Digital Unit Plan Template

Unit Title: Drawing

Name: Samantha Squieri

Content Area: Art Advanced Drawing and Painting

Grade Level: 11-12

CA Content Standard(s)/Common Core Standard(s):

1.0ARTISTIC PERCEPTION
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment
and in works of art, including their own.
2.0CREATIVE EXPRESSION
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
3.0HISTORICAL AND CULTURAL CONTEXT
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence
are reflected in selected works of art.
Big Ideas:
After completing this assignment, students will learn various drawing techniques and the difference between creating a
self-portrait verse creating a portrait based on self-image.
Unit Goals and Objectives:
Students will create a self-portrait using the elements of art and the principles of design, which will be presented
through power points, handouts, and various demonstrations by instructor.
Students will demonstrate the necessary skills for creative problem solving by taking the knowledge they have learned
over this lesson to create a self-image portrait and not a self-portrait.
Students will plan and create a self-image portrait, which has been affected by time, place, and cultural influence
through the examples (which will be introduced in the PowerPoint or handouts given at the beginning of the lesson).
Unit Summary:

When a person is surrounded by images, videos, media and other influential cultural aspects, we start to look
at ourselves and ask, "Why don't I look like that?" It is always important to gain a sense of identity and know your self
worth. With society being surrounded with social media, it is important to understand that not everything can be taken
for face value. Images are edited so often that the "original" image is lost.
The phrase, "You are your own worst critic" is true for many scenarios, especially body image. This project will allow
students to reflect on themselves and the good characteristics they often overlook. By having students create this
project, they will have the opportunity to look at themselves in a way they may not have been aware of. Students will
be required to create a self portrait of way they see themselves and not in a traditional portrait. By adding different
elements into the drawing, the self-image portrait will transform into a piece of work in which students can look back
and see how they pictured themselves.
This project will require students to understand and apply the elements of art and principles of design. These
techniques can be simple or complex depending on the manner in which they are combined. There will be a lecture
that has examples and videos included of these 2 categories for students to grasp what they are learning. With more
advanced techniques, I will include a demo into the lesson plan when I begin my lecture after my entry-level
assessment. The essential question for this unit is, Do surrounding people, places, and events shape how a person
views themselves? By teaching students the difference between a self-portrait of an individual and a portrait of the
artist presenting their self-image through a drawing. Students will be required to draw their self-image portrait using
either graphite or charcoal on sketch paper that is no smaller than 8x10 inches and no larger than 16x20in.
Assessment Plan:
Entry-Level:
Formative:
Summative:
First, I will start by addressing the
First, students will create planning
First, I will measure students
class with questions regarding the
pages in their sketchbooks. Planning
summative understanding by having a
next lesson. I will ask them what they
pages consists of: a list with 15 or
rubric, final critique and test. The
know about the elements of design
more possibilities/ideas that students
rubric will be given to the students at
and the principles of designs and dive can use for their project, 15 or more
the beginning of the project and I will
into a class discussion. Based on the
thumbnails (roughly drawn outlines to use the rubric when I am grading their
feedback I receive, I will be able to
understand composition), 5 refined
work. The final critique will allow input
conduct my lecture accordingly. If
thumbnails and a refined rough sketch for all students to be able to
they are stronger about lines, but
of the final idea.
participate and see what fellow
seem to know less on balance, then I
Next, as students are working on
students accomplished. By holding

will go more in depth what they seem

to not know. At the end of the lecture,
I will have students grouped and
discuss what theyve learned. While
they are talking, I will walk around
and take notice to which topics they
seem to take the most interest in.
Next, students will receive
feedback from the instructor. If a
student has a question, I will address
the rest of the class on the topic. At
the end of the lecture I will have them
group together and compare notes
they take, which will give them
feedback from their fellow students.
Lastly, this will allow me to learn
what knowledge the class gathered a
whole as well as in their small groups.
It will also allow me to see which
students are more active in groups
and which ones learn better when not
in a group.

projects in class, I will walk around

and take notice to common errors,
strengths and weaknesses. This will
allow me to adjust my future lectures
and demos and work out the
problems. I will also set up individual
appointments with each student half
way through the project to see where
and how they are progressing.
Next, there will be a few handouts
that students will need to complete
along with one or two online
assessments. These will allow me to
see if students are not only
comprehending the lesson, but also
applying it to their project.
Next, students will receive
feedback from the instructor at the
midway critique to help them along.
My student can ask me any questions
they have or bring up any comments
they wish to address. In turn, I will
give them feedback to help advance
their project and allow them to finish
Lastly, this will allow me to see
what adjustments I need to make in
future project outlines, lectures, and
demos. By having a one on one
critique with my students, it will allow
them to be more open and not as
nervous if they have fears addressing

the critique, it will allow students to

gain a broader perspective and
constructive input.
Next, students will receive
constructive criticism from the
instructor as well as fellow
classmates. For every comment of
what was not effective, there will be a
comment for what is effective and
vice versa. Students will learn the
importance of a critique and how they
can take the information they learned
and turn it into something that is
positive.
Nest, a final test will be given to
students. This will give me insight if
the students applied the information
they learned effectively or if my
presentation needs adjustments for
my future classes.
Lastly, this will allow me to take
into consideration how the students
can conduct themselves into a
professional manner and what they
learned by completing this project.

the class.
Lesson 1
Student Learning
Objective:
Students will create
a self-portrait using
the elements of art
and the principles of
design, which will be
presented through
lectures, handouts,
and various
demonstrations by
instructor.
Lesson 2
Student Learning
Objective:
Students will
demonstrate the
necessary skills for
creative problem
solving by taking
the knowledge they
have learned about
the elements of art
and principles of
design in this lesson
to create a selfimage portrait.
Lesson 3

Acceptable
Evidence:

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
I will conduct a lecture on the difference of a typical
self-portrait verse a self-image portrait with a list of
vocabulary and examples of this project (which I will
have created for this assignment to show my
students). After the lecture they will have some time
to discuss ideas and avenue they chose to take. By
talking to other classmates, students will have the
opportunity to have an open mind and expand on
their personal ideas.

Acceptable
Evidence:

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Students will create planning pages for this lesson.
They will list at least 15+ different ideas for their selfimage and narrow down the list to a final 5. They will
then discuss with the instructor their ideas for the
project when I talk to each student individually. From
there, students will create 15+ thumbnail sketches
that are rough, mainly to get the composition of the
drawing in place. Lastly, students are to refine 5
thumbnails that will more or less show what the final
image will look like.

Student Learning
Objective:
Students will create
a self-image
portrait, which has
been affected by
time, place, and
cultural influence
through the
examples (which will
be introduced in the
PowerPoint or
handouts given at
the beginning of the
lesson).

Acceptable
Evidence:

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
The final project is the self-image portrait students
will draw. They will be responsible for keeping up with
the due dates and critiques of the drawing.

Unit Resources:
Female Image Evolution Video: Society has created an ideal image of how a female should appear rather than
natural beauty.
Male Image Evolution Video: Females are not the only ones to fall under this category. Males are often stuck in
feeling a certain way about their body image.
The Media and Our Self-Image: Media plays a huge part in self-image and today's culture. How can we look past the
media and see the truth of how things are?
How Do You Define Yourself: How do you define yourself? Lizzie Velasquez gives a great talk about what defines
you. How do you see yourself?
How you see yourself and how others see you: When you describe yourself, it is often not as accurate if someone
was to describe you. Why is that?
Drawing a Self-Portrait: Drawing large can be difficult. Here is one way to approach it with charcoal.
Tutorials: Extra approaches for drawing self-portraits to incorporate into your self-image portrait
Styles of Portraits: Graphite is one option for this project, however, other mediums can be used if you talk to the
instructor.
Self-Image Portrait: Ideas for planning your self-image portrait. Never be afraid to push yourself past the expected.

Transform Your Image: Self-image portrait doesn't have to be what you are experiencing now, but what version of
your self image you wish to have.

Useful Websites:
Self-Image I & Self-Image II: Describes self-image
Self-Image Portrait: Describes Self-Image Portraits and their artists
Principles of Design: Lists and Describes the Principle of Design
Elements of Design: Lists and Describes the Elements of Art
Elements of Art Video: Examples of Elements of Art Video (online Demo)
Principles of Design Video: Examples of Principles of Art video (online Demo)