Art 1: Still Life

Parallel Lives An Introduction to Still Life This lesson introduces a major still life project that will be taking place over the next few weeks. A review of the basic elements of design with an emphasis on aesthetics and composition is included. This lesson is valuable in that it teaches the student that first instincts are not always correct when drawing from life.

Level:

Art 1

Time Required:

1 ½ hours

Materials:

still life pencils drawing paper erasers view finders vocabulary review worksheet

Vocabulary:

Still life:

A composition consisting of still objects arranged for the purpose of painting/drawing.

Composition: The intentional grouping of objects.

Shading: Describing the light effects upon an object, implies depth.

Modulation: Process of gradually moving from dark to light, shading round forms Perspective: The suggestion of a third dimension and accurate portrayal of angle of view point. Linear perspective deals with the relationship of the edges of objects.

Overlapping: A technique that invokes depth by layering one object over another.

Form: Occupies space, depiction suggests volume and weight, expressed through line, shading. Examples include a sphere.

Pattern: A design that is repeated, may be made up of line, shape, or form.

Thumbnail sketch: Quick sketch designed to establish composition potential and to map out object shape, sizing, and location.

Balanced Composition: A still life technique in which the bottoms of certain objects should be included and not all objects should rest on the bottom edge of the picture plane.

Aesthetic: Pleasing in appearance to the artistic eye.

Negative Space: The shape made by the depiction of another object, the space in between, or white space.

Foreshortening: Proportional shortening of depth to create the illusion of space is made.

Scale: Depicting an objects’ size relative to paper dimensions.

Objectives: • Students will be introduced to terms and techniques associated with still life • Students will create three pencil drawings of potential still lifes Procedure:

Set Up: The classroom will be decorated with still life examples from years past, including the sheets from prior lessons to be reviewed. The lights above the still life will be dramatically lit. The shades will be drawn.

Introduction: Ask class what they remember about past still lifes. Inform class that they will be completing a still life with colored pencils. Short lecture presentation of still lifes by wellknown artists. Use lecture to review vocabulary words. Stress balanced composition. Tell students that they will consider the still life for a few minutes, keeping in mind discussions about composition and what catches their eye aesthetically. Students will choose seat location for the first drawing based on the composition. Students will have 10 minutes to complete each sketch in its corresponding box. Three sketches will be completed. Sketches must include one object that demonstrates linear perspective, a found or improvised pattern within the piece, and an inventive/creative addition to the piece. Also review use of viewfinder, hold at arms length, and locate 4-5 objects.

Execution: Students will walk around the still life, to consider composition. Students will choose their seat location for their first drawing. Teacher distributes worksheets and pencils. Students will complete first pencil sketch in Box 1 of worksheet. Teacher will instruct students to move 6 seats to their left once and then again. Students will complete sketches 2 and 3 in corresponding boxes.

Students will choose their preferred sketch of the three they have completed. Once the students have picked their preferred sketch, they will move to the location of the composition in preparation for the following class.

Reflection:

Students will fill out a written reflection on the assignments.

Motivational Material: Students will be shown examples of still life drawings. Examples will also hang around the classroom. Materials include viewfinder and worksheet examples. Additional examples of still life completed by well-known artists will be on display.

Assessment: Formative: Teacher questioning throughout the lesson Summative: Class discussion and reflective questionnaire to be filled out by the students National Standards: 1b.

Conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1d.

Initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2a.

Demonstrate the ability to form and defend judgments about the characteristics and structure to accomplish commercial, personal, communal, or other purposes of art Extensions: Students can complete the final assignment in a variety of mediums ranging from colored pencil to oil pastel and acrylic paint.

Lesson Adaptations: Adaptations may be made for students with limited control over motor skills. Students will be able to work on a larger scale with the assistance of a thicker pencil or crayon and larger paper.

In-Process Images

Final Works