• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!


UWCSEA Gr6 Art Unit 1-The Natural Environment

Page history last edited by Frank Curkovic 8 years, 6 months ago


*these lessons may change at the discretion of the teacher, or may have to be adapted due to interruptions*




Lesson 1 - Intro & Pre-Assessment


  • Arrange seating plan as students enter room according to teacher choice (e.g. colour tables, alphabetical by first name, boy, girl, etc)

  • Take the register.

  • Introductions

  • Hand out sketchbook & label (Students write their full name, tutor group, art class)

  • Distribute "Expectations" sheet - briefly go through. Students must sign and and return for next lesson. Students should print and sign this.

  • Students should also print a picture of themselves to glue on the cover. Students should decorate the cover in an appropriate manner in the upcoming weeks.


Pre-assessment Task: 30 mins

Draw a leaf as best as you can in 30 minutes. Draw this in your sketchbook with the title "Pre-assessment Drawing."

Whilst drawing, consider the following:

  • Observation & accuracy

  • Use of line & line techniques

  • Shading

Gather work to critique. Reflect on your own drawing by thinking of:

  • (+) a strength
  • (-) a weakness
  • an area to improve or a goal

Goals to improve could also include things such as:

  • hold my pencil correctly
  • draw bigger/smaller
  • completing the task
  • draw lighter so an eraser is not needed
  • etc




Homework: print and sign the Expectations sheet



Lesson 2 - Ephemeral Art (Tioman Prep)

Arrange seating for students.


Table Discussion (document your answers in your sketchbooks):

What is Art? 

(answer here)

Why do artists make art? 

(answer here)

Why do audiences consider it? 

(answer here)

Be prepared to share your answers as a class. 


Watch the following video. Take notes on the following:

  • What materials are used?

  • What locations are used?

  • Why do they do this?

Be prepared to share your answers as a class.





After sharing notes, answer:

Do you think this is art? Why or why not?


In different groups, look at the following works of art by Andy Goldsworthy. Discuss the 3 questions below in your group. (5 mins)


  • This type of art is called ephemeral art.

  • View other examples.

  • What do they all have in common?

  • In your opinion, what is ephemeral art?

  • You will be creating ephemeral art whilst in Tioman.


Task: The Principled Photographer (15-20mins)

  • Students will be put into pairs.

  • Each group will be assigned a principle of design (line, pattern/repetition, texture, balance, emphasis, contrast/colour)

  • Pairs should venture appropriately around campus attempting to photograph their principle

If doing the above:

Whole class discussion:

  • What makes a good photograph? (4mins) & then split groups to share. Then share as a class. (4mins)

  • Are there any rules to help us create and evaluate art? What can we look for? Are there any ingredients to help us? 

Gr6 Elements-Principles of Design (10mins) (*Teacher may do this as a mix and match activity) 

Why is visual literacy important?


The Ephemeral Photographer

  • In groups of 3, go outside to gather natural materials.

  • Arrange them into an ephemeral work of art

  • Photograph it 


Conclusion: With your group, write a newspaper headline (headline task info) summarising something you learnt today.


Homework: none



Lesson 3 - Line Weight

**First group go to Tioman

Arrange seating for students.


Warm-up: Continuous Contour Line Drawing (10 mins) (with pen) 

Choose an object to draw from your pencil case.

Flat rectangular objects and pencils are not good choices.

A Continuous Contour Line Drawing is an exercise to help us focus on observing the object & line.

Draw without lifting your pen from the paper.

Use pen so you do not need to worry about erasing mistakes.

Focus on looking at what you are drawing as much as the drawing itself and do not stop moving your hand when you look up.

Below is an example done with a portrait. 


Teacher to explain Unit Outline, Rubric & assessments


Outline Formative Task 1: Line Weight (30-40mins)

  • How can line show depth, weight & texture?

Have students practice drawing wavy lines with varying weight/pressure. 

  • How do we begin a drawing? (Teacher to demo)

  • Your goal is to create a drawing of a leaf using varying line weights.

  • What happens when you draw softly? Press hard?

  • Do not worry about shading. Focus on accuracy and line.

  • Review Rubric.

  • When complete, do a gallery walk.

  • Self assess your drawings using the rubric.



View the following video (optional).







Lesson 4 - Shading & Gradation

Warm-up (15 mins):

Draw the following pictured egg.

*Teacher will have to project on the screen or provide photocopies.

Pay attention to shading and gradation (blending of light to dark).

Start lightly and build it up.

Please title and date your work. Your drawing should fill half the page.

(photo source)



What makes a good drawing?

What are tones and gradation?


Formative Task 2:

You will draw a fruit or vegetable.

You are required to focus on your use of line, gradation/tonal variation and perhaps texture.

Review the Rubric for the assessment criteria.



Complete your drawing of a fruit.

Time permitting, design the cover of your sketchbook. Don't forget to include a photo of yourself.

Sign the expectations sheet if you haven't done so.



Lesson 5 - Shading with Line Techniques

Intro (10mins):

Critique and self-assess Formative Task 2 with the rubric.


REMINDER: Have Google Art folders been set up? All work Photographed?


Warm-up (10-15mins):


  1. Lines like ocean waves

  2. Lines like rain

  3. Lines like as clouds

  4. Lines thin as thread

  5. Lines round like buttons

  6. Lines jagged as rocks

  7. Lines like dots of snow

  8. Lines like thread dotted with snow

  9. Lines like the rings in a puddle

  10. Lines like the stars shining at night

  11. Lines like grass

  12. Lines that fade out into the background

  13. Lines like wood grain

  14. Lines like a fuzzy sweater 

  15. Lines to show something is getting darker, or lighter 


Consider the last drawing assignment.

How would you draw it, using only line? How would you show tones?







Watch the following video (if teachers feels necessary)







Formative Task 3 (30 minutes):

You will draw a cut open piece of fruit, vegetable or plant/flower.

Observe the shape and patterns.

Lightly draw your planning lines in pencil.

Next, draw the object in marker or pen, using line weight & line techniques to show texture, tones & gradation. It may prove better to limit yourself to only one line technique.

Refer to the rubric on how you will be assessed.


Final Drawing Assessment (next week):

You are an artist! You have been invited to participate in a group exhibition showcasing the environment.

You are required to create a drawing of a natural object. What could you draw? You should brainstorm a list.

You will be evaluated on effort & how well you draw:

  • accuracy & observation

  • use of line (weight & line technique)

  • tonal value (shading & gradation)

View rubric.

You are permitted to draw realistically in pencil or use varied line techniques with fine line pen. Which do you prefer?

You should also consider how you will frame your composition.

Will you use emphasis? Balance? The rule of thirds? Could you even include repetition? What will be your intent as an artist?

You are permitted to work from a photo, but only if you photograph it yourself!

Your drawing will be approximately A4 size.

View some student work from last year here.

Bring what you plan to draw to the next lesson. The teacher will also have some materials for you in case you forget.



In pairs or groups, answer the following questions:


Homework: complete your line drawing if you haven't done so. Plan/bring what you will draw for your summative drawing.


Lesson 6 - Summative Drawing Task

You have the entire lesson to complete your summative drawing.

It is due the next lesson.



Using photobooth, you should have photographed all your drawings up to this point. This should also include your pre-assessment drawing. If you haven't completed this yet, please do so. Photograph it in good light. Include your reflective notes if you can (+strengths, -weaknesses, goals or areas to improve). Your photos will be mirrored. To flip it, use Command/F. Drag these photos to your desktop. Label them like this:
Full name-Tutor group-Pre (This is your pre-assessment drawing)
Full name-Tutor group-Form1 (This is your formative 1 drawing)
Full name-Tutor group-Form2
Full name-Tutor group-Form3
Put these photos in your Google Drive Art folder, which you should have shared with me already.
These photos may be used to share your work with your parents. Please ensure you complete this.



Lesson 7 - Present & Reflect

Students present their summative drawing & reflect on their strengths, challenges & improvements.

Students should also self-assess their work against the rubric.


Students should set up their Google Drive Folder: "Tutor Group-Name-Art" & share it with the teacher.

Students may also wish to create a sub folder for this unit and photograph their work using Photobooth.


CERAMICS can begin?



Lesson 8

1 lesson lost due to Tioman trip.


October Break x 2 weeks




*lessons are subject to change at teacher's discretion*


Lesson 1: Pre-assessment

Textural clay tile (40mins)

(Outline Health & Safety issues)

You work for IKEA. IKEA is looking to create a new range of ornamental clay products focusing on texture and pattern.

They require you to create a flat slab tile, or a more 3D piece in cube or rectangular format.

You should think like a designer by considering how to use additive/subtractive clay with texture and pattern to create a decorative piece.

Try to utilise inspiration from the natural environment.

Here is an example of texture:


Here is a grade 6 student example:

Ceramics Pinterest page


Homework: none set


Lesson 2: Brainstorm & Investigate

Warm-up: How many different ways can you draw a tree?

You have 10 minutes to create as many different trees as possible.

20 ways to draw a tree

Reflect on Rubric for pre-assessment.

Project Task Outline:

You are a designer creating a new line of decorative product.

You have been approached to create a "slab plate” with clay.

Department stores are looking for work to highlight the natural environment and ask that this be included in your work.

They are looking for work that is aesthetically pleasing and shows excellent craftsmanship.

You will have a limited colour palette of 1-2 colours only. Your "plate" may be circular or square/rectangular.

If you wish to adapt this, consult with the teacher.

It is up to you how you wish to include elements of the natural environment.

You should begin by viewing and gathering sources of inspiration and then creating possible ideas for your own design.

It may help if you cater your design to a specific demographic or age group.

What will you need to do to succeed? You should also refer to the rubric.


This section of the unit will focus on both process and product.

Step 1: Identify Task

Step 2: Brainstorm & List

Step 3: Investigate and Gather

Step 4: Exploratory Work

Step 5: Refining Ideas

Step 6: Creating your work

Step 7: Glazing your work


Step 1: What is the task asking you to solve/create? Write this down in your own words. How can we adapt a slab?


Step 2: Brainstorm and List

  • As a class, discuss and brainstorm:

    • “Where do good ideas come from? Where can we find inspiration?"

  • What have we done previously that we can use to adapt or transfer to this task? Is there anything from the natural environment that we could include, that we haven't really looked at?

  • Where/how can we find sources of inspiration? List.

  • What search terms can we use? Are there particular websites we can use? List.

Step 3: Investigate and Gather

  • Collect several examples of work to use for inspiration and reference. This can include clay work examples as as well as drawing styles, patterns, textures etc.

  • https://www.pinterest.com/frankcurkovic/ceramics/

  • Save all your photos in a folder. Later, back up this folder in your Google Drive Art folder.


Homework: continue gathering images to use for reference and inspiration. Back them up in your Google Drive art folder.

Lesson 3: Exploratory Work (Step 4)

Watch the following video on how these young children reflect on another students' work.



What do you take away from this video?

  • Task: Consider what you will make. How do you develop ideas?

  • Look at all the photos you gathered for inspiration. What "speaks" to you? What can you use to adapt.

  • Create several thumbnail sketches in your sketchbook. These are small and not heavily detailed. You are experimenting with how to depict the natural object through compositional arrangements and layouts. You should also experiment with size. Also consider the shape and possible textures for the pieces.

  • You should have a minimum of 20 varied sketches.

  • Here are what some students achieved in 30mins:


  • Next week, you will further develop and refine 3 ideas.

  • Do NOT simply copy someone else’s work. Try to do as many as possible and explore your subject in depth. A few “bad” ideas may lead to your great idea.

  • This task forms part of your assessment. Depth, breadth and a varied approach is being sought.

  • (Whilst working, the teacher will check how many photos you have gathered.)

  • At the end of the lesson, photograph your thumbnails and upload it to your Google Drive Art folder. Change the title to "Full name-tutor group-Clay Thumbs"

Lesson 4: Refining Ideas (Step 5)

Warm-up 1 (5mins):

Each student selects 1 thumbnail they like from last week's lesson.

In pairs, students sit back to back.

Student A describes their design, while student B draws it. Student B is not allowed to talk and ask questions.

How similar/different are the designs?

Switch roles when complete.


Warm-up 2 (10mins):

Review your thumbnails with a partner. Which ones do you both feel are strongest?

Photograph your thumbnails using Photobooth.

Use Command/F to flip it (as it will be mirrored).

Upload it to your unit folder on Google Drive.

Change the file name to "Full Name-Tutor Group-Clay Thumbnails."


Task 1: Refining Your Designs (45mins)

  • You will have 45mins to select, refine and further develop 3 different ideas/designs.

  • These sketches should illustrate what your product will look like, the form it will take, your composition, how you will include texture and how you will implement colour.

  • Think about using colour sparingly as accents instead of filling in.

  • Looking at your thumbnails, you can pull some of your ideas apart and put some of them together. Find new combinations. Mash your ideas up. Your sketches could include notes.

  • This should be clear to the viewer on how your "plate" will be made. If your sketch was given to someone else, could they create the plate you wanted, based on your sketch?

  • Make sure your designs meet the design expectations.

  • You should spend 15mins per sketch.
  • You may also need to create a template for your shape, or find something in the room that you could use to trace.


Task 2: Presenting (15mins)

  • Afterwards, you will present your sketches to a small group to get feedback.
  • Make notes on their feedback to improve your work.
  • (You should be ready to begin forming your clay next week.)


Homework: Watch the following video on creating a slab plate. Record basic steps in your notebook to help remember. We will do this in the next class.




Lesson 5: Create (Step 6)

Warm-up: Watch the following video.




Today you will begin creating your final piece.

Please note re: clay dust. There are clothes in the cart to assist you.

You will initially get clay the size of your fist. If you need more, this is possible.

You should get the forming of your slab done and perhaps start adding texture.

Please carve your name and tutor group at the bottom of your clay.

(After your piece is created, it will need to be bisque fired. After this, it is then glazed, or coloured and then fired again.)


Allow 15 minutes to pack up.

Clay work can be stored on boards and sealed in 2 plastic bags (which should cover opposite directions) so they do not dry out.

These can then be left in the class drawer.


Homework: none



Lesson 6 - Create cont’d

Add tetxure to your work. Think about adding/subtracting clay. You should get all forming and texture done. Otherwise, your clay will dry up over the holidays.


Winter Holiday


Lesson 7 - Glaze (January)

Step 7: Glaze your work





Comments (0)

You don't have permission to comment on this page.