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Still Life Lesson Plan

Standards – ODE 2012 Visual Art

Enduring Understandings: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through visual art.

Critical & Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways.

Progress Point D: Develop and use criteria for making judgments about artworks and visual imagery and use descriptive language when talking and writing about works of art.

Content Statements- Cognitive and Creative Learning Processes: 1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 1 PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 3PR Generate ideas and engage in thoughtful planning when solving a visual art problem. 4PR Transform perceptions and processes into two- and three-dimensional artworks. 2RE Describe content, meaning and design in various works of art using accurate, descriptive language and art-specific vocabulary.

Key Words: Sketch, Viewfinder, Shape, form, Still life, Value, Contour

LEARNING TARGETS: I can draw from the Still Life, a collection of objects set up for the purpose of drawing. I can practice different views of the Still Life by looking at it through a paper viewfinder. I can make my artwork more aesthetically pleasing by filling the page with the image. I can create different Values, or lightness or darkness of a color or area, on my paper by varying pencil pressure. I can put values in a series called a value scale. I can add value to my drawing through the process of shading. Through shading, I can create the illusion of three-dimensional form to the objects in my drawing.

Materials: Samples of completed still life drawings, Viewfinders (1 per student), good quality 12”x18” white drawing paper, #2 drawing pencils for sketching, erasers, Ebony or other soft drawing pencils for shading, drawing boards preferable, and an assortment of objects for creating a still life. Single light source to assist in creating value on the still life.

[Assorted colored pencils]

Prep ahead: Teacher prepares students through the study of value and shading with a series of shading worksheets.

Prep ahead: Teacher sets up a variety of interesting found objects in an arrangement for drawing in the center of the room.

Procedure: (Demonstrate and model procedure and behaviors as necessary)

  1. Students use viewfinders to “select” views, or portions of the large assortment of objects. They are to practice using the viewfinder close up and at arm’s length (different distances) and selecting different views, using the paper viewfinder like a camera viewfinder. They are NOT to keep the viewfinders – they are needed for the next group!
  2. Using the #2 sketching pencil, students are to draw five (5) small rectangles (they can even trace the viewfinder rectangle) on the back of their paper, next to their name (see #4 on rubric: their name, class period and H.R. is worth 10 points!)
  3. In each of these rectangles the students SKETCH one of the views they captured with the viewfinder. Repeat 4 more times, each with a different area of the still life.
  4. These are miniature drawings called “Thumbnail sketches”.
  5. Students should be seated so they are facing the still life!! If they must turn in their seat, and use a drawing board (on the counter by the markers) then that is ok, but NO ONE IS ALLOWED TO DRAW WITH HIS OR HER BACK TO THE STILL LIFE!
  6. When “Thumbnail sketches” are completed students are to select one and recreate that one LARGE on the FRONT of the paper. Still use the #2 pencil. Use LIGHT SKETCHING. FILL THE PAGE TO THE EDGES WITH EVERYTHING YOU SEE INCLUDED IN THE PAGE (even if it was not in your thumbnail sketch).
  7. Next, go back and complete the details of the drawing.
  8. A new VALUE SCALE is completed on the back of the drawing in Ebony Pencil. This should have values 0 (no pencil on paper) through 6 (no white paper showing).
  9. The drawing is then Shaded in carefully, by adding values to the drawing with a single light source provided. (Turn off one bank of lights in the classroom –closest to door- to help emphasize lights and darks, and plug in “trouble light” behind printer when shading is going on.)
  10. IMPORTANT: Assist students in “seeing” lights and darks by pointing out different areas of value in the still life, turning off all the lights for brief periods of observation, and having them step in close to observe different areas of the still life. Try holding a blank white paper next to the object and judge what is lighter/darker.
  11. Students can also retrieve the value scale worksheets they created in preparation for this project and view those.
  12. [Extension/ extra credit: if students finish early they may create a new drawing of the same or a different view of the still life, shaded in colored pencil. Values must be included, even though it is in color. Worth 25 extra credit points.]
  13. Post rubric (Below) during entire project:

Grading Requirements for Still Life

  1. The Still Life uses the majority of the 12”x18” drawing paper. -10
  2. Value scale is completed on back -10
  3. “Thumbnail” sketches are completed on back. -10
  4. Name, Homerooom, and class period is included on

paper. -10

  1. Ebony pencil is used to shade the drawing

- 10

  1. All values from the scale are represented in the drawing - 20
  2. Values follow the contour of the object to help them appear 3-Dimensional - 20
  3. Attention to detail can be seen in art - 10
  4. Craftsmanship - 10
  5. Creativity - 10

Total -120

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