EXPLORING FINE LINE MARKERS – Line, Dot, Value

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.

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.

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)  

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.

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.

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 _______.