Lesson 1: Beyond the Page (Contemporary Drawing)

How does drawing on a rough surface (like cardboard) feel different than drawing on smooth paper?

Can the history of a surface (like an old map or a newspaper) tell a story alongside your drawing?

How does drawing on a rough surface (like cardboard) feel different than drawing on smooth paper?

Can the history of a surface (like an old map or a newspaper) tell a story alongside your drawing?

VA.CR.HS.3. Refine and complete artistic work.
VA.PR.HS.5. Develop and refine artistic work for presentation.
VA.RE.HS.9. Apply criteria to evaluate artistic work.

Context Clues: Just as students look for clues in a text to find meaning, they must look at the "clues" on a found surface to decide what to draw on top of it.

Description: Students will gather 3–5 different "non-paper" surfaces and perform small drawing tests on each to see which medium (ink, charcoal, or crayon) works best.

Purpose: To show that art can happen anywhere and doesn't require expensive supplies.

DOK Level: 3 (Strategic Thinking).

Sustainability: Many famous contemporary artists use recycled trash to make a statement about the environment.

Street Art: Discussing how muralists use the texture of brick and concrete to help tell their story.

Misconception: "This is just trash/scraps."
* Correction: Show how professional artists use "found" textures to make their work look more expensive and complex.

Choice: Let students bring in surfaces from home that mean something to them (like an old concert ticket or a cardboard box from a favorite snack).

Assessment of Understanding: * Surface Test: A "mini-portfolio" of 3 drawings on 3 different surfaces with a one-sentence note on which one was the easiest or hardest to use.

Materials / Resources / Text / Speakers: * Cardboard, old book pages, wood scraps, bubble wrap, or sandpaper.

Basic drawing tools (Sharpies, charcoal, or pencils).

• The "Surface Challenge" Portfolio: Students must submit three finished "mini-drawings" (roughly 5x7 inches) on three different non-paper surfaces.

• Technical Criteria: * Adaptation: Did the student adjust their pressure or medium to suit the surface? (e.g., using soft pastels on rough cardboard vs. fine-liners on smooth plastic).

  Composition: Did the student use the "pre-existing" marks of the surface (like the text on a newspaper or the wood grain) as part of their drawing.

• Found Surfaces (The "Classroom Scavenger Pile"):

  Corrugated cardboard (boxes, coffee sleeves).

  Old maps, sheet music, or discarded book pages.

  Scrap wood or plywood off-cuts.

  Fabric scraps (denim, canvas, or old t-shirts).

  Clear plastic packaging or transparency film.

  Sandpaper (different grits create unique textures).

• Drawing Media:

  Dry: Charcoal sticks, soft pastels, wax crayons, and colored pencils.

  Wet: India ink, acrylic paint pens (Posca), and permanent markers (Sharpies).

• Tools for Subtractive Work:

  Steel wool or sandpaper (to scratch away layers).

  Kneaded erasers and plastic erasers.

  Small spray bottles with water (to blur charcoal on absorbent surfaces).