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Mill Valley School District Art Department

Drawing Curriculum Map

Ceramics/Sculpture

Crafts/Photography

Art Department Philosophy


Statement

Through a robust
studio-based art curriculum,
students in Mill Valley
School District have
opportunities to explore a
variety of art media at every
grade level.

Painting
Mixed Media/Collage

Drawing

Studio Habits of Mind

Printmaking

Art Department Philosophy Statement


Mill Valley School District provides a robust studio-based art curriculum where students learn
to express personal ideas and feelings using their imagination, or observation. Students learn
to value originality, artistic freedom, and the art process.
The program places artistic expression at the center. Aesthetic values, art criticism, and art
history inspire and grow out of students' creative experiences. Students have opportunities to
make choices and cope with ambiguity and uncertainty as they exercise judgment in
solving artistic problems. Through the making of their own art, students invent, experiment,
discover, investigate, take risks, work through mistakes, and reflect. Students explore
different sources for inspiration: imagination, intuition, memory, and observation. They learn
from each other and they learn to value their creative process and product.

Studio Habits of Mind

Drawing Overview

Key Vocabulary

Guiding Questions

Big Ideas

Drawing
Resources
Related Museum Exhibits,
Websites, Books,
Images,Videos, Music

Understandings
By Grade Level

Connections
Artists Studied, Childrens
Literature, Cultural,
Historical, Cross-Cultural

Project Examples

Projects By Grade Level

Drawing Vocabulary
Abstract, background, balance, blind contour drawing, cast shadow, cityscape, color, color blending,
continuous line, contour line, converging lines, dark, dynamic, enlarging, foreground, form,
freehand, genre, gesture drawing, highlight, horizon line, landscape, light, line, mannequin,
mark-making, measured sketch, middleground, mood, one-point perspective, pattern, perspective,
placement, portrait, proportion, realistic, rule of thirds, seascape, shade, shape, sketch, still life,
straight-edge, symbolism, texture, theme, two-point perspective, value, vanishing point, viewfinder,
volume

Drawing Guiding Questions

How does an artist make a drawing?


What materials and tools can be used to create a drawing?
What techniques do artists use to create a drawing?
What are the unique qualities of a drawing?

Drawing Big Ideas

Drawing is a powerful and easily accessible way to visually communicate, describe ideas and
thoughts, and express feelings.
Drawing is the act of creating a mark on a surface.
Commonly used drawing materials are pencils, erasers, markers, crayons, chalk and oil
pastels, and ink.

Drawing Resources At Home


www.artic.edu
www.metmuseum.org/.../drawings-and-paintings
www.timeout.com/chicago
www.nga.gov/kids/scoop-okeeffe.pdf
www.nga.gov/exhibitions/2004/dine/dine_ss.shtm
http://moma.org/explore/collection/drawings
http://www.nga.gov/exhibitions/drawingsinfo.shtm
Art for Kids: Drawing; the Only Drawing Book Youll Ever Need to Be the Artist Youve Always Wanted
to Be by Kathryn Temple
Ed Emberleys drawing books
How to Draw 50 series of drawing books by Lee J. Ames
How to Draw books by Barbara Soloff Levy
Tell Me About series of books about specific artists by John Malam

Drawing Connections In the Classroom


Leonardo Da Vinci
Alessandro Diddi
Jim Dine
Albrecht Durer
MC Escher
Nicole Hollander
Ileana Hunter
Wassily Kandinsky
Georgia OKeeffe
Carolyn Keigley
Johannes Vermeer

Paul Klee
Henri Matisse
Janette Parris
Pablo Picasso
Jerry Pinkney
Rembrandt
Bridget Riley
Ian Sklarsky
Wayne Thiebaud
Vincent Van Gogh
William Harnett

A Boy Who Drew Birds: A Story of John James Audubon by Jacqueline Davies
Bear in Mind: A Book of Bear Poems
Corduroy by Don Freeman
Dragonology by Ernest Drake
Ish and Dot by Peter Reynolds
Just Like Me by Tomie Arai
Owl Moon by Jane Yolen
Teapots Transformed by Leslie Ferrin
Treehouses by Peter Nelson
What Do You Do with An Idea by Kobi

Drawing Project Examples


Transitional Kindergarten: penguins
Kindergarten: Teddy bears, robots
1st grade: Sea turtles, dragons
2nd grade: Symmetrical butterflies, sunflowers
3rd grade: Seascape, landscape, cityscape
4th grade: Wayne Thiebaud dessert study
5th grade: Observational drawings of objects, one-point perspective
6th grade: Viewfinder drawings of musical instruments
7th grade: Line unit
8th grade: Figure drawing

Drawing Understandings By Grade Level

Transitional Kindergarten Students

Demonstrate beginning skill in the use of materials, such as pencil, to create a drawing
Experiment with colors through the use of a variety of drawing tools and materials
Create a self-portrait or portrait drawing
Use colors to draw everyday objects
Engage in self-directed play with drawing materials
Engage in self-directed creative drawing
Share and talk about personal drawings

Kindergarten Students

Build upon prior knowledge and skills


Make lines using a variety of drawing tools and materials
Put basic shapes together to create complex shapes in a drawing
Experiment with various mark-making materials
Use lines in a drawing to express feelings
Use lines, shapes, form, and colors to make patterns in a drawing
Build skills and approaches to drawing through experimentation
Engage in exploration and imaginative play with drawing materials
Engage collaboratively in creating a drawing
Explain the process of making a drawing while creating

First Grade Students

Build upon prior skills and understandings


Use flat geometric shapes to create pictures, or draw freeform shapes
Use variations in line, shape, form, color, and texture to create a drawing
Draw a still life from observation
Explore uses of materials and tools to create a drawing
Engage collaboratively in exploration and imaginative play with drawing materials
Use observation and inquiry for drawing
Use art vocabulary to describe choices while making a drawing

Second Grade Students

Build upon prior skills and understandings


Use a variety of line qualities in a drawing
Use symmetry to create visual balance in a drawing
Depict the illusion of depth (space) in a drawing using overlapping shapes, relative size, and
placement within the picture
Sketch from observation, indoors and outdoors
Experiment with various drawing materials and tools to explore personal interests
Brainstorm collaboratively multiple approaches to making a drawing
Discuss and reflect with peers about choices made in creating a drawing

Third Grade Students

Build upon prior skills and understandings


Draw a landscape, seascape, or cityscape that shows the illusion of space
Create perspective by showing foreground, middleground, and background in a drawing
Explore ideas in a personal sketchbook
Create a drawing using a variety of artistic processes and materials
Elaborate on an imaginative idea in a drawing
Apply knowledge of available resources, tools, and technologies to make a drawing
Elaborate visual information by adding details to a drawing

Fourth Grade Students

Build upon prior skills and understandings


Combine observation and imagination to make a drawing
Use shading (value) to transform a two-dimensional shape into what appears to be
three-dimensional form (e.g. circle to sphere)
Use conventional facial and figure proportions to create an expressive portrait or figure
drawing
Explore and invent drawing techniques
Brainstorm multiple approaches to a creative drawing problem
Set goals collaboratively and create a drawing
Revise a drawing in progress on the basis of personal reflection or insights gained through
peer discussion

Fifth Grade Students

Build upon prior skills and understandings


Use one-point perspective to create the illusion of space in a drawing
Create gesture and contour observational drawings
Create a mixed media drawing that reflects unity and harmony
Experiment and develop skills in multiple drawing techniques and approaches through
practice
Combine ideas to generate an innovative idea for a drawing
Identify and demonstrate diverse methods of artistic investigation of personally relevant
content for creating a drawing
Create artist statements using art vocabulary to describe personal choices in drawing

Sixth Grade Students

Build upon prior skills and understandings


Refine and combine use of materials (e.g. graphite sticks, charcoal pencils, pen, and ink) to
develop line quality in a drawing
Experiment with shading, value, and texture in a drawing
Create an observational drawing of light and shadow on objects
Create an exploration of portraiture, figurative, and still life as subject matter in a drawing
Use technology to create an original drawing
Develop criteria to assess and critique works of art
Make revisions to a drawing after a critique, articulating reasons for the changes
Demonstrate openness to trying new ideas, materials, methods, and approaches in creating a
drawing
Combine concepts collaboratively to generate innovative ideas for creating a drawing

Formulate an artistic investigation of personally relevant content for creating a drawing


Reflect on whether a personal drawing conveys the intended meaning, and revise accordingly

Seventh Grade Students

Build upon prior skills and understandings


Practice drawing skills with an emphasis on perceptual and expressive work using imagination
and observation
Explore different visual notions of space and perspectives (e.g. aerial, flat, atmospheric,
one-point)
Create a drawing using the art elements (line, shape, form, value, space, color, texture) and
design principles (rhythm/movement, balance, emphasis/contrast, proportion, gradation,
harmony, and variety).
Create a series of drawings that expresses a personal statement applying art elements and
design principles
Demonstrate persistence in developing skills with various drawing materials, methods and
approaches in creating drawings
Apply methods to overcome creative blocks in drawing
Develop and apply criteria to assess and critique drawings
Develop criteria to guide making a drawing to meet an identified goal
Reflect on and explain important information about personal drawings in an artist statement
or another format

Eighth Grade Students

Build upon prior skills and understandings


Explore of wide variety of personally meaningful subject matter in drawing
Describe the intent and content of drawings
Analyze/justify how choices contribute to the expressive quality of drawing
Demonstrate increased technical skills in drawing
Develop and apply a set of criteria to assess and critique drawings
Select a personal work/drawing that reflects growth over time
Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and
meanings that emerge in the drawing process
Document early stages of the drawing process visually and/or verbally
Apply relevant criteria to examine, reflect on, and plan revisions for a drawing

Transitional Kindergarten
Simple Animal Drawing
(Penguins)

Kindergarten
Figure Drawing
(Teddy Bears)

First Grade
Imaginary Creature Drawings
(Dragons)

Third Grade
Drawing a Landscape
(Mount Tamalpais)

Second Grade
Floral Still Life Drawing

Drawing Projects
By
Grade Level
Fifth Grade
Observational Contour
Drawings

Fourth Grade
Still Life
(Wayne Thiebaud Dessert)

Sixth Grade
Viewfinder Drawing
(Musical Instruments)

Seventh Grade
Exploring Line
as an Element of Art

Eighth Grade
Human Figure
Proportion Drawing

Transitional Kindergarten Project


Simple Animal Drawing (Penguins)
Motivating Questions
Goals/Key Understandings
- Experience making a drawing.
- Use a variety of tools to make
a drawing.

What is a drawing? What can an


artist use to make a drawing?
How does an artist make a
drawing? What shapes would you
use to draw a penguin?

Develop Craft
Express

Artist, color, drawing, line,


pencil, shape

Resources

Lost and Found by Oliver


Jeffers; Penguin: Pablo
Picassos One Line Drawing

2.2 Demonstrate beginning


skill in the use of materials
(such as pencils, paints,
crayons, clay) to create works
of art

Studio Habits of Mind

Key Vocabulary

Connections

Visual Arts Standards

Cal Academy of Sciences penguin


exhibit, San Francisco Zoo
penguin exhibit; Mr. Poppers
Penguins by Richard and Florence
Atwater

Assessment
- Student sharing: Students
share and talk about their
personal drawing with their
peers and teacher. Students
talk about their process.

Kindergarten Project
Figure Drawing (Teddy Bears)
Goals/Key Understandings
Motivating Questions
- Observe a model of a teddy
bear and discuss the shapes
they see.
- Draw a teddy bear figure using
simple shapes.

When you look at this teddy


bear, what shapes do you see?
How do you put those shapes
together to draw a teddy bear?

Visual Arts Standards


2.6 Use geometric shapes/forms
(circle, triangle, square) in a
work of art

Key Vocabulary
Studio Habits of Mind
arms, body, circle, Chinese ink,
ears, eyes, figure, geometric,
legs, model, mouth, nose, oval,
rectangle, round, snout, square,
stick as a drawing tool, triangle

Envision
Observe
Stretch and Explore

Resources

Connections
Corduroy by Don Freeman,
A Button for Corduroy by Don
Freeman,
Famous Bears and Friends by
Janet Wyman Coleman

The Legend of the Teddy Bear


(Myths, Legends, Fairy and
Folktales) by Frank Murphy
http://www.theodoreroosevelt
.org/site/c.elKSIdOWIiJ8H/b.86
84621/k.6632/Real_Teddy_Bea
r_
http://americanhistory.si.edu/
press/fact-sheets/teddy-bear
http://www.history.com/news
/ask-history/who-invented-the
-teddy-bear

Assessment
- Student and teacher discussion
in process: Tell me about your
drawing. Tell me about your
process.

First Grade Project


Imaginary Creature Drawings (Dragons)
Goals/Key Understandings
- Compare artists drawings of
dragons for inspiration.
- Use a variety of lines and
shapes to make a drawing.
- Experiment with line and
mark-making to create visual
texture in drawing.

Motivating Questions
What characteristics do
dragons have in common?
What kinds of lines and shapes
might you make to draw a
dragon? How does an artist
create visual texture in a
drawing?

Key Vocabulary

Envision
Express
Understand Art World

Resources

The Dragons are Singing Tonight


by Jack Prelutsky
Dragons, Dragons, Dragons by
Eric Carle

2.4 Plan and use variations in


line, shape/form, color, and
texture to communicate ideas
or feelings in works of art

Studio Habits of Mind

background, detail, line,


pattern, shape, talons, visual
texture, wings

Connections

Visual Arts Standards

Movie: How to Train Your


Dragon
Chinatown/Chinese New Year
Parade
How to Train Your Dragon book
series by Cressida Cowell

Assessment
- In-process student/teacher
reflection: What characteristics
does your imaginary creature
have? How did you come up
with your ideas? Tell me about
your process.

Second Grade Project


Floral Still Life Drawing (Sunflowers)
Goals/Key Understandings
Motivating Questions
- Explore and observe real
flowers.
- Describe their shapes and
texture.in Interpret their
observations into their drawing.
- Develop understanding of a
still life.

What shapes and textures do


you find in a flower? How does
an artist communicate that in a
drawing? What is a still life?
How have artists created floral
still life?

Key Vocabulary

Visual Arts Standards


2.2 Demonstrate beginning skill
in the use of art media such as
oil/chalk pastels

Studio Habits of Mind

Background, blending, chalk


pastels, color, line, oil, pastels,
point of view, shape, still life,
space, texture

Express
Develop Craft
Observe

Resources
Connections
Vincent Van Gogh, Ellie
Simmons, Georgia O'Keeffe,
Faith Ringgold, Gustav Klimt
The Gift of the Sun: A Tale from
South Africa by Dianne Stewart
and Jude Daly
Van Gogh and the Sunflowers
by Laurence Anholt
Vincent Van Gogh: Sunflowers
and Swirly Stars by Joan Holub

www.sunflowernsa.com/all-ab
out/history; Sunflowers by
Debra N. Mancoff
https://www.vangoghmuseum.
nl/en
https://www.okeeffemuseum.
org/
www.ellysimmons.com
http://www.klimt.com
The Magical Tree: A Children's
Book by Gustav Klimt by
Myriam Ouyessad
The Little Klimt: A Fun and
Cultural Moment for the Whole
Family by Catherine de Duve

Assessment
- In-process student/teacher
reflection: How did you create
your floral still life? How did
you create visual texture? Tell
me about your process.

Third Grade Project


Drawing a Landscape (Mount Tamalpais)
Goals/Key Understandings
- Observe and create a drawing
of a landscape (Mount
Tamalpais) using foreground,
middle ground, and
background.
- Compare and contrast artists'
interpretation of landscapes
(mountains).
- Observe work of Tom Killion
and share how he interprets the
landscape (Mount Tamalpais).

Motivating Questions
What is a landscape? How do
artists draw landscapes? What
is foreground, middle ground,
background?

Visual Arts Standards


2.3 Paint or draw a landscape,
seascape, or cityscape that
shows the illusion of space

Studio Habits of Mind


Vocabulary

Envision
Observe
Reflect
Understand Art World

Background, foreground,
landscape, middle ground,
Mount Tamalpais, sketch

Connections
Connections to classroom study
of Mill Valley; Tamalpais
Walking: Poetry, History and
Prints by Gary Snyder & Tom
Killion

Resources
Mount Tamalpais Scenic
Railway, CA by Fred Runner;
Opening the Mountain:
Circumambulating Mount

Assessment
- Partner discussion: Does your
landscape have a foreground,
middle ground, and
background? How are our
landscape interpretations

Tamalpais, A Ritual Walk by


Matthew Davis
http://www.friendsofmttam.or
g

similar or different? Tell me


about your process.

Fourth Grade Project


Still Life (Wayne Thiebaud Dessert)
Goals/Key Understandings
- Observe Wayne Thiebaud's
work to see how he uses
shading/value.
- Create a drawing inspired by
Wayne Thiebaud's paintings.
- Use shading/value to create
the illusion of a
three-dimensional form.

Motivating Questions
How does an artist use
shading/value in a drawing?
How do you represent a
three-dimensional object on a
two-dimensional surface?

Visual Arts Standards


2.1 Use shading (value) to
transform a two-dimensional
shape into what appears to be
a three-dimensional form (e.g.,
circle to sphere)

Studio Habits of Mind

Key Vocabulary

Envision
Develop Craft
Observe
Understand Art World

form, highlight, shade, shading


(value), shadow, still life,
three-dimensional, tint,
two-dimensional

Resources

Connections
Delicious: The Art and Life of
Wayne Thiebaud by Susan
Goldman Rubin

http://www.nga.gov/content/d
am/ngaweb/Education/learnin
g-resources/an-eye-for-art/AnE
yeforArt-WayneThiebaud.pdf
https://www.sfmoma.org/
Wayne Thiebaud: A Paintings
Retrospective by Steven Nash,
Adam Gopnik

Assessment
- Self-assessment and
peer-to-peer assessment: How
did you use shading? What
makes your work look
three-dimensional? Tell me
about your process.

Fifth Grade Project


Observational Contour Drawings (Jim Dine Tools)
Goals/Key Understandings
- Look closely at an object
(tools).
- Create a contour drawing of
that object.
- Use charcoal as a drawing
medium.
- Use shading to create the
illusion of a three-dimensional
form.

Motivating Questions
How does an artist make an
observational drawing? What is
a contour drawing? How does
an artist work with charcoal to
create shading?

Visual Arts Standards


2.2 Create observational
contour drawings

Key Vocabulary
Studio Habits of Mind

blending stump, charcoal (vine


charcoal, compressed charcoal,
charcoal pencils), kneaded
eraser, observational and
contour drawing, shading,
sketch

Develop Craft
Observe
Reflect
Understand Art World

Assessment
Resources
Connections
Jim Dine: My Tools by Jim Dine

www.tate.org.uk/art/artworks/
dine-no-title-P02540; Jim Dine:
Five Themes by Graham Beal

- Self-reflection: Did I observe


closely? How did I use shading
with the charcoal? Does my
drawing look like the tool? Tell
me about your process.

Sixth Grade Project


Viewfinder Drawings (Musical Instruments)
Goals/Key Understandings

Motivating Questions

- Examine and respond to


Johannes Vermeer and William
Harnetts musical instrument
paintings.
- Learn how to use a viewfinder
as a tool to make an interesting
composition.
- Practice drawing a variety of
musical instruments from
observation.
- Learn how to shade gradually
from dark to light values with a
pencil.

- What can you learn from


Vermeer and Harnetts still life
paintings of musical
instruments?
- How does an artist use a
viewfinder as a compositional
tool?
- What is observational
drawing?
- How does an artist use a
shading in a drawing to make a
two-dimensional object look
three-dimensional?

Visual Arts Standards


2.1 Use various observational
drawing skills to depict a
variety of subject matter.
2.3 Create a drawing, using
varying tints, shades and
intensities.

Studio Habits of Mind


Key Vocabulary

Develop Craft
Engage and Persist
Observe
Reflect
Stretch and Explore
Understand Art World

Viewfinder, Composition,
Contour Line, Observation,
Value

Resources
Connections
Johannes Vermeer and William
Harnetts musical instrument
paintings

Johannes Vermeer
http://www.essentialvermeer.c
om/music/instruments.html#.V
-XG9bUuqQS
William Harnett
http://www.metmuseum.org/a
rt/collection/search/10997

Assessment
- In-process student/teacher
assessment
- Peer-to-peer assessment
- Grading rubric

Seventh Grade Project


Exploring Line as an Element of Art
Goals/Key Understandings

Motivating Questions

- Learn that line can be used to


show shape, contour, volume,
texture and pattern.
- Explore different kinds of line
and how these are created in
drawing.
- Experiment with a variety of
tools to make a drawing.
- Explore different processes to
make a drawing: brainstorming,
drafts and sketches,
observation, imagination and
memory.
- Create a final ink drawing
using various lines and tools.

How much line variety can you


show using selected tools?
How can the element of line be
used in a work of art? What are
different kinds of line and how
are they created? What tools
can you use to make a
drawing? What processes do
artists use to generate ideas for
a drawing?

Visual Arts Standards


1.1 Describe and create
selected works of art, using the
elements of art and the
principles of design with an
emphasis on line. 2.3 Develop
skills using mixed media.

Studio Habits of Mind


Key Vocabulary
Develop Craft
Envision
Stretch and Explore

Contour, line, texture, volume

Resources

Assessment

Connections
Philip Guston, Henri Matisse,
Keith Haring, comic book
illustration, cave painting, artist
sketchbooks, cartooning,
connection to line use in math

Keith Haring by Jeffrey Deitch


et al., Matisse Portrait
Drawings: 45 Plates by Henri
Matisse, Line: 7 Elements of Art
by Jane Castillo
http://www.musee-matisse-nic
e.org/

- In-process assessment with


teacher: What kinds of line
have you used in this work of
art? What tools did you
experiment with in this
drawing? Tell me about your
process.

Eighth Grade Project


Human Figure Proportion Drawing
Goals/Key Understandings
- Create a measured sketch of a
human body that is
proportionally correct.
- Observe and draw from
mannequins in three different
poses.
- Learn how to create gesture
drawings by observing student
models.
- Select a dynamic pose using a
photograph for reference to
create a large-scale figure
drawing that includes dynamic
movement and/or emotion.
- Experiment with watercolor to
enhance the movement,
emotion, dimension and/or
texture of the figure.

Motivating Questions
How do you draw a human
body proportionally correct?

Visual Arts Standards


2.4 Design and create an
expressive figurative drawing.

Studio Habits of Mind


Key Vocabulary
Develop Craft
Engage and Persist
Envision
Observe
Reflect
Stretch and Explore
Understand Art World

dynamic pose/movement,
gesture drawing, mannequin,
measured sketch, proportion,
scale drawing, use of model

Assessment
Resources
Connections
Eric Fischl, Leonardo Da Vinci,
science unit on metric
measuring and human body
proportion

Leonardo da Vinci: Complete


Paintings and Drawings by
Johannes Nathan and Frank
Zollner
Figure it Out! Human
Proportions: Draw the Head
and Figure Right Every Time by
Christopher Hart

- Rubric score based on


following components:
placement of figure on page,
and space on page used well;
pose of figure is dynamic;
human body proportions are
accurate; treatment of
watercolor enhances
movement, emotion, texture
and/or dimension.

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