Learning Target: I can draw the same object twice. Learning Evidence and Assessment: Students will make two drawings of one object and be able to justify why those two help describe different parts of the object.
Lesson Opening: Project images of close-up objects. Ask students to identify them. What do you notice? How does looking at an object up close change an everyday object? Which images show texture?
Learning Steps: There are three things students can do to get a different view.
Close-up/Texture. Like the photographs above, a close-up drawing can show details or texture of an object.
Dissection: cut the object open or in half. Draw it whole and then after it is cut to show what’s inside.
Angles: draw again from a different perspective. For example, if you’re drawing a tree, draw one image of the whole tree, another of the bark, another of the buds, leaves, or flowers, etc.
Divide a new page in your notebook into four sections. Begin the lesson by having everyone draw the same object, perhaps an apple or kiwi. Draw it from the outside. Then, cut open the fruit (either the teacher or students with plastic knives) and draw the inside in another square on the page. Project an image of the fruit tree. Draw it in the third square. In the final square, students can write a few sentences about the images.
Move on to a new page and again divide it into four sections. Now students can choose their own object, either in the room or in an outdoor lesson, and re-draw it 2-3 times.
Lesson Conclusion: Students will reflect on their two (or more) images by using the following sentence stems: I drew this version because… I chose to draw from this angle because… My close-up shows… The dissection shows…
Research Connection: To draw an object accurately from more than one perspective, students must observe more accurately (Dotger & Walsh, 2014). Drawing two perspectives will assist students in making choices about the scale and orientation of the illustrations. They will note minute similarities and differences to make their images distinct (Carlisle, 2012). This will also help students make choices about the elements of art, such as texture, when creating a close-up or seeing the object from a different angle (Baxter & Banko, 2018).