Springfield College

Lesson Plan Template

Teacher: Ms. Howell
Subject: Visual Arts
Title of Lesson: Shoe Contour

Date: --Grade Level: Art 1 (9-12)

Lesson Length: 43 minutes

Overview of the Lesson

Lesson Summary:
In this lesson students will determine what a contour drawing is. They will
explore and develop their skill through practice.
Massachusetts Framework Standards:
1.9, 2.1, 2.6, 2.7, 2.8
Lesson Objectives: The students will be able to..
Represent a 3d form in a detailed contour drawing.
Materials/Equipment to be Used in Teaching the Lesson:
Paper, Pencils, Erasers, Thin Tip Sharpie, shoes
Enduring Understandings:
Big Ideas: The students will understand that
Contour drawings are a form of simple representation, usually as one
continuous line. Contour drawings can be helpful when preparing a canvas for
a painting, or establishing a starting point for any artistic piece.
Concepts:
Contour drawing
Outline
Essential Questions:
What factors might make a contour drawing difficult?
Content
Factual Content: There is no shading in a contour drawing. Contour drawings
are simplified representations of a person, place, or object usually as one
continuous line.
Vocabulary:
Outline, proportion, Contour, line, simplified
Tier 1: Outline, line
Tier 2:contour, simplified
Tier 3: proportion
Critical Thinking Skills (Reading, Writing, Speech, Listening)

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Lesson Plan Template

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Performance task of drawing contour drawing
Discussion (informal)

Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Anticipatory Set: (hook)

Conversation of what has been previously reviewed.
- one continuous line
- not detailed
- start with total outline
Why do people use contour drawings?

Step One: Teacher Demo:

Recap how to look at object: angles and proportions with pencil. Start with full outline.

Step Two: Students conduct small scale attempt. (pencil)

Step Three: Students conduct life size or larger attempt. (pencil then traced in sharpie,
then pencil is erased.)

Step Four: Take picture from seat to be able to continue drawing from same perspective.

Closure: Volunteers discuss and reflect on their work. What was hard? What they
liked/disliked?

Homework/Extension Activities: Bring the same shoe if not finished!

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Lesson Plan Template

Reflection on Lesson
a. The Lesson Plan:

b. Teaching Skills:

c. The Students: