EXPLORING FINE LINE MARKERS – Line, Dot, Value

Students use fine line markers to explore a variety of ways to to create value and texture. 

Required Time

120 Minutes

Grade Level

Grade 7 to Grade 9

Subject

Art Techniques

Vocabulary

contrast line repetition value

Materials

Crayola Fine Line Markers - Black Crayola Sketchbooks - 1 per student Crayola Washable Glue Sticks Crayola Scissors

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Steps

EXPLORING FINE LINE MARKERS – Line, Dot, Value - Step One

Step One

  1. Cut out 6 - 9 value swatches from the line drawing images. (Downloads - LineDrawingImages.pdf)
  2. Make sure you have a balance of light, medium and dark values and a variety of different drawing techniques.
  3. Arrange the pieces in a design with spaces about 2 cm wide between each swatch.
  4. Glue the swatches in place. 
EXPLORING FINE LINE MARKERS – Line, Dot, Value - Step Two

Step Two

  1. Use a black Crayola fine line marker to fill in the spaces between each swatch so it looks as if the space is part of the swatch, e.g.,
    - match the values 
    - match the drawing techniques
EXPLORING FINE LINE MARKERS – Line, Dot, Value - Step Three

Step Three

  1. View your finished design with fresh eyes.
    - Does it have a balance of light, medium and dark values?
    - What techniques did you use in the design?
    - What do you like best about the design?
    - How can you use what you learned?

     

Learning Goals

Students will be able to:

  • use repetition of elements to create a range of values; 
  • create a composition that moves the viewer's eye through the picture plane;
  • explain how they can use what they learned;
  • demonstrate technical accomplishment and creativity.

Extensions

Have students:

  • collect a variety of images of fine line marker drawings they like;
  • glue the pictures into their sketchbooks;
  • work with different aspects of the drawings to explore more ways to draw with fine line marker;
  • share their work with a small group of peers.

Prepare

  1. Download images of line drawings from the Internet, for example,
    Cross Hatching
    Hatching
    Stipple
    Cat
    Jefferys
  2. Download and display the Repetition, Line, and Value posters available on this website.
  3. Download and copy the Line Drawing Images package - 1 per student. (Downloads - LineDrawingImages.pdf)  

Introduction

  1. View and discuss the Jefferys image drawing attention to the different ways line, pattern, contrast and value have been used.
  2. View and discuss the images in the Line Drawing Images package focussing on the kinds of lines and marks used and how the same lines and dots can create different values from dark to light depending on how close together they are.
  3. Introduce the challenge.

Activities

The Challenge

  1. Glue 6 - 9 swatches of line drawing images into your sketchbook.
  2. Have a balance of light, medium and dark values and a variety of different drawing techniques.
  3. Arrange the pieces in a design with spaces about 2 cm wide between each swatch.
  4. Create a design that moves the viewer's eye through the picture plane.
  5. Use repetition of lines and dots to fill the spaces between the swatches so it looks as if they are part of the swatches.
  6. Demonstrate technical accomplishment and creativity.

The Process

  1. Make sure everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - explored ideas in my sketchbook
    - glued 6 - 9 swatches of line drawings into my sketchbook
    - used swatches of several different drawing techniques
    - used swatches of light, medium and dark values
    - used different kinds of lines and dots
    drawn lines and dots close together to show dark areas
    - drawn lines and dots far apart to show light areas
    - drawn a balance of light, medium and dark values
    - used contrast to move the eye through the composition
    - kept the paper in good condition
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.

Sharing

  1. Place students into small groups. 
  2. Ask them to share and discuss their work.
    Does it have a balance of light, medium and dark values?
    - What techniques do you see in the design?
    - How does your eye travel through the design?
    - What do you like best about the design? Why?
    - What did you learn about drawing with fine line markers?
    - How can you use what you learned to make an effective drawing?
    - What more do you want to learn?
  3. Have some students share ideas with the whole class.

 

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their designs – speaks with a clear voice, looks at audience while speaking, points to areas in the design, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Downloads - Drawing_tracking.pdf)
  5. Have students write a reflection about their designs in their sketchbooks.
    - The thing I like best about my design is ____ because.
    - The technique I find most effective is ____ because.
    - The things I learned about drawing with a fine line marker are_____.
    - I can use what I learned to _______.