Contour Drawing Unit- How I start off Introductory Art

I teach several sections of our introductory art class both semesters each year. I love this class because this is where I have a chance to hook kids into taking more classes in the department. A bunch of kids just sign up for it thinking they won't be very good or they are pretty sure they won't like it- it's always a good challenge to try and change their minds.
 I have traditionally always started this class with a unit on contour drawing. This is a great way to get kids to practice drawing from observation, thinking about composition and capturing an object's form without worrying about value.  It has always seemed to make sense to start off the class with a series of mini projects- a series of drawings done in only a class period or two- building up to the final project. We start off with a project drawing our hands and incorporating tour initials in American sign language. Students get to choose what kind of background they want to incorporate.

I introduce blind contour drawing after that and jump right into drawing self-portraits (blind and looking) with contour. We go over the proportions of the head and face.

I love blind contour self-portraits!

It's always fun to compare the first self-portrait done the first week of school with the one done much later in the semester where value and texture are used along with a grid for proportions.

We spend a few classes drawing shoes in contour lines and also natural objects. We notice how they are not so different to draw.

Then I introduce cross-contour drawing. It's funny how kids seems to be divided into two very firm camps- the kids who get it immediately and wonder why I talk so much about it because it seems quite easy and the kids who find it very challenging and confusing and require lots of practice to get the hang of it. There doesn't seem to be any in between! I painted a bunch of water bottles from the recycling bin my first year teaching with gesso and then drew lines on them. This seems to be a very concrete way of showing kids what I am talking about and works well.

Hundreds of kids have drawn these over the years!

Once they draw the gessoed bottle, they can move on to other objects in the art room without actual lines drawn on them.

Then, finally, we are ready for their first graded longer term project. I have them do a 'Self-Portrait in 6 Objects' that they bring in because by this point they are sick of my stuff. The drawings are a lot more interesting and they care more about them if they are drawing their own objects. I really get to know a lot more about them after this project since this is all at the beginning of the semester.
The basic rules are, they must draw at least 6 objects that they bring in that represent them in some way. One of them must be done in cross-contour, one of them must be an natural object and only one can be drawn from either a reference photo or be a flat object such as a certificate or a playing card.  The idea really is to have the objects in front of them while drawing. Drawing from observation is so important!
I ask them to really think about composition and to fill up the page (18" x 24") in an interesting way that engages the edges of the page too.
Here are some examples from this semester:

Great one by Megan

Almost everybody includes their phones as one of their objects..cracked screen and all! This is Jenna's

I learn about what teams they are a part of and what kind of things they do for fun. This one by Meghan.

By Jessica

Love the jacket and backpack here.. by Kendra

Though this unit feels very long, I think it creates a strong foundation for the rest of the semester. I often hang up this final project around my room and in display spaces around the school and students tell me their friends can recognize them from their objects.

Artist's books

I love this little one done by Aimee- it's only 3" high

I love making books with my students. It is something that can be done with students of varying levels of ability and the overall size or number of panels in the book can be altered to accommodate different time frames.I do them with both my intermediate level Painting students as a final project at the end of the semester and I have done them with A.P. and Pre-A.P. Studio Art kids who are preparing their portfolios for applying to Art schools. I often use the star book as my format of choice because it is so versatile, but I've had some ambitious students do tunnel books when we have the time to do that.

Olivia made a star book of Times Square- I loved the graphic nature of this.

"The Horrors of War" Star book by Peter.

Boston driving Scene by Kathryn. This is a good example of changing the format to just two panels to accommodate having only a short amount of time left in the semester to work on this project.

I love this tiny cat book by Samantha- it is also only about 3 inches tall. She drew all those little cat faces by hand in the last layer!

I've also had students incorporate mixed media into their star books. "Aquarium Book" by Grace.

Sam convinced me to let him do a tunnel book- I am so glad I did!

inside of Sam's tunnel book

This is also by Sam, a star book done on the evolution of London over history.

Sam again, he got so into bookmaking he made quite a few pieces for his portfolio.

Backyard Ants Take Over the Barbecue- by Jordan

It takes a lot of planning and students need a lot of assistance and instruction once they are actually sewing the book together- I am always wondering why I undertake this project when we are all trying to get them done before the semester ends---but...everyone is usually really pleased with the outcomes...so I always come back to it!