look and discuss an art piece that introduces some of the lesson concepts

Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.

Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.

The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.

check for understanding

Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.

independent

The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.

FOCUS ON ISOLATING AND COPYING LINE

The focus of the class period should be getting student artists to not feel overwhelmed by a complex image, but instead to reduce it down to single lines that are easy to see and copy. Students having a hard time with this can pair with students who understand and they can work together. Encourage the helpers not to do the work for the other student, but to teach them how to do it for themselves. When talking with the students, try to refer to the drawings in isolated parts—rather than referring to an ‘arm’ refer to the ‘top curved line’. Or the ‘small angled line’.

students discuss the artistic decisions that they made

Use 'what, how, and why' and then take comments or questions.

Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.

Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.

Choose presenting student artists in advance and let them know during their work time so that they are prepared.

Sharing should work as follows:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

anticipated problems

• Make sure that students are drawing on either section 3 or 4 with the opening at the bottom; you want the drawing to be on the bottom half of the paper so they have enough room to add details during Lesson 4.
• If a student needs to go a little bit above the line, that’s o.k.; this is a rough guideline. Likewise, if a student has a long stuffed animal and it makes more sense to draw it over sections 3 & 4 rather than just section 4, that is also o.k. The folds are intended for them to parcel out their space (drawing just on section 4 leaves space to draw a friend’s toy, too, and drawing on section 3 & 4 leaves space at the top for drawing a background in Lesson 4).
• Students may become frustrated if their drawing doesn’t look ‘right’. Ensure them that part of being an artist is identifying the things that don’t look quite right and simply fixing them. Ask them to compare the lines and the shapes and try to help them problem-solve where they feel their drawing isn’t working.
• Some students may draw too quickly—if they do so, talk with them and point out some of the things that they missed when they zoomed through the drawing. Demonstrate how slowly the pencil should be moving (‘like an ant creeping along’). Remind them that they should be moving the pencil at the same speed as their eye and it moves around the object they are drawing. Feel free to pair students up to her teach other, but remind them not to draw on one-another’s pictures. Their role is to help each other learn. Remind students that erasing is just as important as drawing, and part of learning how to draw is erasing and starting over.

early finishers

Allow students to draw as many other toys as they have time for.