St. Michael-Albertville High School
Drawng and Painting I
Teacher: Sara Henrikson
August 2014
DRAWING AND PAINTING I
Content
CEQ: What is Drawing
and Painting?
Course Description
This class will teach
beginning concepts in
drawing and painting.
During the class students
will focus on the initial
questions of “What is
drawing?”, “Why draw?”
and develop a connection
between drawing and
painting. Students will
understand how to work
critically through analysis
and interpretation while
completing drawings and
paintings. Students will
not only work in various
mediums such as
graphite, ink, charcoal,
watercolor and tempera,
but will also write, study
historical perspectives
and understand why
drawing is an essential
Skills
A. Drawing Purpose
A1.Show information
and understanding in
drawing
A2.Express intent and
story lines in drawing
A3.Develop imaginary
imagery
A4. Show understanding
of a critique
Learning Targets
A. Drawing Purpose
A1.Show information
and understanding in
drawing
A2.Express intent and
story lines in drawing
A3.Develop imaginary
imagery
A4. Show understanding
of a critique
Assessment
A. Drawing Purpose
A1.Observational Drawing
(Classroom)
A2.Comic Strip
(Sketchbook)
A3.Imagination Drawing
(Sketchbook)
A4.Critique
A1-4 Assessment Sheet
Davis
Resources & Technology
A. Drawing Purpose
A1-4 Davis Drawing Text pg. 227
A4. Describe and analyze
worksheet
B. Elements and
Principles
B1. Develop imagery that
contains line, shape and
space.
B2. Develop imagery that
displays the use of form,
value and texture
B3. Use Color
B4.Show the use of
Emphasis, Balance,
Proportion/Contrast
B5. Show the use of
Pattern/Rhythm,
Movement and Unit
B6. Create a successful
Design showing
B. Elements and
Principles
B1. Develop imagery that
contains line, shape and
space.
B2. Develop imagery that
displays the use of form,
value and texture
B3. Use Color
B4.Show the use of
Emphasis, Balance,
Proportion/Contrast
B5. Show the use of
Pattern/Rhythm,
Movement and Unit
B6. Create a successful
Design showing
B.Elements and Principles
B1,B6. Contour line drawing
emphasizing figure-ground
relationship
B2,B6.Value drawing using
graphite
B3,B6. Colored pencil study
B4,B6. Drawing using
informal balance to create
the emphasis
B5,B6.Draw a tessellation
B1-6. CA- Principle
drawings
C. Still Life
C1-5. Davis Drawing Text. pg.
69-87
C2-5. Cezanne/ Flemish/
O'keeffe/ Audry Flack
C. Still Life
C1.Critique- Baroque Still
Life vs Contemporary Still
Life
B.Elements and Principles
B1-5 Davis Drawing Text pg.2847
B5.http://www.tessellations.org
D. Landscape
D1-3. Davis Drawing Text. pgs.
91-109
D1-3. Hudson River School/
Impressionist/ Contemporary/
Regionalist
E. Perspective-Spacial and
Linear
E1-4. Davis Drawing Text. pgs.
111-131
E1-4. M.C. Escher/
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Content
skill in today’s world.
Skills
Minnesota Native
American
Learning Targets
Minnesota Native
American
St. Michael-Albertville High School
Assessment
C2.Gesture Drawing
(classroom/ Sketch)
UEQ:
C3 Value Drawing
(Classroom/Sketch)
C4.Foreshorten objects
 Why draw? Why C.Still Life
C.Still Life
Paint?
C1. Compare and analyze C1. Compare and analyze (classroom/Sketch)]
C1-5. CA-Still Life
 How does the
still life from history
still life from history
Drawing
critique process
C2.Develop studies that
C2.Develop studies that
work?
contain variations of line, contain variations of line,
D. Landscape
 How does value
stroke and tone
stroke and tone
D1. Written Critique
and color work?
C3 Develop studies that
C3 Develop studies that
contain forms developed contain forms developed D2. Sketches
(Classroom/Sketchbook)
by value
by value
A. Drawing Purpose
D3. Final Drawing- Pen and
A1.Record Information
C4 Develop studies that
C4 Develop studies that
Ink / Wash
and understanding
contain forms in space
contain forms in space
A2.Story and expression i.e. foreshortening objects i.e. foreshortening objects D1-3. CA- Landscape
Drawing
A3.Imagination
C1-5 Develop a Final
C1-5 Develop a Final
A4.The critical process
Still Life
Still Life
E.Perspective-Spacial and
Linear
UEQ:
E1-2.Class Discussion
D. Landscape
D. Landscape
E1-3. Drawing (Hallway,
 What are the
D1 Compare and
D1 Compare and
Room, Imagination)
Elements of
Analyze a landscape
Analyze a landscape
E4. Drawing (Observation)
Design?
drawing/painting from
drawing/painting from
E1-4. CA-1-Point and 2 What are the
history
history
point Linear Perspective
Principles of
D2 Develop a landscape
D2 Develop a landscape
Design?
drawing
drawing
F. Portraits
 How do the
D3 Create a landscape
D3 Create a landscape
F1. Sketchbook Drawing
Elements and
drawing
drawing
F2. Writing in Sketchbook
Principles work in
(Van Gogh vs. Rembrandt)
drawing?
F3.Black and white selfE. Perspective-Spacial
E. Perspective-Spacial
portrait from a mirror
B. Elements and
and Linear
and Linear
Resources & Technology
F. Portraits.
F1-4. Davis Drawing Text pgs.
133-158
F1-4. Davis Drawing Text pgs.
159-181
F1-4. John Singer Sargeant/
Chuck Close/ Rembrandt/ Van
Gogh/ Norman Rockwell
G. Abstraction/ Expressive
Language
G1-4. Davis Drawing Text pgs.
201-219
G1-4. Kandinksy/ Mondrian/
Richard Diebenkorn/ Rothko/
Frank Stella/
H. Paint, Value, Color
G1-4 Davis "Exploring Painting"
Pgs 39-51
H1-4 Powerpoint Color
Harmonies
H2. Powerpoint Acrylic
H3-4. Powerpoint Watercolor
H1-4 Historical information on
Color/ Pigment and Paint
I. Subject Matter
I-5. Davis Reading "Exploring
Painting" pgs 123-176
I-5.
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Content
Principles
B1. Line, Shape, Space
B2. Form, Value, Texture
B3. Color
B4. Emphasis, Balance,
Proportion/Contrast
B5. Pattern/Rhythm,
Movement, Unity
B6. Minnesota Native
American
UEQ:


What is a Still
Life?
Why create Still
Lifes?
C.Still Life
C1. History/ Context
C2. Line, Stroke, Tone
C3. Forms with value
C4. Forms in Space
C5. Critique
UEQ:



What is a
Landscape
Why do artists
create landscapes
How are
Skills
E1.Compare and Analyze
Linear Perspective
E2.Compare and Analyze
Spacial perspective
E1-3.Create a linear
perspective drawing
E4. Understand the use of
Atmospheric Perspective/
Size/ Spacial
Relationships
Learning Targets
E1.Compare and Analyze
Linear Perspective
E2.Compare and Analyze
Spacial perspective
E1-3.Create a linear
perspective drawing
E4. Understand the use of
Atmospheric Perspective/
Size/ Spacial
Relationships
F. Portraits
F1. Develop facial
proportion study
F2. Compare and
Contrast Two Portraits
F3 Develop an
Illustrative Self-Portrait
F4. Develop an
expressive self-portrait
F. Portraits
F1. Develop facial
proportion study
F2. Compare and
Contrast Two Portraits
F3 Develop an
Illustrative Self-Portrait
F4. Develop an
expressive self-portrait
G. Abstraction/
Expressive Language
Explore Expressive
language with various
mediums
G1. Discuss the Aesthetic
Response.
G2. Develop an Abstract
Drawing
G3. Develop a Nonobjective Drawing
G4. Understand the
G. Abstraction/
Expressive Language
. Explore Expressive
language with various
mediums
G1. Discuss the Aesthetic
Response.
G2. Develop an Abstract
Drawing
G3. Develop a Non-
St. Michael-Albertville High School
Assessment
F4. Color Self-Portrait
Drawing from a photograph
F1-4. CA-Self-Portrait
from a mirror
G. Abstraction/ Expressive
Language
G1. Sketchbook Drawing
G2. Group discussion
G3. Abstract Drawing
G4. Non-objective Drawing
G5. Discussion and quiz
G6. Discussion.
H. Paint, Value, Color
H1. Quiz
H2. Acrylic Study
H3. Watercolor Studies
H4. Watercolor Painting
H5-4 CA-Ink Wash Bottle
H6-4 CA-Analogous
Painting
I. Subject Matter
I1. Watercolor Painting
(Study)
I2 Acrylic Painting (Study)
I3. Watercolor Study in
Sketchbook
Resources & Technology
J. Ideas and Style
J1. Davis Reading "Discovering
Art History" Pgs 18-19
J1-3. Davis Reading "Exploring
Painting" pgs 5-19
J4. Davis Reading "The Visual
Experience" pgs 12-29
J5. Powerpoint Images
J5. Davis Reading "Exploring
Painting" pgs 21-51
Drawing & Painting I Course
Outline:
*Learning Targets: On-going
throughout the trimester*
I know and understand the
Elements and Principles of
Design.
I know the different types of
pencils used in drawing.
I know and understand what a
critique is and the process of
critique art work.
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Content
landscapes
organized
D.Landscape
D1.History/ Context
D2. Organize landscapes
D2. The Landscape
Skills
symbolism of color
G5. Discuss the use of
symbols and signs in
drawing.
H. Paint, Value and
Color
H1. Show understanding
of paints, pigments and
UEQ:
vehicles.
H2.Demonstrates
 How do you
knowledge of color and
create threeit's value
dimensional space H3. Create
on a twomonochromatic/
dimensional
complementary/
surface?
Analogous Color studies
H4. Create a painting
E.Perspective-Spacial
demonstrating color
and Linear
harmonies
E1. One-Point
Perspective
E2. Two-Point
I. Subject Matter
Perspective
I1. Create a Still Life
UEQ:

What are the
different purposes
of Portraits?
F. Portraits
I2. Create a Landscape
I3. Demonstrate the
Human form in paint
I4. Create an Abstraction
I5. Create a NonObjective work and
understand the difference
between Abstraction and
Non-Objective.
Learning Targets
objective Drawing
G4. Understand the
symbolism of color
G5. Discuss the use of
symbols and signs in
drawing.
H. Paint, Value and
Color
H1. I will know the
difference between
acrylic, watercolor,
tempera and gouache
H2-4. I can show
variations in color value
in a variety of mediums.
H5. I will know the
genres in painting and
complete a painting
demonstrating each.
I. Subject Matter
I1. I will understand that
paintings is a form of
communication
I2. I can show how an
artist uses ideas to create
a painting.
I3 I can look carefully at
my subject during the
painting process.
I4. I understand the
St. Michael-Albertville High School
Assessment
I4. Mixed Media Painting (1
Day)
I5-4 Written Critique and
Class Critique
Resources & Technology
I know how to use and respect
materials in art.
J. Ideas and Style
J1.Written Critique
J2."Research" Painting
J3. Observational Studies
J4. Critique/ Class
Discussion
J5. Quiz
Week #1: Class introduction &
Expectations



Unit #1 “What is
Drawing?-Elements and
Principles”
Shading and Blending
Elements and PrinciplesIn class (Textbook)
o Media: Graphite

Critique
Learning Targets:
Observational Drawing
I know the different types of
pencils used in drawing.
I understand why we use value in
a drawing.
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Content
F1. Anatomy and the
Portrait
F2. Portraits as
Documents
F3. Expressions
F4. Portraits as
Illustration and
Exploration
F5. The Self-Portrait
UEQ:



What is the
Aesthetic
response?
How does
abstraction start?
How do the
elements and
principles work in
an abstract work?
G. Abstraction and The
Expressive Language
G1.Expressive Language/
The Aesthetic Response
G2Abstract vs. NonObjective
G3.Meaningful color
G4. Signs and Symbols
Skills
J. Ideas and Style
J.1. Understand how
paintings can
communicate
J.2. Understand how
artists come up with
ideas.
J3. Document how to see
J4. Discuss Style.
J5. Understand how the
elements and principles
are interrelated
Learning Targets
Assessment
difference between
historical, regional, and
personal style.
I5. I will intentionally use
the compositional
elements and principles
in painting.
J. Ideas and Style
J.1. I can understand how
paintings can
communicate
J.2. I can understand how
artists come up with
ideas.
J3. i can document how
to see
J4. I can discuss Style.
J5. I Understand how the
elements and principles
are interrelated
St. Michael-Albertville High School
Resources & Technology
I can render shading in drawing.
Week #2:Begin SKETCHBOOK
assignment #1



Continue Unit #1 “What
is Drawing?-Elements
and Principles”
Drawing from
Observation – LINE &
Values (Textbook)
Begin Unit #2 - “The
Landscape”
o Introduction to Color Theory
o Landscape Study – Bring an
image/photo from home!!! NO
GOOGLE
o Perspective & Space: How to
create an illusion of depth using
value
Learning Targets: Landscapes
I can compare and analyze a
landscape drawing/painting from
H. Paint, value and
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Content
color
H1.Acrylic, Oil,
Watercolor, Gouache
H2.Value in Color
H3.Color Basics theories
and harmonies
H4.Color application
I. Subject MatterI1. The Still Life
I2. The Landscape
I3. The FigureI4. Abstract
I5. Non-Objective
UEQ:


How do artists get
ideas?
What is Style?
J Ideas and Style
J1. Painting is
Communication
J2. Ideas
J3. Learning to see
J4 Style
J5. Composition and the
Elements and Principles
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
history.
I know and understand the
influence of Ojibwa landscape
artist George Morrison.
I can develop a landscape
drawing.
I will create a landscape drawing
and transfer my composition to
watercolor paper.
I know how to use a variety of
techniques to create a successful
watercolor painting.
I know how to use and respect
materials in art.
Week #3:Continue Unit #2 –
“The Landscape” & Begin
Sketchbook #2



Introduction to
Watercolor
Contour Line Drawing of
Landscape on watercolor
paper
Watercolor Composition
Week #4: Begin Sketchbook #3
& Begin Unit #3 - “Harlem
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
Renaissance”





Critique Landscape
Watercolor
How to convey emotion
through drawing and
painting
Compositions with
Movement
History: Compare and
Contrast: Harlem
Renaissance Artists
Sketch: 4 drawings/ideas
for a painting that are
inspired by Harlem
Renaissance artist:
o It will help if you focus your
ideas either to the narrative,
expressive or movement
painting.
Learning Targets
I know what the Harlem
Renaissance was.
I know how to create a
composition showing artistic
expression using shape and color.
I can render shading in paint.
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
I can explain visual culture,
icons, and ideology, and how it
relates to the culture and to the
student personally.
I can Compare the art work of
Jacob Lawrence, Romare
Bearden and other influential
African American Artists.
Week #5: Continue Unit #3 “Harlem Renaissance” & Begin
Sketchbook #4


Create a sample color
Palette
Begin Painting
Composition on Board
Week #6: Finish Unit #3“Harlem Renaissance” & Begin
Sketchbook #5


Complete final
composition, touch up
edges, finish details, etc.
Critique
Learning Targets: Abstraction
of an Object
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
I know what Representational art
is.
I know the differences between
realism and abstract art.
I know how to create a collage.
I can render shading in drawing,
ink, paint and collage.
I can Compare the art work
during the life of Piet Mondrian.
I know how to use and respect
materials in art.
Week #7: Introduce Unit #4 “Abstraction of an Object”


How to create values
using pen & ink
Bring an Object from
Home: Something
SIMPLE
Week #8: Continue Unit #4 “Abstraction of an Object” &
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
Begin Sketchbook #6




History: Piet Mondrian
Begin 9-part series:
Representational
Series # 1 – Graphite:
Realism – Abstraction –
Abstract
Begin Series #2 – Pen &
Ink (work smaller)
Week #9:Continue Unit #4 “Abstraction of an Object” &
Begin Sketchbook #7


Continue to work with
Pen & Ink (work smaller)
Begin Series #3 –
Collage or Painting
Week #10:Finish Unit #4 “Abstraction of an Object”,
Begin Unit #5: “Self-Portrait” &
Begin Final Sketchbook
Assignment


Finish Series #3 –
Collage or Painting
Critique“Abstraction of
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
an Object” series
 Turn in Set of Brushes:
$10.00 fee for
Missing/Damaged
Brushes
Learning Targets for Portraits
I can develop facial proportion
study.
I can compare and contrast two
portraits.
I can develop and draw an
expressive self-portrait.
I can discuss the art work of
Chuck Close.
I can render shading in drawing.
I can transfer a drawing of
myself using a 1:2 grid method.



Introduce Unit #5 - “SelfPortrait”
History: Chuck Close
Generic Face Proportions
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
 Self-Portrait – Graphite:
Drawing from a mirror
Week #11 Continue Unit #5 “Self-Portrait”




Specific characteristics of
a face
Grid Out Drawing Paper
1:2 (4H…lines need to be
erasable)
Proportions: Self-Portrait
Contour Line Drawing
Start Self-Portrait
Drawing
Week #12 Final Sketchbook
Assignment Due


Continue Unit #5 -“SelfPortrait”
In Progress Critique
Week #13



Clean & Organize
Drawing Room
Donate unwanted art
materials
Final Critique
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Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
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