Art Education Lessons

D.M. Swartzentruber, MFA



* Art Supplies * Studio Care * Recycling
* Attendance/Tardy * On Task * Assessment & Artist Ability
* Labeling Artwork [Front: Signature]
                            [Back: In pencil print Name. Period. Date. Other Info]


Lecture: “What is a Graphic Organizer & How to Take Lecture Notes”
Lecture: “An Introduction to the Pre-Renaissance and Renaissance Art History”

Lecture: “Charting 2D/3D and the Importance of Gradient Tone”
Homework: Gradient tone using set of drawing pencils (a) Sphere (b) Square (c) Photo work


Project: Still-life from life and photography.   [pencils/conte’/charcoal]


Lecture: “Front and Center with One Point Linear Perspective”
Lecture: “The Last Supper and the School of Athens”

Project: Cubes using only horizontal, vertical and two the vanishing point (ruler/pencil/prismacolor)


Lecture: “The Mona Lisa and portraiture”

Project: Portraits of Adult Heads in front, ¾ and profile view


Homework: DVD: The Renaissance: Landmarks of Western Art    - Worksheet


Lecture: “Standing on the Corner with Two Point Linear Perspective

Project: Vehicle (ruler/pencil)


Lecture: “Michelangelo’s Figure Drawing: And He Didn’t Want to”

Project: Life Drawing worked into Classic Story


Lecture:Atmospheric Perspective: Deep. Medium, and Shallow”

Project: Village landscape in Atmospheric and Linear Perspective (Pastel/Prisma)


Lecture: “Caravaggio: If Marylyn Manson lived during the Baroque.”

Project: Composition using Portraiture, Figure, Perspective & Shading.
Theme: “Normal: Archetypes and Personality Profiles?”


PAC: Artist Review (1/2 page typed review)


PAC: Artist Review (1/2 page typed review)


PAC: Artist Review (1/2 page typed review)


Extra Credit


Student Reflection: Self-understanding - ability to articulate one’s own goals and working approach; ability to assess one’s work strengths and limitations. Critique - ability to articulate and justify strengths and weaknesses in the work of others; to apply understandings to ideas and events being studied. Use of feedback - ability to incorporate ideas offered in the response to efforts; capacity to make informed and critical judgments of one’s own work in order to modify future behaviors. Perception of the environment - ability to notice details and larger issues in the natural and human-made world. - ability to understand environmental factors as they influenced thought and actions. Cultural Awareness.-ability to perceive and understand cultural factors (past and present) as they influenced the lives of people. Perception of evidences of human ideas/products ability to recognize the works of others (past and present).

Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing. Additionally, students:  (1) reflect upon the outcome of these experiences, (2) explore historical connections, (3) write about the process, (4) make presentations about their progress at regular intervals, (5) work individually and in groups, (6) find a direct correlation to other disciplines, and (7) explore career options related to drawing. Art museums, galleries, studios and community resources are utilized.


Refer to Fine Arts Standards chart for specific reference.
H.1.2, H.2.1, H.2.3, H.3.1, H.3.3, H.4.1, H.4.2., H.5.1, H.6.2, H.7.1, H.7.2, H.8.1., H.9.1., H.10.1, H.10.2, H.10.3, H.11.1, H.12.1, H.13.1, H.13.2, H.14.2.

4060-Indiana Standards: Students in drawing engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. In the area of:
  • Art history, students search for meaning, significance, and direction in their work through an in-depth analysis of historical and contemporary drawings from a variety of cultural groups identifying relationships between context, form, and function.       
  • Art criticism, students search for meaning, significance, and direction in their work by critically examining the relationships between context, form, function, and meaning in their own work and in historical and contemporary drawings.
  • Aesthetics, students search for meaning, significance, and direction in their work by:(1) formulating evaluations of historic and contemporary drawings, (2) responding to personal questions about the nature of art, (3) reflecting on their changing definitions of art, and (4) assessing their ideas in relation to the art community.
  • Production, students search for meaning, significance, and direction in their work by choosing and evaluating subject matter, symbols, and ideas that communicate intended meaning in their artwork. In addition, students:  (1) use organizational principles and functions to solve specific visual problems, (2) apply media, techniques, and processes with sufficient skill to communicate intended meaning, and (3) use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. Students at this level produce works for their portfolios, which demonstrate a sincere desire to explore a variety of ideas and problems.
OVERVIEW: With the assistance of High Renaissance historical references this foundational course assists students in understanding the relationship of drawing and observable formulas. Slides, lectures, fragments of video, demonstrations, and studio time will give significant opportunity for students to develop a sound knowledge of drawing fundamentals. Sensitivity to a student’s ability and incoming knowledge is considered. The objective is to develop visual perception through observation, drawing, and a study of structural forms and space relationships. The student will gain experience in line, value, texture, basic perspective, and composition skills using various materials and techniques. The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized. A Core 40 and AHD course. A one credit course
TEXTBOOK: The Art of the Renaissance by Lucia Corrain
SUPPLIES:  Available at bookstore (REQUIRED purchase within one week

Student self-evaluation, teacher evaluation, class critique.  Feedback may be given in written form or verbally.

  • Fulfill assignment. Did the student demonstrate the unit being taught?
  • Appropriate use of media.
  • Use of design elements (i.e. sensitivity to use of line, color, etc.)
  • Craftsmanship, professionalism and clean presentation. Signature on front (print name on back). Erase when needed.
  • Theme, creativity and originality of design. Look for a unique approach.
  • Overall effect
  • Complexity and detail. Does it demonstrate the students pushing beyond their preserved ability level?  
  • Composition, placement of shapes and use of scale. Avoid static compositions. Example: Subjects place in middle.
  • Avoid overused and trite imagery. Examples: warriors, unicorns, copied cartoons, magazine reproductions
  • Use variety and flexibility in subject matter, media, scale, techniques and working methods.

Drawing Pre-Examination:   [PRINT PDF FILE]          

This is an effort grade only. Do not look at other students work or ask any questions. This is to assess your introductory knowledge and work ethic. Draw the following:

  1. 1 point perspective town.
  2. 2 point perspective truck
  3. shade in a sphere
  4. adult figure 10 inches or taller.
  5. adult profile portrait
  6. adult ¾ view  portrait
  7. adult front view portrait
  8. What do you draw best or enjoy drawing? This is an opportunity for the instructor to see your personal interest in visual art.  
Part of the exam grade. Sketchbook. Write notes from class lectures in sketchbook.
Drawing section, written section.
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