Blind Contour Drawings

LESSON TITLE: Blind Contour Drawings
TEACHER NAME: Jennifer Schupak
GRADE LEVEL: 4th and 5th
CLASS TIME:             _40_Minutes            _1_Days/week      _2_# Session(s)

Objectives: Students (and teacher) will see how with just one set of directions, everyone in the classroom will come up with very unique works of abstract art.

Vocabulary:
draw, shapes, images, design, listen, understand, unique, identify, imagine, arrange, line, straight, curve, circle, square, triangle, color, similar, different, aware, hand, eye, sound, new

Materials: Plain paper and pencils

What You Do:

  • Teacher or parent will call out directions for their students and children.
  • Students will draw what they hear.
  • Students should be encouraged to listen carefully to the directions.
  • Students should not look at one-another’s work while doing this exercise.
  • Teacher can use the following directions or they can make up their own:
    For Younger Students:

  1. Draw four straight lines from one edge of your paper to the other.
  2. Draw five circles anywhere on your paper.
  3. Draw one curved line that starts at one edge of your paper and ends up somewhere in the middle of your paper.
  4. Color in two of the circles — any color you like.
  5. Fill in three areas of your paper however you like (completely colored in, lines, squiggles etc.)
    For Older Students:

  1. Draw four straight lines from one edge of your paper to the other.
  2. Draw two more straight lines from one edge of you paper to the other only this time, make the lines cross over the lines you have already drawn.
  3. Draw five circles – any size – anywhere on your paper.
  4. Draw two curved lines beginning at the edge of the paper and ending up somewhere in the middle of the paper.
  5. Fill in three of the five circles.
  6. Fill in four areas of your paper however you would like.
  • Once the drawings are complete, students should sign their work.
  • The work should be put on display in the classroom and a discussion should take place.
  • Do the drawings look the same? Different? How are they similar? How are they different? Why?
  • Come up with as many different sets of directions as you can. You will be amazed at the unique qualities of all of the drawings.
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