Mrs. Jennifer Potter

Still life and shading

Drawing

Introduction:

This lesson utilizes the skills learned through the previous lesson of contour and gesture line drawing and adds the ideas of shading and light.

Objectives: S.W.B.A.T.

  • Verbally define “Chiaroscuro.”
  • Verbally define the term still life.
  • Verbally define the term value.
  • Verbally define and use tonal shading on a drawing.
  • Verbally define and use linear shading on a drawing.
  • Verbally define and use crosshatching on a drawing.
  • Differentiate between various drawing pencils; hardest to softest.
  • Experiment with various drawing pencils from softest to hardest in a drawing on white paper.
  • Experiment with tonal, linear and crosshatching methods of shading on white paper.
  • Draw a sphere, box and cylinder that show value.
  • Practice still life drawing by means of mini still lives.
  • Practice proportion and shading techniques
  • Use proportion, value and concepts previously learned from gesture and contour line drawing to create a still life composition on a large white piece of paper using a variety of drawing pencils.
  • Formally critique their work and the work of their peers.

Standards:

  • 9.1.12 A: Know and use the elements and principles of each art form to create works in the arts and humanities.
  • 9.1.12B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
  • 9.1.12C: Integrate and apply advanced vocabulary to the arts forms.
  • 9.1.12D: Demonstrate specific styles in combination through the production or performance of a unique work of art
  • 9.1.12E: Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
  • 9.1.12E:Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
  • 9.1.12G: Analyze the effect of rehearsal and practice sessions.
  • 9.1.12H: Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
  • 9.3.12A: Explain and apply the critical examination processes of works in the arts and humanities.

Vocabulary:

-Still life: A still life is a painting featuring an arrangement of inanimate, everyday objects, whether natural objects (flowers, food, wine, etc.) or manufactured items (books, bottles, crockery, etc.). The TateMuseum Glossary puts it very succinctly, defining the subject of a still life as "anything that does not move or is dead".

-Chiaroscuro: is a method for applying value to a two-dimensional piece of artwork to create the illusion of a three-dimensional solid form. This way of working was devised during the Italian Renaissance and was used by artists such as Leonardo da Vinci and Raphael. In this system, if light is coming in from one predetermined direction, then light and shadow will conform to a set of rules.

-Value: The lightness and Darkness perceived

-Linear Shading:When line only is used to create value, it is called linear shading. Lines go in only ONE direction.

-Tonal Shading:In art, tone refers to the degree of lightness or darkness of an area. Tone varies from the bright white of a light source through shades of gray to the deepest black shadows. How we perceive the tone of an object depends on its actual surface lightness or darkness, color and texture, the background and lighting. You gradually add more pressure to create a darker value.

-Crosshatching:Drawing to shade or hatch (forms, figures, etc.) with two or more sets of parallel lines that cross one another.

Procedures:

Part One:

  • Give out handout on light and darkness.
  • Discuss the vocabulary
  • Pass out white paper.
  • Pass out various drawing pencils
  • Allow students to experiment with value using all three shading methods, chiaroscuro and different drawing pencils.
  • Have students draw a sphere, a cylinder and a box. Use your preferred value technique to show a light source and a shadow.

Part Two:

  • Introduce a still life as a subject matter for a drawing. Stress the importance of looking at the objects you are drawing (recall contour and gesture drawing exercises).
  • -Demonstrate and review how to obtain proper proportion by looking how objects relate to each other in size.
  • Set up miniature still lives on each table. Allow students to practice drawing proportion.
  • Repeat as needed

Part Three:

  • Have students begin drawing real still life.
  • Repeat as long as students’ need.

Part Four:

  • Hold formal critique as a group.
  • Allow student to assess and reflect upon their work.

Assessment:

See rubric

Materials:

-Handout on value, shading and light source

-a variety of drawing pencils ranging from HB to 4H

-White paper for experimentation

-still life comprised of a variety of objects.

-erasers

Sources:

Still life Drawing Rubric:

Reflects an understanding of value ____/200

Reflects an understanding of Proportion ____/200

Craftsmanship ____/100

Proper use of time/ behavior ____/150

Lesson Total ___/650 = ___%

Comments:

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