Drawing 1 Portrait Unit Plan

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2021)
Teacher Candidate Justin Scherer

School Dublin Scioto High School
UNIT TITLE Intro to Portraiture

Length of Class Period 49 min
Approximate Number of Students in Each class 20
Grade Level or Course Title Drawing 1 (9th – 12th Grade)
Beginning Date for this Unit N/a
Ending Date for this Unit N/a
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize, and refine artworks in conventional and innovative ways.
PROGRESS POINTS (FROM ODE STANDARDS)

A. Understand and articulate the intrinsic worth and public value of arts and cultural
participation.
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally
meaningful products.
C. Address and communicate complex visual and conceptual ideas using a range of technical
skill and art media including new technologies.
E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of
others and use appropriate criteria and language to critique the works.
G. Demonstrate flexibility and reflective habits when creating visual art forms in a variety of
artistic contexts and environments.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). I anticipate that students will have some familiarity with drawing pencils, value, erasers, &
self-portraiture as an artistic medium. I also anticipate that they will be able to recognize and
recall basic clean up procedures from past lessons. I would also anticipate that they would know
how to employ basic writing skills to jot down notes and communicate their personality traits.
B). Portraiture is a popular subject in art history. Self-portraiture is perhaps one of the most
reflective practices an artist can undertake. Engaging in the making of a self-portrait forces an
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artist to observe, reflect, and extrapolate. Studies have also shown that self-portrait exploration
can positively impact self-stigma and contribute to further self-discovery (Hinz 2009). Giving
students an opportunity to create their own self-portraits will undoubtably open up avenues for
self-reflection and expression (both of which are invaluable exercises for young adults to
practice). Self-expression, in particular, allows us to highlight our experiences, feelings, and
beliefs – all the while, fostering empathy from those around us. There is also the realm of art
historical knowledge to consider. Being that portraiture is a major player in the canon of art
history, it is only appropriate that we take a dive into the basics of this artmaking practice and
see what it’s all about.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
The central focus for this unit revolves around self-reflection and expression. In order to explore
these practices, we will attempt to create self-portraiture through drawing. In this unit, we will
start with creating value scales and practicing gridding. After we get these work processes in
our toolbox, we will set out to create our very own self-portraits (with a self-expressive spin). In
this project, we will not only try our hand at drawing facial features, but we will also aim to
capture our essence / personality. In doing this, students will have an avenue to explore,
express, and reflect.
Essential Questions (provocative, engaging, critical)

• What can be a self-portrait?
• What factors contribute the most to a person uniqueness?
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Value Bootcamp
Lesson Description In this lesson, students will have an opportunity to try their hand at popular
drawing techniques and exercises – namely value scales and gridding.
They will first start by creating values on a sheet of paper (1-10). They will
be able to reference this sheet later on when they are making their self-
portraits. The second activity will be a short gridding exercise, where they
will have an opportunity to replicate a monochrome image through
gridding.
Lesson duration? 4 Days
Lesson Two
Title The Most “You” Self-Portrait Ever…
Lesson Description In this lesson, students will be tasked with creating a self-portrait. This
self-portrait won’t just be concerned with physical likeness – students will
need to portray their personalities and emotional dispositions. Students
will have an opportunity to utilize reference images to inform their portraits.
They will also use the skills they developed in the prior lesson in order to
create these portraits.
Lesson duration? 8 Days
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LESSON PLAN

LESSON NUMBER 1
Lesson Title Value Bootcamp
Grade Level or Couse title Drawing 1 (9th – 12th Grade)
Beginning Date for this Lesson N/a
Ending Date for this Lesson N/a
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

1PE Examine and articulate the effects of context on visual imagery.
2PE Identify and describe the sources artists use for visual reference and to
generate ideas for artworks.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

1PR Demonstrate basic technical skill and craftsmanship with various art media when creating
images from observation, memory, and imagination.
4PR Establish the appropriate levels of craftsmanship when completing artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

2RE Identify assessment practices to manage, monitor and document their learning.
3RE Use appropriate vocabulary to define and describe techniques and materials used to
create works of art.
Performance-based Assessment Objectives

Using drawing materials, students will demonstrate basic technical skill and craftsmanship when
approaching their drawing worksheets.
Through informal discussions, students will use appropriate vocabulary to describe the
techniques and materials used in creating their value scales and gridded images.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will be observed throughout the entirety of the lesson to assess their understanding
and technical skill.
Informal class discussions will be utilized throughout the lesson to formatively check their vocab
compression.
I will assess basic technical skill and craftsmanship using a (✔+,✔,✔-, -) scale. These marks
will be distributed directly on their completed bootcamp worksheets.
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• (Check-Plus) ✔+ Student completed the exercise with few to no mistakes. The values
are clean, intentional, and accurate.
• (Check) ✔ Student completed the exercise with a couple mistakes. The values are
mostly clean, intentional, and somewhat correctly placed throughout.
• (Check Minus) ✔- Student completed the exercise with many mistakes. The values are
inaccurate & messy.
• (Minus) - Student didn’t complete the exercise. Little to no effort was put forth.
Academic Language
Vocabulary (define each)
Value: How light or dark a color is.
Contour Line: Outlining the key parts of the artworks subject (without shading).
Gridding: The act of placing a grid over an image in order to cut it into smaller, more
manageable, pieces
Value Scale: A set of differently valued squares organized from light to dark.
Self Portrait: A portrait of an artist made by that artist.
Gradient: An area where one color fades into another.
Additional Language Demands (specific communication task)

Students will be required to take part in informal class discussions throughout the lesson. In
these discussions, students will use vocabulary to describe the techniques we will be
employing. Students will also have to write out a couple short sentences at the bottom of each
of their bootcamp worksheets. These sentences will serve as a short reflection of sorts.
Accommodations for Special Populations

Material:
• Allowing students to substitute drawing pencils for materials that be easier to grip /
manage (adaptive grips, digital options, etc.).
Worksheets:
• Substituting traditional worksheets for less rigid methods of assessment (blank sheets of
paper for students to experiment with gridding and values).
Demo:
• Compact the demo into a short list of steps for students that may need it to scaffold their
work processes.
Assessment:
• Oral assessments option to check for understanding.
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.
Art/Visual Culture Examples (list all artists, artwork or media used)

Arinze Stanley (Artist) – https://www.instagram.com/arinze/?hl=en
Mary Jane Ansell (Artist) – https://maryjaneansell.com/
Veri Apriyatno (Artist) – https://www.saatchiart.com/veriapriyatno
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Chiamonwu Joy (Artist) – https://chiamonwu.com/
Michael Ryan (Artist) – https://mryan.nl/
List of Contemporary Drawing Artists – http://portfolio.newschool.edu/pirina/2016/09/12/10-
contemporary-artists-drawings/
Drawing Facial Features Video – https://www.youtube.com/watch?v=qskU9ZJzC04
Historical ‘Masters’ of Drawing – https://mymodernmet.com/best-drawings/
Preparations
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• “Drawing 1 Portraiture” PowerPoint
• 1 Set of drawing pencils (8B to 6H)
• 1 Eraser
• 1 Kneaded eraser
• 1 “Value Scale” Worksheet
• 1 “Gridding Practice” Worksheet
Materials for Students

• 20 Sets of drawing pencils (8B to 6H)
• 20 Erasers
• 20 Kneaded erasers
• 20 “Value Scale” Worksheet
• 20 “Gridding Practice” Worksheet
Safety Procedures
We won’t be using particularly dangerous materials, but I will remind them how to safely use
pencils & erasers with regard to horseplay. I will also take a moment to remind the how to be
respectful of one another’s work processes (paying attention to volume level, supportive
dialogue, etc.).
LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be arranged in the way it is traditionally setup. I may have all of the chairs
angled toward the projector so each student can view the PowerPoint. I will make sure the
projector and demo space are ready and pulled up before the students arrive. I will also make
sure the drawing materials are ready to pass out after the demo.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application

1 3 min Students will file into the classroom, find their seats, and get settled
in (while I take attendance).
1 2 min Get students’ attention and tell them what we are going to be doing
today (starting the Drawing Portraiture Unit).
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1 15 min 1st Worksheet Intro: Utilizing the “Drawing 1 Portraiture”
PowerPoint, We will look at the lessons vocab and explore the
essential question: “What can be a self-portrait?” This question will
work as a nice way to get our brains going before we jump into the
lesson.
After introducing this question and discussing potential answers, I

will run through the “Value Scale” worksheet & the instructions
associated with it (materials, requirements, timetable, etc.). I will be
sure to do a quick demo explaining the materials in order to
showcase how to best use them.
1 5 min Material Distribution: Students will select their materials. While I

pass out the “Value Scale” Worksheets.
Students will get:

• Drawing pencils (8B to 6H)
• Erasers
• Kneaded erasers
1 20 min Worksheet Start: Students will take time to start working on their
“Value Scale” Worksheets. They will attempt to fill in the value
scales to the best of their ability. There will be a section with a line
of 10 squares. Using various drawing pencils, students will need to
fill in the squares from lightest to darkest. There will be a second
section with one long rectangle. Using all of the values from the
prior value scale, they will need to create a smooth gradient from
white to black.
During this work time, I will be walking around assisting and

checking in on anyone who needs it (mostly in the form of one-on-
one instruction).
Additional Note: On this first day students will only have enough
time to start and potentially finish the first value scale.
1 4 min Wrap up: Students will then make sure their spaces are clean
before they leave the classroom.
This means:
• Storing their worksheets in their proper spots.
• Placing pencils, erasers, and kneaded erasers back where
they found them.
today (continuing to work on / finish the “Value Scale” worksheets
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from last class).
2 8 min Review: Utilizing the “Drawing 1 Portraiture” PowerPoint, We will

relook at the lessons vocab and open the floor to anyone that
wants to put forth any suggestions for their peers (E.g. “I found it
helpful to use 4H for the lightest grays”).
I will also take a moment to give advice for starting the gradient
value scale (what pencils to use, pencil orientation, etc.).
2 5 min Material Distribution: Students will reselect their materials.
Students will get:

• Erasers
• Kneaded erasers
• In-progress “Value Scale” worksheets from last class
2 22 min Worksheet Finish: Students will take time to finish working on their
“Value Scale” Worksheets. They will attempt to fill in the value
scales to the best of their ability. During this work time, I will be
walking around assisting and checking in on anyone who needs it
(mostly in the form of one-on-one instruction).
If they finish early: I will pass out the next worksheet for them start.
I will call finished students to the back table to go over the basics of
the “Gridding Practice” worksheet that away they can effectively
start this sheet.
This means:
they found them.
today (starting the “Gridding Practice” worksheet).
3 15 min 2nd Worksheet Intro: Utilizing the “Drawing 1 Portraiture”

PowerPoint, We will review the lessons vocab. After this we I run
through the “Gridding Practice” worksheet & the instructions
associated with it (materials, requirements, timetable, etc.). I will be
sure to do a quick demo to give students tips and tricks to
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effectively utilize their grids.

pass out the “Gridding Practice” Worksheets.
Students will get:

• Erasers
• Kneaded erasers
3 20 min Worksheet Start: Students will take time to start working on their
“Gridding Practice” Worksheets. They will attempt to replicate a
black and white image using a grid. They will first start by
replicating the lines they see in the image. They will then move
onto filling in their image with various values.
During this work time, I will be walking around assisting and

checking in on anyone who needs it (mostly in the form of one-on-
one instruction).
This means:
they found them.
today (continuing to work on / finish the “Gridding Practice”
worksheets from last class).
4 8 min Review: Utilizing the “Drawing 1 Portraiture” PowerPoint, We will

relook at the lessons vocab and open the floor to anyone that
wants to put forth any suggestions for their peers (E.g. “I found it
helpful to start with the darkest values when I started my drawing”).
4 5 min Material Distribution: Students will reselect their materials.
Students will get:

• Erasers
• Kneaded erasers
• In-progress “Gridding Practice” worksheets from last class
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4 27 min Worksheet Finish: Students will take time to finish working on their
“Gridding Practice” Worksheets. They will attempt to fill in their
images completely with various values. During this work time, I will
be walking around assisting and checking in on anyone who needs
it (mostly in the form of one-on-one instruction).
Before we clean up: I will give students a preview of what we are

going to do in our next lesson (see the “Closure, Review &
Anticipation” section).
This means:
• Turning both worksheets into the middle desk.
they found them.
HW My Homework: I will take time to grade their worksheets and

provide feedback. I will assess their basic technical skill and
craftsmanship using a (✔+,✔,✔-, -) scale.
If students fall in the (✔-, -) territory, I will leave a detailed

explanation about why they scored here, and how they could
address these shortcomings in the next lesson.
Clean-up Procedures (Room, Materials & Work Storage)

Students are responsible for making sure they are leaving their work area how they found it
(clear of clutter and wiped down). This means that they need to put back any materials that they
have gotten out. They are also responsible for making sure their projects are placed on the
appropriate shelves and that any completed assignments are turned in on my desk before they
leave the classroom.
Closure, Review & Anticipation (what’s next?)

In the next lesson, we will set out to create our very own self-portraits. In this project, we will not
only try our hand at drawing facial features, but we will also aim to capture our essence /
personality. We already have a leg up in starting this project, because the main fabrication skills
we will be using are the ones we practiced in these worksheets!
Supplemental Activity
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If students finish early, I will have them write a short paragraph on a scrap sheet of paper. In this
paragraph they will take time to quickly describe their personality traits. This will help them with
the next lesson where they attempt to portray their personalities / dispositions through their self-
portraits.
Teacher reflection focused on the lesson after it has been taught

N/a
Lesson 1 Teaching & Learning materials
All resources, slide shows, teacher samples, and assessments related to this lesson can
be found in the unit PowerPoint.
LESSON PLAN

LESSON NUMBER 2
Lesson Title The Most “You” Self-Portrait Ever…
Grade Level or Course Title Drawing 1 (9th – 12th Grade)
Beginning Date for this Lesson N/a
Ending Date for this Lesson N/a
CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Examine and articulate the effects of context on visual imagery.
2PE Identify and describe the sources artists use for visual reference and to
generate ideas for artworks.
4PE Identify the factors that influence the work of individual artists.
CONTENT STATEMENT – PRODUCING/PERFORMING

2PR Apply the elements and principles of art and design using a variety of media to solve
specific visual art problem.
3PR Explore multiple solutions to visual art problems through preparatory work.
4PR Establish the appropriate levels of craftsmanship when completing artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Explore various methods of art criticism in responding to artworks.
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3RE Use appropriate vocabulary to define and describe techniques and materials used to
create works of art.
Performance-based Assessment Objectives

Using drawing materials, students will demonstrate basic technical skill and craftsmanship when
creating their self-portraits.
Through a class critique, students will use appropriate vocabulary to describe the techniques
and materials used in creating their self-portraits.
Students will use a plan sheet to explore multiple approaches to making their self-portraits.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
Using a plan sheet, students will have to identify and describe key personality traits that they
would like to depict in their self-portraits. In this plan sheet, students will also have to sketch &
describe how they plan on portraying these traits.
Students will be observed throughout the entirety of the lesson to assess their understanding
and technical skill.
Student will also take part in a final class critique, where they will utilize the lesson vocab to
describe their work processes.
Academic Language
Vocabulary
Personality: The traits that make up an individual.
Value: How light or dark a color is.
Contour Line: Outlining the key parts of the artworks subject (without shading).
Gridding: The act of placing a grid over an image in order to cut it into smaller, more
manageable, pieces.
Self Portrait: A portrait of an artist made by that artist.
Gradient: An area where one color fades into another.
Contrast: Juxtaposing parts of an artwork to make each part pop.
Additional Language Demands (specific communication task)

Students will have to fill out a plan sheet, where they will have to identify and describe key
personality traits that they would like to depict in their self-portrait. Students will also take part in
a final class critique where they will communicate and comment on their work processes.
Accommodations for Special Populations

Material:
• Allowing students to substitute drawing pencils for materials that be easier to grip /
manage (adaptive grips, digital drawing, etc.).
Demo:
• Compact the demo into a short list of steps for students that may need it to scaffold their
work processes.
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Assessment:
• Oral and/or written assessment options to check for understanding.
Pacing:
• Provide extra time if needed.
• Allow for more relaxed schedule with chances for breaks.
Preparations
Materials/Resources for Teacher
• Overhead projector
• Computer (with access to internet)
• “Drawing 1 Portraiture” PowerPoint
• 1 Set of drawing pencils (8B to 6H)
• 1 Eraser
• 1 Kneaded eraser
• 1 Yardstick
• 1 Large sheet of drawing paper (12” x 18”)
• 1 Small sheet of paper (8.5” x 11”)
• 1 Dslr camera
Materials for Students

• 20 Sets of drawing pencils (8B to 6H)
• 20 Erasers
• 20 Kneaded erasers
• 20 Yardsticks
• 20 Large sheets of drawing paper (12” x 18”)
• 20 Small sheets of paper (8.5” x 11”)
• 20 Sheets of 8.5” x 11” copy paper
Safety Procedures
We won’t be using particularly dangerous materials, but I will remind them how to safely use
pencils & erasers with regard to horseplay. I will also take a moment to remind the how to be
respectful of one another’s work processes (paying attention to volume level, supportive
dialogue, etc.).
LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be arranged in the way it is traditionally setup. I may have all of the chairs
angled toward the projector so each student can view the PowerPoint. I will make sure the
projector and demo space are ready and pulled up before the students arrive. I will also make
sure the drawing materials are ready to pass out after the demo.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application
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today (starting our self-portrait lesson).
1 10 min Lesson Intro: Utilizing the “Drawing 1 Portraiture” PowerPoint, We

will look at the lessons vocab and explore a new essential
question: “What factors contribute the most to a person
uniqueness?” This question will work as a nice way to get our
brains going before we jump into the lesson.
After introducing this question and discussing potential answers, I

will run through the project’s goals & expectations (materials,
requirements, timetable, etc.). We will also take a moment to look a
few artist examples as inspiration before we start our first plan
period.
1 5 min Planning Period” demo: I will show the students how to properly
utilize the plan period in order prepare for our first day of making.
Things to pay attention to:
• Taking time to write down the things that make you unique
(personality, style, etc.)
• Looking up artist inspiration
• Thumb nail sketches and/or short descriptions

pass out small sheets of paper for students to use during the plan
period.
Students will get:

• Pencils
• Erasers
1 20 min Plan period: Students will take time to start to plan out the
composition of their self-portraits. They will need to figure out how
to best depict their likeness and personality. While they are doing
this, I will be calling students to the back of the classroom to get
reference photos for their self-portraits.
After taking these photos, I will take time to walk around to check in
on anyone who needs it (mostly in the form of one-on-one
instruction).
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This means:
• Turning in their plan sheets to the middle table.
• Placing pencils & erasers back where they found them.
HW My Homework: I will edit the photos (make them black and white)
and print them off on 8.5” x 11” copy paper. The school has a
photo printer so I will quickly be able to print these off after class
(and print off more photos if students were absent the prior day).
today (starting to make our self-portraits). I will remind students of
the lesson goal: To create an expressive piece of art that
showcases our individual personality as well as our likeness.
2 5 min “Self-Portrait” Demo (PART 1): I will show students how to

measure and draw a grid on top of our reference photos AND our
large sheets of paper. I will also quickly remind them how to use a
grid to replicate an image.
• Scaling up by x1.5
• Starting with contour lines (DON’T SHADE YET)
• Light mark making (for easy erasing later on)
2 5 min Material Distribution: Students will select their materials for the
work period. While they are doing this, I will be passing out the
reference photos and plan sheets from last class. Students will get:

• Erasers
• Yardsticks
• Large sheets of drawing paper (12” x 18”)
2 24 min Student work time: Students will take time to start their self-
portraits. I will have my expectations and teacher example
displayed on the projector. During this work time, I will be walking
around assisting and checking in on anyone who needs it (mostly
in the form of one-on-one instruction).
Note: Students will probably only get through drawing their grids
and starting to put down contour lines.
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This means:
• Storing their in-progress portraits and plan sheets in their
proper spots.
• Placing pencils, erasers, and yardsticks back where they
found them.
today (continuing to work on our self-portraits). I will remind
students of the lesson goal & timetable.
3 5 min “Self-Portrait” Demo (PART 2): I will give students tips and tricks
for completing the contour line step of their self-portraits in order to
move on to shading.
• Light mark making (for easy erasing later on)
• Making sure lines are unbroken from square to square
(Internal Logic)
• When they start adding their values: Start with a middle
grey and focus just on that tone throughout the image
work period. Students will get:

• Erasers
• Kneaded Erasers
• In-progress self-portraits
• Plan sheets (optional)
3 30 min Student work time: Students will take time to continue working on
their self-portraits. I will have my expectations and teacher
example displayed on the projector. During this work time, I will be
Note: Students will probably get through drawing their contour lines
and maybe start to shade their images.
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This means:
proper spots.
they found them.
today (continuing to work on our self-portraits). I will remind
students of the lesson goal & timetable.
4 5 min “Self-Portrait” Demo (PART 3): I will give students tips and tricks
for shading their self-portraits
• Referencing our prior lessons’ worksheets
• Touching every part of the page with the pencil
• Pushing contrast (making the darks portions darker and the
light portions lighter)
• Using our erasers as mark making tools
• Large areas of unchanging value will destroy the illusion of
depth

• Erasers
• Kneaded Erasers
Note: This last shading portion of the lesson will take the
longest...plan for 2 - 3 class periods.
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This means:
proper spots.
they found them.
today (maybe finishing our self-portraits). I will remind students of
the lesson goal & timetable. I will also use this time to address the
class in order to highlight the overall class successes and address
any trouble spots. (“I think we are having trouble with X… To avoid
this, I think we should try Y”).

• Erasers
• Kneaded Erasers
Note: This is day 2 of shading… at this point, I would see where

the entire class is at and determine if they need an additional
workday. If they do, we will repeat the steps of this day the next
time we meet.
This means:
proper spots.
they found them.
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today (Doing a full class critique). During this portion of class, I will
remind students of my expectations for the critique and what I am
looking for.
6 7 min Setup time: We will work as a class to push together a couple

tables in the middle of the room. Students will then place their work
on this big table that way we can all easily see one another’s work.
I will also pull up a presentation help slide for students to reference
throughout the critique if they need to.
6 30 min Critique time: I’ll lead the critique by asking various questions
throughout (E.g. “Whose self-portrait was super successful in
showcasing some sort of personality?”) We will take a couple
minutes to discuss each students work, and where they have room
to potentially improve. Students will be responsible for contributing
at least once during the critique time.
*(the most successful responses will use the lessons vocab)*
This means:
• Turning their completed works into the middle table
Clean-up Procedures (Room, Materials & Work Storage)

Students are responsible for making sure they are leaving their work area how they found it
(clear of clutter and wiped down). This means that they need to put back any materials that they
have gotten out. They are also responsible for making sure their projects are placed on the
appropriate shelves and that any written assignments are turned in on my desk before they
leave the classroom.
Closure, Review & Anticipation (what’s next?)

In the next unit, we will look to make drawings based off of nature. In this lesson, we will have a
chance to try making an observational drawing of the ever changing outdoors. This will be a
unique challenge; We will need to accurately depict a scene while trying to account for and
overcome the dynamics of nature.
Supplemental Activity
If students finish early, they will have a chance to prepare for the critique. This means that they
can write down bullet points on notecards to explain their work processes (that way they can
reference this info during the critique if they want). If they finish this, they can start pivoting their
focus to the next unit by sketching plant life from a reference photo. This will give them an
opportunity to start thinking about how they would approach the depiction of greenery.
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Teacher reflection focused on the lesson after it has been taught
N/a
Lesson 2 Teaching & Learning materials
All resources, slide shows, teacher samples, and assessments related to this lesson can
be found in the unit PowerPoint.
Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons
Works Cited
Ansell, M. J. (n.d.). Mary Jane Ansell. https://maryjaneansell.com/
Apriyatno, V. (n.d.). Veri Apriyatno. https://www.saatchiart.com/veriapriyatno
Cole, M. (2021, October 2). 10 artists who were masters of drawing, from Leonardo da Vinci to
Pablo Picasso. https://mymodernmet.com/best-drawings/
Hinz, L. (2009). (PDF) expressive therapies continuum: Use and value ...
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Drawing 1 Portrait Unit Plan

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Drawing 1 Portrait Unit Plan

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What is the central focus of the unit?

What is the central focus of the unit?

What are some essential questions being explored in the unit?

What are some essential questions being explored in the unit?

Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Justin Scherer

UNIT TITLE Intro to Portraiture

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson duration? 4 Days

Lesson duration? 8 Days

Teacher Candidate Justin Scherer

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

4PR Establish the appropriate levels of craftsmanship when completing artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Day Duration Application

After introducing this question and discussing potential answers, I

1 5 min Material Distribution: Students will select their materials. While I

Students will get:

During this work time, I will be walking around assisting and

2 8 min Review: Utilizing the “Drawing 1 Portraiture” PowerPoint, We will

2 5 min Material Distribution: Students will reselect their materials.

Students will get:

3 15 min 2nd Worksheet Intro: Utilizing the “Drawing 1 Portraiture”

3 5 min Material Distribution: Students will select their materials. While I

Students will get:

During this work time, I will be walking around assisting and

4 8 min Review: Utilizing the “Drawing 1 Portraiture” PowerPoint, We will

4 5 min Material Distribution: Students will reselect their materials.

Students will get:

Before we clean up: I will give students a preview of what we are

HW My Homework: I will take time to grade their worksheets and

If students fall in the (✔-, -) territory, I will leave a detailed

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Lesson 1 Teaching & Learning materials

Teacher Candidate Justin Scherer

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Establish the appropriate levels of craftsmanship when completing artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Materials for Students

(the most successful responses will use the lessons vocab)