Faculty Evaluation and Coaching Department
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Sample First Day Lesson Plan

ILL 120 Clothed Figure Drawing

Session: 1
Topic(s): Drawing the Torso

Student Learning Outcomes: (What exactly will students be able to do by the end of the lesson?)

1. Recognize how the torso stretches and compresses in a variety of poses
2. Identify key relationships to draw the movement of the torso masses with more accuracy

Building Blocks Time What are the teacher AND students doing? Materials needed
MOTIVATE 9:00–9:15
  • Welcome students. Have them fill out first day questionnaires as everyone arrives.
  • Introductions—name game
  • Attendance (add any students not already on roster and get ID #s)
Copies first day questionnaire. Printed roster (from course website).
MOTIVATE 9:15–9:25

Lecture: Explain agenda for the day. Introduce the course – Show Clothed Figure drawings & work from my portfolio so students can see what they’ll be learning/doing in this class.

  • Go over key parts of the syllabus: Course Learning Outcomes, big projects, grading policy
  • Share my expectations: meet deadlines, come to all classes, be on time, learn a lot!
  • Give students an opportunity to ask questions
Session agenda on board.
Printed images Syllabus
INFORM 9:25–9:35

Lecture: Flexibility of the torso. Show drawings that illustrate torso movement:

  • Stretch & compression
  • Key relationships between masses of the torso
PRACTICE/ CHECK IN 9:35–9:45 Activity: Have students quickly identify masses of the torso on themselves and in various images, sculptures. Ask students to point out stretch/compression in additional sample drawings. Additional drawings
INFORM 9:45–9:55 Demo 1: Drawing the torso. Have students gather around to watch & ask questions. Demo supplies

Activity: Students draw basic torso.

Critique: Walk around and give tips to individual students

  10:15–10:30 BREAK  
INFORM 10:30–10:40 Demo 2: Drawing movement of the torso: stretching & compression.  
PRACTICE/ CHECK IN 10:40–11: 25

Activity: Students draw torso that demonstrates stretch & compression.

Individual Critique: Walk around the class and give tips to individual students.

Class Critique: Have students post their drawings on the wall Ask students to point out areas of stretching/compression, identify sketches that show the most accurate movement and why it looks accurate.

Thumb tacks/tape
APPLY 11:25–11:50

Assignment: Go over assignment (on board). Ask questions to verify understanding. (How many sketches due? In pen or pencil?) Answer any questions.

Have students start homework to be sure they’re on track.