Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski

Course/Grade: Visual Arts I

Week of: September 28 to October 3, 2015

Unit Name: Still Life and Value Scales

(1A)*Essential

Question(s):

How do I understand form, balance and

emphasis to create a strong still life drawing?
How do I use a viewfinder to create a strong
composition?
How do different media convey meaning in still
life?

Common Core/State Standards:

NMVA-I, IV, V
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students who are struggling will get more one-onone assistance from the teacher
More advanced students can help others.

Connections (prior/future learning):

Students are familiar with still life drawings and
paintings because they are common forms of art.

(1A/1B)

(1A)

(1D) Resources/Materials:

Teacher: Still life objects, images of still lives,

value scale sheet
Students: 8.5 x 11 paper, pencil, eraser, white
colored pencil

Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
(1F)

Daily: Still life sketch and value scale

Unit: Final still life
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY 9/28
(1C) Learning Target: TSW learn how to draw a variety of
types of values. TSW know this when he/she can draw at
least 7 different types of values in the value scale.
Do Now: Try to create 7 different values in your
sketchbook
(1C)

TUESDAY 9/29
(1C) Learning Target: TSW learn how to compose a still
life drawing. TSW know this when his/her still life
composition is complete.

I.
II.

III.
IV.

Write definition of value on board &

explain
Demonstrate how to create different
values with pencil and discuss the
importance of value
Show student example value scales
Students create 3 value scales
hatching, cross-hatching and
blending

Assignment(s) Due-None (1F)

Embedded Formative Assessment: Response to cold
calling on definition of value
(1B)Closing Activity: Why is value important in drawing
realistically?
I.
What is a still life? View examples.
II.
Demonstrate how to compose a stilllife drawing (using view finder)
III.
Demonstrate how to do shades and

(1C)

Do Now: Do a quick outline drawing of the still life

IV.

WEDNESDAY 9/30
(1C) Learning Target: TSW learn how to use at least 6
different values in a still life drawing. TSW know this once
his/her still life has at least 6 different values.

(1C)

FRIDAY 10/2
(1C) Learning Target: -TSW learn how to fill the page and
including a background in a still life pencil drawing. TSW
know this once his/her still life drawing fills the page.
Do Now: Continue working on piece.

MONDAY 10/3
1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this when he/she makes
at least 2 strong comments to peers during critique.
(1C)

(1F)Embedded Formative Assessment: Cold calling on

non-representational art
(1B)Closing Activity: Review project requirements
I. Continue still life focusing on including a
variety of value.
(1F)Embedded Formative Assessment: Check progress
for variety of values
(1B)Closing Activity: Ask a student to share his/her still
life

Do Now: Continue working on still life

THURSDAY 10/1
(1C) Learning Target: -TSW learn how to erase out
highlights in a still life pencil drawing. TSW know this once
he/she has erased out several highlights in his/her drawing.
(1C) Do Now: Continue working on piece.

(1C)

highlights
Start drawing still life

Do Now: Read rules for critique

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

I.

Continue on still life, erasing out highlights

where necessary.

(1F)Embedded Formative Assessment: Check sketches

for sufficient highlights
(1B)Closing Activity: Ask a student who has good erased
highlights to share his/her still life
I.
Continue on still life, focusing on filling the
page and including a background
(1F)Embedded Formative Assessment: Cold call on
importance of filling the page and including a
background
(1B)Closing Activity: Ask a student to share drawing with
good background
Critique of still life drawings

(1F)Embedded Formative Assessment: Final Project

(1B)Closing Activity: Ask a student to share what they
learned from critique
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.