Objectives (5 minutes)

1. Conceptualize drawing: Students should be able to define what drawing is, understanding that it is a visual form of expression that uses lines and shapes to represent objects, people, scenes, etc.
2. Identify the elements of drawing: Students should learn to identify and differentiate the various elements that make up a drawing, such as lines, shapes, colors, light, and shadow.
3. Recognize different drawing styles: Students should be able to recognize and describe the main drawing styles, such as realistic drawing, observational drawing, memory drawing, among others.

Secondary Objectives:

• Stimulate creativity: Through drawing, students should be encouraged to explore and develop their creativity.
• Promote personal expression: Drawing should be seen as a form of personal expression, allowing students to convey their ideas, feelings, and perceptions.
• Develop motor skills: The act of drawing involves the use of hands and, therefore, can contribute to the development of students' motor skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by briefly reviewing the concepts of art and visual expression that were studied in previous classes. This review is essential for students to contextualize and understand the new content that will be presented. In addition, the teacher can ask students questions to assess their level of understanding of these concepts.
2. Problem situations: The teacher proposes two situations that stimulate students' interest in learning about drawing. For example, he can show two images: one of a realistic drawing of a human face and another of an abstract drawing of a landscape. Then, he can ask the students: "How do you think these drawings were made?" and "How could you try to reproduce these drawings?".
3. Contextualization: The teacher explains the importance of drawing in everyday life, highlighting that drawing is used in various areas such as design, architecture, engineering, medicine, among others. He can also mention that drawing can be a form of personal and therapeutic expression, helping people to relax and express their feelings.
4. Capturing students' attention: To arouse students' interest, the teacher can share some curiosities about drawing. For example, he can mention that the oldest known drawing was found in a cave in South Africa and is approximately 73,000 years old. Another curiosity could be that drawing is one of the first forms of expression used by humans, with the first drawings being made in the sand or on stones.

After this Introduction, students should be prepared and motivated to learn about drawing.

Development (20 - 25 minutes)

1. Collective Drawing Activity (10 - 15 minutes):

   • The teacher divides the class into groups of up to 5 students and provides each group with a large sheet of paper and various pens of different colors.
   • Next, the teacher gives each group a task: to draw a landscape, a scene from a movie, a face, or any other theme that he considers appropriate.
   • The challenge is that each student in the group must contribute to the drawing, but each must use only one color of pen. In addition, they must communicate and plan the drawing together, ensuring that the different parts of the drawing complement each other.
   • The teacher circulates around the room, guiding and encouraging the students, and also observing the interaction among group members.
   • At the end of the activity, each group presents their drawing to the class, explaining their idea and the creation process.

   Objective: This activity aims to promote cooperation among students, stimulate creativity and personal expression, and also allow them to experience in practice the drawing concepts that were discussed in the Introduction of the lesson.

2. Free Drawing Activity (10 minutes):

   • After the collective activity, the teacher suggests that each student makes a free drawing, choosing the theme they prefer.
   • The teacher provides each student with a new sheet of paper and various drawing materials, such as pencils, pens, crayons, etc.
   • During the activity, the teacher circulates around the room, observing the students' drawings, making positive comments, and giving suggestions for improvement.
   • At the end of the activity, the teacher selects some drawings to be displayed in the classroom, valuing the students' work.

   Objective: The free drawing activity aims to allow students to explore their creativity and personal expression in an individual way. Additionally, it also contributes to the development of students' motor skills.

3. Discussion and Reflection (5 minutes):

   • After the drawing activities, the teacher leads a discussion in the classroom, asking students about their experiences, challenges, and learnings during the activities.
   • The teacher can ask questions such as: "What was the most difficult part of the drawing?" and "What did you learn about drawing from these activities?".
   • This discussion aims to allow students to reflect on their learnings and also helps the teacher assess the effectiveness of the activities in relation to the learning objectives of the lesson.

Return (10 - 15 minutes)

1. Group Discussion (5 minutes):

   • The teacher asks each group to share with the class their experience during the collective drawing activity.
   • Each group should highlight the challenges encountered, the strategies used to overcome these challenges, and the learnings acquired.
   • The teacher should encourage students to ask questions to other groups and to express their opinions and ideas.

2. Connection with Theory (5 minutes):

   • After the group presentations, the teacher reviews the theoretical concepts discussed in the lesson, relating them to the practical activities carried out.
   • For example, the teacher can point out how the collective drawing activity allowed students to experience in practice the concepts of cooperation and planning, which were discussed in the Introduction of the lesson.
   • The teacher can also highlight how the free drawing activity contributed to the development of students' motor skills and the expression of their creativity.

3. Individual Reflection (5 minutes):

   • The teacher proposes that students reflect individually on what they learned in the lesson.
   • To do this, the teacher asks the following questions: "What was the most important concept you learned today?", "What questions have not been answered yet?" and "How can you apply what you learned today in other situations?".
   • Students have one minute to think about each question.
   • After the reflection time, the teacher can ask some students to share their answers with the class.

4. Teacher's Feedback (5 minutes):

   • Finally, the teacher provides overall feedback on the lesson, highlighting the positive points and areas that need improvement.
   • The teacher also answers any unanswered questions during the lesson and clarifies any doubts students may have.
   • Additionally, the teacher can suggest some extra activities for students who wish to deepen their knowledge of drawing.

This Return is crucial to consolidate students' learning and for them to understand the relevance of drawing in various areas of life. Furthermore, it allows the teacher to assess the effectiveness of the lesson and make necessary adjustments in future classes.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should review the main concepts and skills learned during the lesson. He should reinforce the definition of drawing, the elements that compose it, and the different existing styles.
   • Additionally, he should highlight the skills developed by students during the practical activities, such as cooperation, creativity, and personal expression.
   • The teacher can do this interactively by asking students to recall the learned concepts and skills.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes):

   • The teacher should explain how the lesson connected theory (concepts and principles) with practice (drawing activities).
   • He should emphasize how the activities allowed students to apply theoretical concepts in a practical and meaningful way.
   • Additionally, the teacher should highlight the practical applications of drawing in everyday life and in various areas, such as design, architecture, engineering, medicine, among others.
   • For this, the teacher can use concrete and real examples, showing how drawing is used in each of these areas.

3. Extra Materials (1 - 2 minutes):

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge of drawing.
   • These materials may include books, websites, videos, documentaries, art exhibitions, among others.
   • The teacher should briefly explain each of the suggested materials and how they can contribute to students' learning.
   • Additionally, the teacher should encourage students to explore these materials on their own and share their findings with the class.

4. Importance of Drawing (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of drawing, reinforcing that it serves not only to visually represent the world around us but also to express ideas, feelings, and perceptions.
   • The teacher should emphasize that, in addition to being a form of art and personal expression, drawing is a valuable tool in various areas of life, from solving complex problems to effective communication.
   • To illustrate this, the teacher can cite examples of famous people who excelled in their fields thanks to their talent for drawing, such as Leonardo da Vinci (who was an excellent draftsman in addition to being a scientist and inventor), or world-renowned architects and designers.

This Conclusion aims to consolidate students' learning, encourage them to continue exploring the topic on their own, and reflect on the importance of drawing in their lives.