Still Life Drawing

Grade: 9-12 Curriculum Area: Visual Art Unit of Study/Art history/Cultural context: Elements of Art: Lines, Value; Still Life Drawings SPI's/Standards of Art: TN: 1.1.1-1.1.4, 1.3.1-.1.3.4, 1.4.1-1.4.4, 2.1.1-2.1.4, 4.3.1

Objectives: Students will understand the purpose and meaning behind still life drawings throughout art history. (4.3.1) Students will draw a still life using tools and techniques demonstrated. (1.1-1.4) Students will demonstrate their ability to look at something (e.g. a collection of objects) and draw it as accurately as possible. (1.1-2.1) Students will demonstrate their knowledge of value with their shading techniques. (1.4.1)

Materials: Worksheet 12x16 Paper (project) Pencils Erasers Wooden sticks

Assessment Strategies: Questions and responses during presentation to show understanding. Individual monitoring during guided and independent practice (double-check comprehension). Rubric for the final project: scoring based on how well Objectives were met in the project. (All objects are drawn onto the picture; objects are proportionate; at least five steps of value are shown; composition is effective; good effort and cleanliness.) At the end of the semester, the final exam will include questions about Still Life/Value.

Guided Learning Steps: PowerPoint Presentation Introduce the element of Line and how it used to create objects (contour lines), as seen in still life drawings. Students view artwork from different periods that feature still lifes, and their meaning. It will list steps on how to break objects down in shapes, and then build them up using shading techniques and showing value. Demonstration/Guided Practice Students will receive a worksheet showing five objects that are built up as mentioned in the PowerPoint. They will choose two to redraw on a sheet of paper. They will also receive practice on drawing an individual object given to them: a flower, or a cup for example. They must show value: highlights and shadows. Individual Practice (Project) [3 days] Desks will be arranged to surround a table in the middle that has a still life set up. Numerous objects will be placed on fabric, and students will recreate this on a 12x16 paper. Teacher will demonstrate how to measure proportions of objects to one another using a wooden stick and their fingers. Students must demonstrate understanding by drawing the objects seen in front of them, and place accurate values: shadows underneath objects, highlights in glass, etc. Reflection Students will show their work to class and observe differences and similarities in styles.

Vocab: lines/contour, value, highlights, shadows, body tones, cast shadow, still life, grey scale, proportion

Essential Questions: 1. Why draw a still life? a. The artist has a chance to arrange these objects (unlike a landscape) in order to work out the composition of their artwork. In addition, they are a great way to practice and develop observational drawing techniques. They may also become a narrative, describing a person or emotion depending on the objects and tone of the light. 2. How do you show value in a drawing? What are the different techniques? a. Range from light to dark shading using different grade of pencils. Lighter or heavier touch depending on the range. Techniques include blending, hatching, cross-hatching, scumbling, and stippling. 3. How do you create a realistic still life? a. Drawing contour lines that fit the objects; making sure those objects are proportionate to real life (a small tea cup should not be drawn bigger than an open textbook or tall vase); adding correct value, such as cast shadows underneath objects.