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UDL Principles in The Arts Classroom: Sample Lesson Plan

This lesson plan introduces drawing techniques that use alternative tools like twigs to promote inclusion and accessibility. Students will warm up by experimenting with different pencil lines and then use twigs and ink to draw various subjects. They will explore contour line drawings, organic forms, and portrait drawings of each other. The goal is for students to broaden their understanding of drawing as a creative and adaptive process through different production methods and discussions of their work.

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64 views

UDL Principles in The Arts Classroom: Sample Lesson Plan

This lesson plan introduces drawing techniques that use alternative tools like twigs to promote inclusion and accessibility. Students will warm up by experimenting with different pencil lines and then use twigs and ink to draw various subjects. They will explore contour line drawings, organic forms, and portrait drawings of each other. The goal is for students to broaden their understanding of drawing as a creative and adaptive process through different production methods and discussions of their work.

Uploaded by

ccarrera1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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UDL Principles in the Arts Classroom

Gordon Sasaki

Sample Lesson Plan

DRAWING

Grades: 2nd 12th

Introduction: Using the fundamental nature of drawing as an adaptable visual language.


This lesson introduces alternative techniques to the process and reading
of drawing as an inclusive form of communication.

National Standards for Arts Education for Visual Arts (Grades 2 12)
Content Standards:

Understanding and applying media, techniques, and processes


Using knowledge of structures and functions
Choosing and evaluating a range of subject matter, symbols and ideas
Understanding the visual arts in relation to history and cultures
Reflecting upon and assessing the characteristics and merits of their work
and the work of others

Making connections between visual arts and other disciplines

Rationale:

They will learn to view drawing as a contextual, as well as a personal form


of expression through the creation and discussion of artwork.
Students will explore the creative process and its inherent adaptability to
problem solving techniques.
The lesson promotes the value of individual choice through adaptive and
inclusive perspectives.

Objectives:

Explore alternative methods of drawing production and assessment, using


both familiar and unconventional tools.

Participants will learn different production techniques and methods of


interpretation. Broadening their understanding of the creative process and
its interdisciplinary application through the medium of drawing.
Develop critical skills in relation to their work and the work of others
through classroom discussions.

Materials:

small twigs or branches (approx. 1/4 1/2 thick, 6-12 long)


black Ebony drawing pencils
two 16 oz. containers of black ink
small cups or containers for ink
14x17 white bond paper
paper towels / wet-wipes

Part 1: Warm-up exercise


Using drawing pencils, ask students to experiment with their tool by drawing
various types of lines on their paper, i.e. thick, straight, curly, dark, wavy, etc.
For younger students you may want to specify a particular number of lines. Ask
them to invent new types of lines.
Discuss how these individual lines were created and how they convey emotion.
Ask the students how certain lines make them feel.
Use hand/wrist cuffs, mouth-sticks , or other adaptive tools for students with
special needs in the inclusive classroom.
New Tools
Ask students pick a twig to use as a drawing tool. Twigs can be supplied to the
classroom or a short supervised outdoor excursion to collect twigs can be
arranged. It is important for students to be able to choose their twig, supporting
individual choice and responsibility.
Repeat the line drawing warm-up exercise with ink and the twigs as drawing
implements. Discuss ways to adapt or change their tools as they work; by
breaking the twig, using both or multiple ends, using more or less ink, etc.
Compare and contrast these drawings with the pencil drawings. Discuss how
line can convey issues of movement, variety, energy, emotion, etc.
Part 2: Contour Line
Use the same twigs to draw and organic form like a hand, foot, or shoe. Stress
the careful observation of detail in their subject. Draw larger than life size to
enable the inclusion of detail. Use a diverse quality of lines for these drawings,
referencing their previous drawings.
Discuss these images in their technical and emotive qualities.

The Portrait
Ask students to pair up, facing each other ask them to draw each other, either
by taking turns or drawing simultaneously. Stress the same issues as the
previous drawing.
Discuss these images in their technical and emotive qualities compared to
previous drawings.

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