Lesson Plan

Date: 1 Week (40-50 minute periods)

Unit Name: Drawing

Lesson Focus: Classical method of still-life drawing of contemporary objects
TEKS Standards: (1)(A) consider concepts and ideas from direct observation, original sources, experiences, and
imagination for original artwork;
(1)(B) identify and understand the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;
(2)(A) use visual solutions to create original artwork by problem solving through direct
observation, original sources, experiences, narrations, and imagination;
(3)(A) compare and contrast historical and contemporary styles while identifying general
themes and trends;
(3)(B) describe general characteristics in artwork from a variety of cultures, which might also
include personal identity and heritage;
Objectives:
 Introduce the students to the concept of shading
 Introduce them to the concept of still life as related objects
 Introduce the students to the concept of repetition of shape within a composition
 Introduce the students to classic method of drawing, on toned paper with charcoal or black pencil, heightened with
white
 Students will recognize that they are part of an ongoing tradition in art when using this method, for they will have
seen works by Degas, Michaelangelo, Da Vinci and others worked in this method

Key Points:  When shading always start soft

 Use the pencil for measurement and proportion
 Break down the objects into their simple shapes

Materials:  Toned drawing paper, in dark tan

 Black colored pencil
 chalk
 scratch paper
 Still life elements: (student choice – vases, fruit, basketballs, hats, solid shapes).
 Examples of similar drawings, done on tinted paper and heightened with chalk by masters
such as Rembrandt, Degas, etc.
Key Vocabulary:
Contour line – line that delineates the edges of forms, separating each volume or area from neighboring ones.
Gestural line – line that shows the movement inherent in the object or figure, usually very fluid looking.
Value (or tone)– transition from light to dark across the surface of the artwork. White is the lightest value, black is the
darkest. The value halfway between the two is called middle gray.
Chiaroscuro – Italian word meaning light/dark. The gradations of light and dark values in a two dimensional imagery;
especially the illusion of rounded, 3-dimensional forms created through gradations of light and shade rather than line.
High key - exclusive use of light or pale values in a work.
Low key – exclusive use of darkest values in a work.
Full range – use of values from lightest to darkest in a work.
Core of a shadow – the darkest part of the shadow
Highlight – where the light hits the object portrayed. It will be white of the paper.
Proportion – size relationships of parts to a whole within the composition
Lesson Plan
Lesson Cycle
Warm Up: 5min
Teacher Actions: Student Actions:
Model and explain the different techniques of shading Practice value scales in student art journals

Introducing Topic and Skills: 10min

Teacher Actions Student Actions
Talk about the depth that shows in many drawings, and Students will discuss the differences in styles and the use
how they are not merely outlines, but also have shading of objects as symbols in the works
added. Explain that this describes two kinds of drawing:
contour, and shaded. Show examples of drawings done on Students will share and brainstorm ideas on what object
tinted paper, from Da Vinci, Michelangelo, Degas, and should be drawn relevant to their generation.
others. Point out the delicate shading-soft close parallel
lines. Practice this type of line work on the scratch paper.
Make sure that the students are working with a light
touch. Display the still life, and talk about how it can be
drawn, showing the areas such as circles and curved lines
that can be picked up on. Have students begin with an
outline drawing, working on the objects in the front first,
and then adding shading as they see it. Allow students to
add highlights with the white chalk.

Practice: 30min
Teacher Actions Student Actions
Practice this type of line work on the scratch paper. Make Students will draw the still life of their choice
sure that the students are working with a light touch.
Display the still life, and talk about how it can be drawn,
showing the areas such as circles and curved lines that can
be picked up on. Have students begin with an outline
drawing, working on the objects in the front first, and then
adding shading as they see it. Allow students to add
highlights with the white chalk.

Closure:
Teacher Actions
Hold up drawings, noting the similarities with the master
drawings looked at earlier. Talk about working from other
artists’ drawings, noting that this is a time-honored
practice. Encourage students to continue to work in this
vein at home, as well.
Show contemporary still-life from artists on social media.
5 min
Student Actions
Students will write a brief description/evaluation of what
they focus on in their drawings and compare it to that of
their shoulder partner. They will offer highlights of the
work as well as constructive goals form improvement
during next class.

Differentiation:
Students will be able to draw from their interest and the expectations will tailor to their current level of skill.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing Frequent checks for understanding
Extended time Drawing manipulatives
Peer tutoring Alternate assignment
Modified work Preferential seating
Check list provided
Student Choice