High-energy middle schoolers want quick answers and quick results. Despite this knowledge, I assigned an observation lab of developing mealworms. Students were to use their descriptive writing skills, measuring skills and observation skills. They were also required to draw exactly what they saw in detail. An activity that I thought would be an engrossing 15 minutes was done in 5. The presence of hand lenses was ignored. “It's a worm, what's there to draw?” several students responded when I asked how they could have finished so quickly. I was disappointed in their lack of awareness yet reminded that this particular age of students have difficulty slowing down and taking time to really SEE what they are looking at. It was at an ESMIS class on artistic expression in math and science that I saw how drawing is one of the most important skills a scientist can possess.

The lesson title is “Observation Zooming”. Like a zoom lens, students will make 3 different drawings of the same view from different distances. This will require some instruction in drawing as well as the constructing of an observation window and the use of a meter stick to determine distance. Students will compile their drawings in a self-made sketch book and include comments about the weather, their results, difficulties or whatever thoughts they have while doing the activity. These goals are based on several Michigan science and math objectives. Specifically, from the science standards and benchmarks Strand 1.#1 and Strand 1 #4 are specifically addressed. An affective goal for this activity is for students to see that “being an artist” is something everyone can do and that “seeing” is a skill that, combined with drawing skills, are things that improve with practice.

Introduction to this activity will begin with a performance assessment questionnaire. (see page 5). This is a brief attitude evaluation tool to determine how students perceive themselves as artists. The questionnaire will also ask them to do a brief sketch of some object that I will randomly give them. (small toys, tools etc.) After collecting these, I will explain the unit, including what the learning goals are and what I hope they will get out of the activities and the importance of really seeing in the real-world.

Activity #2 will be the construction of 4-6 page sketch books. Students will be able to choose if they want full 8 ½ X 11 size or half sheet books. (Some students like little spaces and some like larger spaces) After construction with stapled bindings are completed, students will be allowed to decorate their covers. As part of this activity basic “seeing before drawing” technique will be explained and discussed how it is used in scientific journals. Some samples of scientific journals with drawings will be available for students to see.

Activity #3 Students will use poster board to construct a 10cm by 10 cm frame for their Observation window. This activity would be a good lesson in following a procedure so I will have written, step by step directions on how to manufacture the frame. Sharp tools may be needed therefore, safety will also need to be emphasized. (Perhaps a station near my desk will be designated for the use of specialized cutting tools).

Activity #4 Equipment needed for these activities will be pencils, erasers, clipboards, string, masking tape and meter sticks. With these tools, students will be allowed to choose a spot in the school yard area that looks interesting to them. This will be their “Observation Station”. They will locate themselves one meter from some object in this area. They will attach their zoom window to a clipboard with their sketch book clamped in. After studying the area and reviewing basic drawing technique, (Sketching and Drawing, 1995 and The complete Idiot's Guide to Drawing, 2000) they will draw what they see through the frame. Slight movement may change what is in the frame but I will encourage students to be “gentle” with themselves and draw what is approximately in that framed area. Some students may not be comfortable outside due to allergies. A separate plan may be necessary for these few students such as exploring a classroom animal from 3 different distances.

Activity #5 Students will return to their Observation Station but this time will bring their frame within 10 cm of their center of interest. A 10 cm string might be a useful tool for students to use in estimating how far ten centimeters is. Again, I will emphasize the need to take time to study the boundaries of their frame, and to really see, with detail, what is before them, and to reproduce what they see in their drawing.

Activity #6 This will be the a repeat of previous activities except students will be only 1 cm away from the center of their object of interest. More advanced students may want to take an even closer look and draw what they see through a 10x microscope. Completed sketch books may be placed on display (student volunteers only) Their grade will be based on;

1) completion of the 3 sketches, 2) the presence of some observation comments and 3) basic distance relationships of the 3 sketches. Evaluation of skill will not be part of my grading. Many students are very self-critical and need to be encouraged not discouraged with artistic critique comments.

By the end of this unit, it is my hope that students would have developed a strategy for drawing what they see, based on the drawing techniques discussed in class and the need to take their time in science to draw what they see. I would also hope that they would be more aware that art isn't just for artists and that everyone can use the skill of drawing to improve their appreciation of the real world.