take a Line for a Walk exercise

--Student should draw all the different
types of line in sketchbook, trying their
best not to move their pencil from the
paper

What is Non-Representational Art? What

are different types of lines?

ProjectOp Art Line Drawings
V. Discuss importance of using contrast in
designs
V. Begin straight line sketches use all straight
lines in a Op Art design
Assignment(s) Due-None (1F)
Embedded Formative Assessment: Response to cold
calling on types of lines
(1B)Closing Activity: op art
Monday 8/22
(1C) Learning Target: TSW learn how to create a sketch for
a straight line design. TSW know this once he/she has a
straight line design sketch complete.

Do Now: Find lines in the room and draw

them in your sketchbook exactly as you see
them.
I.
II.
III.

Tuesdays 8/23
(1C) Learning Target: TSW learn how to create a sketch for
a curvy line design. TSW know this once he/she has a curvy
line design sketch complete.

Wednesday 8/24
(1C) Learning Target: -For students to learn how to choose
his/her best sketch. TSW know this when he/she chooses a
sketch for the final project.

(1F)Embedded Formative Assessment: Cold calling on

non-representational art
(1B)Closing Activity: Review project requirements
Do Now: Look at the designs of the person sitting next to
you. Tell him/her which design you like best and why.
I. Students should continue with their curvy
designs.
(1F)Embedded Formative Assessment: Check progress
on line designs
(1B)Closing Activity: Ask a student to share his/her
sketch
Do Now: How is doing a straight-line design
different from a curvy? What takes more time
for you? Is more enjoyable? Which do you think
is a stronger design?
I.
II.

Thursday 8/25
(1C) Learning Target: -For students to learn how to choose
his/her best sketch. TSW know this when he/she chooses a
sketch for the final project.

Continue straight line design

Show teacher when finished. Teacher
should give feedback if sketch needs
more work.
After finishing straight line design,
they should move on to their curvy-line design

Students should finish curvy line

design
Start combo of curvy & straight line
design

If time is left start on final drawing

(1F)Embedded Formative Assessment: Progress on
project
(1B)Closing Activity: Ask a student to share project
(1C) Do Now: Continue working on piece.
I.

Students should finish combo line

II.

design
Show teacher all 3 designs when
finished. Teacher will help student
pick best design and then student
should start final design.

(1F)Embedded Formative Assessment: Progress on

project
(1B)Closing Activity: Ask a student to share project
Friday 8/26
(1C) Learning Target: -For students to be able to use good
craftsmanship to create a precise line design. TSW know
this when his/her final project is neat, straight lines are
drawing with ruler, there arent any smudges, etc. on final
piece.

Monday 8/29
(1C) Learning Target: -For students to be able to use good
craftsmanship to create a precise line design. TSW know
this when his/her final project is neat, straight lines are
drawing with ruler, there arent any smudges, etc. on final
piece.

Do NowWhich is your favorite drawing so far? Why?

I.
II.

Work on final design on white paper,

focus on neat craftsmanship
Students can either re-draw design, or go over
their design with markers

(1F)Embedded Formative Assessment: progress on

project
(1B)Closing Activity: Ask a student to share drawing
(1C) Do Now: Continue working on piece.
Finish project

(1F)Embedded Formative Assessment: Final Project

(1B)Closing Activity: Ask a student to share drawing
Tuesday 8/30
1C) Learning Target: Students will learn how to participate
effectively in a critique and will know this after giving 3
helpful comments.

I.
II.

III.
IV.

Critique
Review format for critiques
Students will bring final finished
project to front of room and explain
their work if they wish.
Students in the audience will tell the
following to the presenting student:
1. What is strong about the piece?
Be specific and use vocabulary
learned.
2. What could use improvement? Be
kind and specific.
If project is not already graded then it
should be handed into teacher.
If time is left teacher should ask
students what they learned from
presenting their work to an audience.

(1F)Embedded Formative Assessment: Final Project

(1B)Closing Activity: What did you learn from the
critique?