Exploring Still Life: 6th Grade Unit Plan

Exploring Still Life
6th Grade Unit Plan:

4 Lessons Investigating Still Life Art
─
Emma Moran
Instructor: Brian Flynn
Art 400
11/16/21
Emma Moran
11/17/21
Brian Flynn
Unit Title: Exploring Still Life
Unit Length: 4 Lessons
Ability Level: 6th grade art
Introduction
Through this unit, the students will learn drawing techniques such as contour lines and observational
drawing. The students will understand how overlap can be used to create the illusion of space within
the picture plane, and investigate how cropping compositions can be used to create interest in a work
of art. They will understand what a still life is, and how they can work collaboratively to begin work
of art. Students will explore various media techniques using pen, pencil, colored pencil, and crayons.
Students will be able to explain the historical significance of still life, and effectively analyze still life
artworks to judge their content. The students will understand the historical context of still life
beginning with it’s rise to popularity during the Dutch Baroque period, and explore various artist’s
interpretation of still life including Caravaggio, Francisco de Zurbaran, Rachel Ruvsch, Pieter Claesz,
Hilary Percis, Paul Gauguin, Paul Klee, Susan Hauptman and Andy Warhol. The students will leave
the unit with a strong understanding
Unit goal:
The students will understand the historical significance/cultural relevance of still life art, and be able
to use still-life drawing as a means of personal expression.
Lesson Titles and Length:
Lesson One: Observational Contour Line Drawing (1 day)
Lesson Two: Mini-Still Life Investigation (2 days)
Lesson Three: Who Painted it Best? Responding session (1 Day)
Lesson Four: Crayon Still Life Drawing (3 days)
NAEA Standards:
Creating:
VA:Cr1.1.6a Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr2.2.5a Demonstrate quality craftsmanship through care for and use of materials, tools, and
equipment.
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making
works of art and design.
VA:Cr2.3.5a Identify, describe, and visually document places and/or objects of personal significance.
Presenting:
VA:Pr5.1.6a Individually or collaboratively, develop a visual plan for displaying works of art, analyzing
exhibit space, the needs of the viewer, and the layout of the exhibit.
Responding:
VA:Re.7.1.6a Identify and interpret works of art or design that reveal how people live around the world
and what they value.
VA:Re8.1.6a Interpret art by distinguishing between relevant and non-relevant contextual information and
analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and
mood conveyed.
VA:Re9.1.6a Develop and apply relevant criteria to evaluate a work of art.
Connecting:
VA:Cn10.1.6a Generate a collection of ideas reflecting current interests and concerns that could be
investigated in artmaking.
Lesson Plans
Lesson One: Contour Line Drawing
Goals: The students will understand how contour lines can be used to describe objects, and be able to depict
objects of personal significance through observation and contour line technique.
Objectives:
1. Creating: The students will create an observational contour line drawing that depicts and object of personal
significance.
2. Responding: The students will identify, within a work of art, how artists used contour lines to depict objects.
Assessments:
1. Pre-assessment: to gauge students prior knowledge,

show to drawings (one contour one illustrative) and ask
students to identify the differences
2. Formative questioning throughout lesson
3. Final slide: EXIT SLIP- Keith Haring and Pineapple

Images: Which drawing is observational? Why?
Lesson Two: Mini Still Life Investigation
Goal: The students will understand what a still life is, and how they can use overlap to create the illusion of
space within the context of an observational still life drawing.
Objectives:
1. Creating Objective: Using their understanding of contour line observational drawing and overlap, tsw create a still-life drawing that
creates the illusion of 3dimensional space on a 2dimensional surface.
2. Responding Objective: Using their knowledge of still life, tsw evaluate a work of art and be able to identify how the artist used
overlap to create the illusion of space within their artwork.
3. Presenting Objective: The students will be able to selectively arrange a still-life that is personally expressive, that demonstrates
an understanding of how to use overlapping objects to create the illusion of space.
Assessments:
1. Formative questioning throughout
2. Rubric
3. Exit Question/answered in sketchbook
4. Critique TAG exit prompt

Lesson Three: Who Painted it Best?
Goals: The students will understand how artists use still lifes as a means for personal expression and learn how
to evaluate artwork based on specific criteria.
Objectives: The students will compare and contrast two paintings and determine which artist they think
“painted it best” using elements and principles of design to guide their judgement.
Assessments:
1. Formative assessment- walking around while students are discussing

with their partners
2. Jeopardy Game
3. Exit slip- Who painted it best?
Lesson Four: Final Still Life Drawing
Goals: The students will learn how to work together collaboratively with their group mates to create a still life
that demonstrates a strong light source and incorporates overlap to create the illusion of space. The students will
understand how to use thumbnail drawings to plan for an artwork, and ultimately create an artwork, using crayons,
that demonstrates personal expression, strong light source, and the use of overlap to create space
Objectives:
1. The students will collaboratively construct a still life, in their group, with a strong light source.
2. In their table groups, the students will decide upon a theme that reflects the groups interests and collaboratively construct a still life,
which they will use as reference for their drawing.
3. The students will create three thumbnail sketches, in their sketchbook, that demonstrate different ways they could crop their final
still life composition.
4. The students will create a still life drawing, using crayon on white sulphite paper, that demonstrates overlap, personal expression, and a
strong light source.
Assessments:
1. Formative assessment throughout lesson- questioning
2. Thumbnail sketches
3. Final still life

Exemplars
Unit Rubric
Still Life Unit Rubric
Student understanding and application of techniques and knowledge associated with still life art.
Beginning Developing Accomplished Exemplary Score
1 2 3 4
Contour Line Student Student Student contour Student completed

Drawing attempted drawing line drawing contour line drawing that
contour line demonstrated demonstrated proved mastery of
drawing, but some understanding of contour line drawing
evidence of understanding contour line technique and described
understanding of contour line technique and an object of personal
was not clear, technique, with described a significance.
and object was some additional personal object.
indiscernible. drawing
strategies used.
Object was
generic.
Mini Still Life An attempt at Student created Student created a Student curated a
Drawing creating a still a still life, but still life using 3 comprehensive mini
life was evident, only rendered 2 objects, some of still-life comprised of 3
but finished still life objects. which were or more overlapping
drawing did not Little to no overlapping, objects which they
show 3 objects or color applied. which were well accurately rendered with
demonstrate rendered through contour line technique
knowledge of contour line and applied color.
contour line. technique, some
color was added
selectively.
Final Still Life Student final Student Student created a Student created an
Drawing drawing is not rendered a still well drawing still excellent example of a
complete. life drawing, life that addressed still life, with interesting
Overlap is where overlap overlap in areas. composition that
unclear and was addressed Crayon layering demonstrated knowledge
crayon was not in one or more was used to of overlap. Beautiful
used to layer areas. Crayon establish a light overlap of crayon was
color or create a was used to source. used to depict a strong
light source. apply color, but light source.
no clear light
source is
demonstrated.
Collaboration Student refused Student was not Student engaged Student worked well in
to work with engaged with well with others group discussion and
classmates on others and and brought in brought in objects and
group still life offered 1 or no objects for group actively participated in
and did not objects for still life. still life creation the
supply any group still life. entire time.
objects. Student did not
show interest in
working with
others.
Participation in Student did not Student Student Student demonstrated

Responding off opinions or occasionally participated when excitement to learn and
Session/Class participate in participated in called on in class participated consistently
Discussions class discussion. class discussion, and in class discussions.
discussion, but incorporated Student used appropriate
was reluctant to terminology terminology when
use still life when possible. referencing still life art.
terminology.
Written by Emma Moran. Last updated 11/15/21.

Lesson One:
Contour Line Drawing
How do artists use contour lines to describe objects?
How can we use observational contour line drawing to depict objects of personal significance?
Lesson Title: Contour Line Observational Drawing

I. Central Focus (i.e., Goal Statement – What Students will know, learn, or understand) Important understandings and
concepts that you want Students to develop over the course of this multi-day lesson. (Example: 3rd grade lesson on line
to communicate the idea of motion) Central Focus should incorporate at least one or more of the following
components: Interpreting Art, Creating Art, Relating Art to Context)
The students will understand how contour lines can be used to describe objects, and be able to depict objects of personal
significance through observation and contour line technique.
II. Essential Questions – (Central Focus or goal written in the form of a question)
1) How do artists use contour lines to describe objects?

2) How can we use observational contour line drawing to depict objects of personal significance?
III. Standards Addressed (National Standards included here)
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making
works of art and design.
VA:Re.7.1.6a Identify and interpret works of art or design that reveal how people live around the world
and what they value
IV. Learning Objective(s) (What students will overall achieve by the end of the multi-day lesson – behavioral objective
that is observable and assessable)
Creating: The students will create an observational contour line drawing that depicts and object of personal
significance.
Responding: The students will identify, within a work of art, how artists used contour lines to depict objects.
V. Prior Learning – What Students already know, what they can do, and what they are still learning to do.
-basic drawing skills, such as how to hold a pencil/pen and apply appropriate pressure
-visual literacy skills: how to properly see and observe an object for art making purposes
-the concept of contrast
VI. Academic Language/Language Function Objective(s) – “Language of the Discipline” used to engage Students in
learning. Sample Key Language Functions include Analyze, Compare/contrast, Critique, Describe, Interpret, Question
(Refer to Academic Language in edTPA guidelines)
Function Objective: In a class discussion, tsw analyze artworks to identify where the artists used contour lines.
Vocabulary Development Objective: The students will define key terms related to contour line drawing including
observational drawing and interior/exterior.
Discourse OR Syntax Objective: The students will critique how artists did/did not use contour lines in their drawing, and
discuss which method of drawing (with or without contour lines) is more successful.
VII. Assessments (note any relevant differentiation) Evaluative Criteria (note any relevant differentiation)
1. Pre-assessment: to gauge students prior knowledge,

show to drawings (one contour one illustrative) and ask Were the students able to determine what made the
students to identify the differences drawings distinctly different? Did anyone already know
the vocabulary of contour line?
2. Formative questioning throughout lesson

Are the students actively engaged in the assignment? Are
they able to articulate where they are use contour lines in
their artwork?
Can the students identify the key terms within the image?
Can they identify where they are using interior and

exterior lines in their own artwork?
3. Final slide: EXIT SLIP- Keith Haring and Pineapple

Images: Which drawing is observational? Why? On the exit slips:
Were the students able to correctly identify which

drawing was observational?
VIII. Key Vocabulary – Art terms and/or key phrases used during instruction and taught to students. Include
definitions.
Contour line: a line that defines the outline of a form along with its interior, without the use of shading.
Observational drawing: the act of drawing something by looking at it; ‘drawing what you see’
interior/exterior lines: the edges that define the inside and outside of an objects form.
Day 1: Learning Outcomes – Observable, assessable behaviors that you wish for students to accomplish at the end of
Day 1.
The students will create an observational drawing of an object of personal significance, using contour lines, that
demonstrates their knowledge of interior/exterior contour lines.
Day 1: Lesson-Specific Materials
Instructional Materials – Teacher Studio Materials (for Creating Art Targeted Materials (any specific materials
required for differentiation, accommodation,
materials needed during instruction. and/or Presenting Art)
or modification)
-Presentation with contour line drawing -sketchbooks for each student

examples
-pencils, erasers
-exemplar
-black sharpies
-objects to draw
XI. Day 1: Lesson Procedures/ Learning Tasks and Timeline
Times Teacher Actions (include differentiation) Student Actions Formative Assessments
Assessment Questions
2min Initiation
Today we are going to learn how to use the Participate in questioning and What is different about
lines we see around objects to draw. First I respond to teacher prompts. these two artworks?
want to see what you already know:
How does each artist use
lines in their drawings?
-Show two pictures of lemon on the board: What is the main feature
ask questions of these artworks that
communicates to us that
each of these drawings is a
lemon?
Which drawing do you

think is most successful?
How does the artists use of
line affect your decision?
6min Lesson Development – (Process and What students will do during Questions used throughout
Procedures for conducting the lesson) various segments of the lesson respective sections of
instruction to assess
students’ learning.
Now that we have been reminded that there Participate and engage with the Does anyone know what
are different ways to depict objects, we are slideshow, ask questions observational drawing is?
going to learn how we can use only lines to
create interesting drawings. Can you give me an
example?
-First we need to understand how we talk
about contour lines. Would drawing from
memory be ‘observational’
--Show powerpoint drawing?
https://docs.google.com/presentation/d/14Hse
n8UyDbywjfsoGhHsU6YyKRtHP784DPU8Z Who can come up and
hJ9AIo/edit?usp=sharing , run through Key point out the interior lines
Terms slide and define each term for students. on this drawing?
Have students identify each term while

Now the exterior?
looking at the image on the slide.
Do you recognize any of

-Show the student exemplars of observational
these objects that past
contour line drawings in the powerpoint, and
students drew? What do
stop after that slide.
they tell you about what
the students like?
5min Watch first how I start to depict my object, I am looking at the object
then you will do the same and asking- where are the
exterior lines?
-DEMO:
Where are the interior
--First I am taking a minute just to LOOK at lines?
my object and observe what I see.
What shapes do I see
I brought in my french press coffee machine, created by the edges of the
because some of my favorite moments are object?
when I make coffee in it and share it on
sunday mornings with my husband. What does this outline
remind you of?
-Then I take my pencil, and start sketching in
my book where I see the exterior lines What do you think I
(remember, this is where the edge of my should do next now that I
object meets the space around it). I want to have drawn the exterior
make sure I draw all the exterior lines around lines?
my whole shape, so I get the outline of the
object. (hold up piece to the class). Why do you think I chose
a coffee pot?
-Now it is time to describe the inside of the
shape. Remember, I am using only LINES; no Can I use shading to
shading or coloring! describe the edges of my

pot where it is darker?
--Draw in the first few lines to depict the right
interior of my coffee pot, reminding students Why not?
that the interior lines are describe the edges of

shapes that I see within my form.
20 min Now it is your turn- Engage in the drawing activity and What object did you
draw your object using contour choose to draw? Why is it
-place your object in front of you, and begin lines. significant to you?
to use contour lines to draw it in your
sketchbook. Ask teacher for help when Where are you going to
necessary and respond to teacher use exterior lines?
-Start with pencil, so you can erase if you questioning
make a mistake. At the end of class when your How are you going to
drawings are done, we will trace them over in describe the inside of the
sharpie, to make them pop! shape?
What kind of drawing is
this?
5 min Now that you have drawn your object in Follow instructions and trace lines We learned what this is
contour lines in pencil, we are going to take 5 in sharpie called- when we place two
minutes to trace over those important interior colors next to each other
and exterior lines to help make the drawing to make one stand out
pop! more- does anyone
remember the term?
-Remember, we learned this concept of
contrast last lesson, and it helps make our
lines stand out on the page.
2 min Clean up! Clean up and put away supplies Who can guess what we
are going to do before we
-label the bottom of your drawing in your put our sketchbooks
sketchbook in pencil with the date and away?
‘observational contour line drawing’ so you
remember what it is called. Who can show me a clean
table!?
-put your sketchbooks back in your cubbies
and the sharpies, erasers, and pencils back in
the containers in the center of the table
2min Closure: Does closure relate to lesson

objectives? Are strategies clearly outlined?
Will strategies enable students to consider
why the lesson is important?
Turn the screen back on and show the last Answer the teachers prompt- What kind of lines do
slide of the powerpoint. contour line drawing both of these drawings
use?
Have a student volunteer quickly pass out exit -Fill out exit slip and drop it in the
slips to each table. bucket on the way out the door Which one of these do you
think is an observational
-Here we see two different examples of what line drawing? Why do you
kind of drawing? think that?
-One is observational and one is not- have

students identify and explain on their exit
slips, which the will drop in the bucket on
their way out the door
-Look forward to next class, when we will

learn how to take this idea of contour line
drawing and apply it to multiple objects, in
something we call a ‘still-life’
Next class, bring 3 objects that have personal

significance that they can use to arrange a
mini individual still life.
Commentary on Planning Decisions
In answering these questions explain your thinking AND cite research to support your instructional
decisions. These will typically be answered when you have planned the lesson but before it is
implemented.
Why is it important that these students learn this content?
It is important to cover this content because contour line drawing is a basic drawing skill that students will be able to
use to further develop their abilities. Additionally, this lesson teaches the students the importance of close observation,
which is a skill that can be applied in art and other content areas.
How does this lesson fit into the current sequence of instruction/unit?
This lesson fits int the current unit of instruction because it is the introductory lesson for a unit on still life drawing.
Still life drawing requires close observation and the ability to accurately render objects, both of which the students are
being introduced to in this lesson. They will then take the skills of observational drawing that they learned in this
lesson, and expand upon them for the next lesson where they will draw multiple overlapping objects. This way of
building off prior knowledge is supported by B. J. Skinner and his theories on learning schema and constructivism-
students learn by doing.
Why are the learning procedures you have developed for this lesson appropriate for this particular content?
The learning procedures I developed for this lesson are appropriate for this content because I begin by introducing the
students to a few drawings, and having them identify the differences in technique. The students then are able to see how
there are different ways to draw objects, and that one of those ways is through using contour lines. I introduce the
important vocabulary first, so the students know how to describe what they are looking at, then I show them examples
of how those terms and concepts can be applied in quick drawings done by other students. After, I show them how to
do it, so they have the content reinforced multiple terms before the students even begin to draw. This gives the students
a strong understanding first, which helps them have the confidence to approach the drawing technique themselves.
Why are the learning procedures for this lesson appropriate for these particular students?
The learning procedures are appropriate for these students because they are 6th graders who are in an introductory art
class. These students have taken other art courses before, and now are at the stage in their learning where they can start
to understand more complex techniques and processes. Contour lines are an important and relatively simple technique
to first introduce them to, which can help make them more confident when going into the rest of the unit which is more
complex.
What contextual factors were especially important in shaping your plan for this lesson and how did they shape your
planning?
Our classroom has a variety of learners, who needs different types of support. Because of this, I offered a variety of
teaching throughout the lesson; verbal definitions for auditory learners, written definitions and examples for visual
learners, and a live demo for students who needed further reinforcement before attempting the content themselves.
Resources
Cite Sources: Provide citations for the sources that you did not create (e.g., published texts, websites, materials from
other educators).
B. J. Skinner- psychologist research
Jean Piaget - psychologist research
Cassandra Broadus-Garcia, 301 student exemplars
https://mymodernmet.com/line-art-history/
https://etc.usf.edu/clipart/50300/50325/50325_apple.htm
http://berlindrawingroom.blogspot.com/2014/01/contour-lines-from-matisse-to-david.html
EXIT SLIP
Keith Haring, Mural in Collingwood, Australia, 1984

Pablo Picasso
Adriana Burgos 2014 still life drawing, Henri Matisse

Lesson Two:
Mini Still Life Investigation
What are the elements necessary to make something considered a still life?
How can we use the concept of overlap in our drawings to create the illusion of space?
Lesson Title: Mini-Still Life
I. Central Focus (i.e., Goal Statement – What Students will know, learn, or understand) Important understandings and concepts that you
want Students to develop over the course of this multi-day lesson. (Example: 3rd grade lesson on line to communicate the idea of motion)
Central Focus should incorporate at least one or more of the following components: Interpreting Art, Creating Art, Relating Art to
Context)
The students will understand what a still life is, and how they can use overlap to create the illusion of space within the context of an observational
still life drawing.
What are the elements necessary to make something considered a still life?
How can we use the concept of overlap in our drawings to create the illusion of space?
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and
design.
VA:Pr5.1.6a Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space,
the needs of the viewer, and the layout of the exhibit.
IV. Learning Objective(s) (What students will overall achieve by the end of the multi-day lesson – behavioral objective that is observable
and assessable)
1. Creating Objective: Using their understanding of contour line observational drawing and overlap, tsw create a still-life drawing that
creates the illusion of 3dimensional space on a 2dimensional surface.
2. Responding Objective: Using their knowledge of still life, tsw evaluate a work of art and be able to identify how the artist used
overlap to create the illusion of space within their artwork.
3. Presenting Objective: The students will be able to selectively arrange a still-life that is personally expressive, that demonstrates
an understanding of how to use overlapping objects to create the illusion of space.
-understanding of contour line drawing
-understanding of observational drawing
-basic understanding of what constitutes 3dimensional space
-knowledge of the term ‘symbolism’
-knowledge of the term ‘composition’, subject matter
VI. Academic Language/Language Function Objective(s) – “Language of the Discipline” used to engage Students in learning. Sample Key
Language Functions include Analyze, Compare/contrast, Critique, Describe, Interpret, Question (Refer to Academic Language in edTPA
guidelines)
Function Objective: In a large group discussion, the students will describe the attributes of still-life art.
Vocabulary Development Objective: In a large group critique, the students will be able to analyze still-life artworks and identify areas where the
artist uses overlap to create the illusion of space.
Discourse OR Syntax Objective: In their exit slip, the students will evaluate their own artwork and identify areas where they used overlap.
1. Formative questioning throughout Were the students able to properly articulate what they were working
on? Through their answers, was it clear that they understood the
concept of using arranged objects in a still life to create the illusion
of space through overlap?
2. Rubric Rubric attached: where did the students artwork fall on the
evaluation? Did their project meet the objectives set forth?
3. Exit Question/answered in sketchbook Were the students able to correctly identify the areas of their artwork
where they used overlap to create the illusion of space?
4. Critique TAG exit prompt Could the students identify strengths and weaknesses in their peers'
compositions? Were they able to identify areas of overlap?
VIII. Key Vocabulary – Art terms and/or key phrases used during instruction and taught to students. Include definitions.
Still life: a work of art depicting inanimate, typically commonplace objects that are either natural (food, flowers or game) or man-made (glasses, books, vases and
other collectibles)
Overlap: Overlapping is when shapes are in front of other shapes. If one shape overlaps another it communicates an illusion of depth.
Space: Space in a work of art refers to a feeling of depth or three dimensions.
Illusion: a deceptive appearance or impression.
Day 1: Learning Outcomes – Observable, assessable behaviors that you wish for students to accomplish at the end of Day 1.
The students will individually arrange a personal still-life, using 3 objects, and create an observational drawing from it that demonstrates
the illusion of space through overlap.
The students will identify how artists in examples shown, used overlap within their stil life to create the illusion of 3d space on a 2d
surface.
Day 1: Teacher Preparation – Day 1 Preparations needed to be completed before students enter the classroom.
Prepare slideshow for presentation
-prep materials: extra objects for students who forgot theirs, all studio materials
-cut paper to 9x12”
-sharpen pencils
Instructional Materials – Teacher materials Studio Materials (for Creating Art and/or Targeted Materials (any specific materials
required for differentiation, accommodation, or
needed during instruction. Presenting Art) modification)
-still life exemplar -pencils and erasers
-slideshow presentation -9x12” paper
-objects for still life -colored pencils for early finishers
2 min Initiation
Today we are going to build off of the drawing techniques Participate in discussion, offer responses This is a very common way
we learned in yesterday's class and expand from drawing to observationally draw
just one object, to arranging a drawing of three objects. objects. Does anyone know
-Show first slide of slide show: ask question what this type of drawing is
-That’s right, this is called Still Life Drawing. We are called?
going to learn all about how other artists approach the idea
of still life, then we are going to use our personal objects
that we brought in to arrange and draw our very own still
life artworks!
Lesson Development – (Process and Procedures for What students will do during various Questions used throughout
conducting the lesson) segments of the lesson respective sections of
10 min Show the slideshow: Does anyone recognize any
-Like we always do, first we are going to start off with of these terms?
some key terms that we need to know to talk about still Where have you heard
lives. ‘space’ before? Does it
-Introduce and read definitions for still life, overlap, space have the same meaning, or
and illusion.. Have students write down the definitions in is this a new meaning to
their sketchbooks to refer to later. you?
-Now that we know how to talk about still life artworks, Can anyone think of
we should learn a little about their history. another time we might use
-Show the slide on history of still life: the word ‘illusion’? What
--Still life began 16th/17th century Netherlands does that make you think
--allowed artists to explore how to arrange their of?
compositions, work on things for longer (originally these
artists only painted portraits, not much room for personal We learned about the word
expression) composition earlier in the
--artists were able to incorporate symbolism into their art year- who can remind the
class what it means?
These are some different artists who take on still life Who can tell me what
paintings. symbolism is again?
-Have the students analyze the last slide: -On the last slide:
What is the subject matter
of this painting?
What do these objects say
about the artist who painted
it?
How did the artist arrange
the objects in the
composition?
Now that we have seen how other artists do still lifes, it is Where do you see overlap?
time to create our own! Each of you brought in three What would you do
objects. differently?
3min Take 3 minutes of planning and looking, and arrange your Using objects brought from home, follow Why did you choose these
objects on the desk in front of you to create an interesting teacher instructions and arrange mini-still objects?
composition. Make sure you have clear overlap in your life. Ask questions when necessary What do they say about you
composition, so that when you are drawing you can create and your interests?
the illusion of space. How are you going to
-Walk around the room while students arrange objects, create overlap?
asking individual students about their arrangement to
check their understanding.
21 min Now that we have our still lifes arranged, it is time to start Actively participate in the drawing activity. How is this similar to what
drawing! I am not going to do a drawing demo today, Ask the teacher for help or questions when we did yesterday?
because we are using the same contour line drawing necessary How is it different?
techniques that we used on our objects yesterday, but we What part of the
are just drawing three objects today! composition are you going
-Remember, only draw the parts of the objects that you to draw first?
see: Where do you see overlap
(hold up exemplar or project on board) in your still life?
-although I know that this cup has an edge over on the left What object is in front
too, I am not drawing that in because my bottle is in front (closest to us) and what
of it. This is how we create that illusion of space: by object is in back?
having the objects in front cover up the objects that they How does this help create
overlap with in back of them. the illusion of space?
-We are going to have 20 minutes to start these still life When we are drawing
drawings. Don’t stress out about finishing them- we are contour lines, what does
going to work on them in class tomorrow too. that mean about the inside
-I don’t expect anyone to finish their drawings today, we of our objects?
want to take our time and remember to do some close How can we make this
looking at our arrangement before we put our pencil on the drawings more exciting
page. next class?
-Walk around and check for student engagement and What is your favorite part
understanding while they are working on their pieces. If of your still life?
they are struggling, remind them how great they did
yesterday, and that this is just the same as drawing one
object, but now we are drawing three. The technique is the
same!
4 min Clean up time! Follow teacher instructions, take picture of How should we take the
Using your phone or device (or if you don't have one, ask still life for class tomorrow picture? From overhead?
me to come over) take a picture of your objects that are Or from our viewpoint so it
arranged on your desk so that we can arrange them exactly looks like our drawing?
the same tomorrow. Once you have taken your picture, put
your objects back in your cubby and put away your
colored pencils. Keep your pencil and sketchbook on your
desk for our exit question! You will put those and your
drawings away in your files on your way out the door
5min Closure: Does closure relate to lesson objectives? Are
strategies clearly outlined? Will strategies enable students
to consider why the lesson is important?
Now that we are done for today, I think we all have a Answer prompt in sketchbook Question in sketchbook
strong understanding of what a still life is! listed in procedure
We are going to continue to work on these tomorrow, and
even start to add some color.
To end class today, I want you take take out your
sketchbook and your pencil, and while looking at your
drawing answer the following question:
“Where did I use overlap in my drawing?” be specific; talk
about which objects are in front of others, and which are
the closest to the viewer (in the foreground) and which are
the furthest from the viewer.
Day 2 Learning Outcomes - Observable, assessable behaviors that you wish for students to accomplish at the end of Day 2.
The students will complete their individual still-life drawing, and in their sketchbook identify areas where they used overlap to create
space.
-Prep second half of slideshow to present
-sharpen colored pencils, normal pencils
-prep table with pencils, erasers, and colored pencils
-print out rubrics
-photo copy exemplar from last class.
-add color to the entire exemplar to create a finished piece (to show after demo)
-set up still life of objects that exemplar was drawn from
-slideshow -colored pencils
-exemplar -pencils and erasers
-sticky notes
Day 2: Lesson Procedures/ Learning Tasks and Timeline
2 min Initiation
Quick review of yesterday: Based on what we learned
Display the image on the smart board, ask for two student yesterday who can come up
volunteers to come circle areas where they see overlap in and circle an area where
the composition they see overlap in this
-Now, before we jump back into work on our own still composition?
lifes, I am going to show you how you can use colored
pencil to add color to your contour line still lifes once they
are all done in pencil
7 min Demo: What kind of colors do you
-Take out photo copy of exemplar from last class (with no think I should use for this?
color) SHould i try and get the
-Have the students gather around the demo table colors as close to my actual
-Now that I have drawn in all my objects, the next step is objects as possible? Why or
to add some color with colored pencils. why not? How does this
-I can use my colored pencils to help create that illusion of affect the viewer?
space by following the contours of my shapes (like this- Why do you think I would
show u-shaped strokes of pencils following the curve of add a complimentary color
the bottom of the bottle) to help establish that shape in in the area of shadow?
space. Who remembers what the
-This also takes careful looking- if I see that there is a complement of red is?
shadow on my object behind my bottle, then I am going to
make that area of the object a darker color. That may mean
using a darker red pencil, or adding in some of the
complimentary color.
-Using this method, add color to one object fully.
-Now that you have seen how to add color, it is time for
you to get back to work on your own still lifes!
5 min Tell the students to get out their objects and drawings, and Follow instructions and arrange still life How can we check to make
arrange their objects just like they were yesterday by from yesterday. sure our objects are
looking at their picture. displayed the same as
-Now that you have your objects arranged, get back to yesterday>
work!
20 min Remember before you add color, you need to finish Finish work on drawing Now that you have been
establishing your objects in space. That means all your working on this for a little
objects need to be drawn with contour lines BEFORE any while, what is the hardest
of your objects get color! part about this drawing?
WHat is the easiest part?
Walk around the class and observe the students working. What object do you think
Offering advice when they are struggling, and remind you should color first?
them to take a second to breathe and take their pencils off How are you going to use
the paper and just observe their still life if they are having color in this piece?
difficulties establishing something in space. What do you think this still
-Ask the formative assessment questions to individual life says about you as an
students while they are working. artist?
-If students are getting antsy, encourage them to take a 1 Now that you know how to
minute ‘time-out’ and walk around the classroom (quietly) make a still life, would you
to see what one other classmate is working on. do it again?
What might you do
Walk around and place a sticky note on each student's desk differently next time?
while they are working. Tell them not to write anything on
it until instructed.
8 min Closure
Now it is time to finish up our drawings. If you didn’t get Following teacher instruction, walk around Who are you going to give
a chance to add all your color, talk to me after class and the room and give one peer feedback. feedback to?
we can figure out when you can come finish it. What did you like about
Now that we all have done an initial investigation into our this piece? Why?
own personal still lifes, I think it would be fun for us to What do you want to learn
look around and see what our peers are doing! more about?
For our end activity today, I have given each of you a
sticky note.
I want you to walk around to the other side of the room (I
don’t want you to write your tag for someone at your table
group) and on your sticky note write:
1. An area where you think your classmate
excelled -did they do a great job at overlapping
their objects? Did they use color in an interesting
way?
2. Something that you want to know more about/a
question: Why did you choose that baseball hat?
How did you see that contour line on the
hairbrush?
Leave your sticky note (sign your name on the back) out
on the desk of your peer.
2min Now that it is time to clean up, write your name on the Follow teachers instructions for clean up Does anyone have an idea
back of your drawings, and place the sticky notes you for what we might do in the
received from your peers on top of your artwork. Stack next class?
them at the center of your table.
Put your pencils and supplies away in the bins at the center Who is excited to do some
of your table group work?
-Collect the students' artwork and review the sticky notes
to check for understanding. If any student made a glaring
mistake in their commentary, make a note to chat with
them next class.
implemented.

It is important that these student learn the content addressed in this lesson because it serves as a crucial building block for further
instruction on observational drawing and still life art. This lesson teaches students necessary knowledge of how to establish space
in their artworks through the use of overlap, which is a technique they will build off of and use in every aspect of their artistic
career. Learning different methods of how to create the illusion of space are fundamental aspects of creating realistic and
convincing artwork.
This lesson scaffolds off of the students prior learning of observational and contour line drawing, by incorporating those skills
and taking it a step further. In this assignment, the students scaffold their knowledge of how to draw a isngular object, to now
drawing three objects and investigating how the objects interact with each other through overlap. The next lesson in the unit is an
larger still life lesson, where the students will take the skills they developed in this lesson, and push them even further by
collaboratively arranging a still life with more objects and having to deal with a light source.
The learning procedures that I developed for this lesson are appropriate for this content because they incorporate multiple
teaching approaches, which allows for deeper student understanding. By establishing the relationship between this lesson and the
previous lesson, students are prepared to receive content knowledge that they can build from. Additionally, I start the lesson by
providing students with the necessary terminology related to the project, which is an important aspect for them to know in order
to intelligently talk about their artwork and the artwork of others. The students are shown multiple approaches to still life, and
multiple exemplars for this assignment so they know exactly what is expected of them. I further reinforce the content through a
live demonstration, where the students are encouraged to ask questions. I also will walk around, checking in with all the students,
while they are working on their individual projects. This will allow me to address students who are struggling, as well as assess
student progress.
These learning procedures are appropriate for these particular students because they are only in 6th grade, so they are still
building up their basic art skills of seeing, observing, and practicing techniques and skills. Due to the fact that these students are
still developing, it is critical that I move slowly through concepts and off ample time for student investigation, as well as offer a
plethora of teaching methods and examples for the students to learn from.
What contextual factors were especially important in shaping your plan for this lesson and how did they shape your planning?
Our classroom has a variety of learners, who need different types of support. Because of this, I offered a variety of teaching
throughout the lesson; verbal definitions for auditory learners, written definitions and examples for visual learners, and a live
demo for students who needed further reinforcement before attempting the content themselves.
Resources
Cite Sources: Provide citations for the sources that you did not create (e.g., published texts, websites, materials from other
educators).
https://www.tate.org.uk/art/art-terms/s/still-life
https://kids.kiddle.co/Still_life
https://www.metmuseum.org/art/collection/search/486607?searchField=All&sortBy=Relevance&when=A.D.+1900-pre
sent&what=Graphite&ft=still+life&offset=0&rpp=20&pos=10
Slideshow:
https://docs.google.com/presentation/d/1Ra1Sm4KXFnYtFK8MX3FglWNoftarirUN0JJls9eOdhc/e
dit#slide=id.g100a44b45d0_0_85
RUBRIC:
Name MIni Still-Life Drawing RUBRIC
Contour Line Technique Contour lines Contour lines Contour lines Contour line is used
were used to were used to were used in sparsely, and the
establish all establish objects, combination with composition is mainly
objects in the although some use other drawing rendered using other
composition fully of other drawing techniques; techniques.
and accurately. techniques is contour lines do
evident. not account for
the majority of
object rendering.
Illusion of Space through Clear Overlapping is Overlapping is Little to not attempt is
Overlapping demonstration of a easily seen in evident in some made to demonstrate
figure ground areas of the areas of the overlapping in the
relationship. composition. composition. composition.
Overlapping can However, a
be easily seen. figure/ground
relationship is not
clearly
established.
Originality/Creativity The still life Personal Some individual The objects chosen are
objects represent a expression is meaning/personal very generic and do not
unique evident in the expression is convey and individual
perspective and choice of still life conveyed through meaning.
display objects, but they two of the objects,
individuality of don’t necessarily but the third is
the student. connect to create a generic.
cohesive message.
Overall Craftsmanship Clean, neat, and Clean Drawing has some Presentation is not
professional presentation, with smudges or professional, and areas of
presentation. some areas that undeveloped unintentional marks are
Thought out and require further areas. evident throughout. The
intentional attention. Composition lacks composition lacks maturity
composition. depth and needs and consideration.
further attention.
Total
Exemplar:
Lesson Three:
Still Life: Who Painted it Best?
How do artists use still life as a means for expressing personal ideas and content?
How can we judge artworks based on relevant criteria?
Lesson Title; WHO PAINTED IT BEST?

Context)
The students will understand how artists use still lifes as a means for personal expression and learn how to evaluate artwork based on specific
criteria.
How do artists use still life as a means for expressing personal ideas and content?
How can we judge artworks based on relevant criteria?
VA:Re.7.1.6a Identify and interpret works of art or design that reveal how people live around the world and what they
value.
and assessable)
1. The students will compare and contrast two paintings and determine which artist they think “painted it best” using elements and
principles of design to guide their judgement.
-the students will have previous understanding of still life art and what personal expression is
-the students will have previous experience in a critique setting, and know how to observe an artwork for meaning
-the students will have basic understanding of the elements and principles of design
guidelines)
Function Objective: In a small group discussion, the students will compare and contrast two still life artworks.
Vocabulary Development Objective: The students will demonstrate understanding of key vocabulary such as personal expression, content, and
elements and principles of design, through a written response.
Discourse OR Syntax Objective: In their exit slip, the students will analyze two artworks and judge which artwork they think is most successful
and describe why they think that.
1. Formative assessment- walking around while students are discussing Are the students using the proper language to talk about the artwork?
with their partners Are they applying relevant criteria to make their judgements?
2. Jeopardy Game Did the students participate in the game? Were they able to answer
the questions correctly? Did they seem to need help remembering
the elements and principles?
3. Exit slip- Who painted it best? Did the students choose which artist they think “painted it best” and
back up their response with appropriate information? Did they use
the elements and principles as a basis for their judgement?
Did they mention personal expression and the meaning they
interpreted from each piece?
Personal expression: how an artist uses aspects and objects in their composition to convey a personal idea or theme.
Content: refers to what is being depicted and might be helpful in deriving a basic meaning
Elements and principles of art: line, shape/form, space, value, colour and texture
The students will compare and contrast two paintings and determine which artist they think “painted it best” using elements and
principles of design to guide their judgement.
-prepare slideshow
-prepare jeopardy game
-write elements and principles on the white board, along with the judgement questions
-print out exit slips
-sharpen pencils
Initiation
5 min Now that we have started an investigation into still life Turn and talk with neighbor What does personal
through creating experiences, I wanted to take an in depth expression mean?
look at a few paintings and have a responding session. But How can we apply that to
before we can do that, we need to do a quick vocab review. art?
-Pull up slideshow to second slide
Take two minutes and turn and talk with your neighbor- Can anyone paraphrase (or
What does the vocab word on the board mean? give another definition) of
-Show third slide; what content means to
To remind everyone personal expression means how an them?
artist uses aspects and objects in their composition to
convey a personal idea or theme. How could content relate to
Another important vocab word for today is CONTENT. As personal expression?
you can see we have that definition on the board. Can anyone think of an
example in either their own
One example of how content can relate to personal artwork or a work of art
expression is in this Georgia O’keefe painting (next slide that they have seen?
on slideshow).
Ask a few quick questions- remember symbolism that we Who can tell me the content
talked about last class! of this work?
How might that relate to
Georgia’s personal
expression- or the meaning
behind the work?
10 min Now that we remember the important vocabulary related Participate in jeopardy game Questions presented on
to this specific subject of Still Life paintings, we are going jeopardy board- relating to
to play a game to review our Elements and Principles, so elements and principles of
we have them fresh in our mind for our responding design
session!
Follow the link and project the jeopardy game on the
board. Break the class into 5 groups (by table) and those
are their teams.
Begin the game and make sure each group has a chance to
answer some questions.
10min That was a great review of our elements and principles, Does everyone feel
which are the building blocks for all art. Now it is time to refreshed and ready to talk
apply all of our knowledge to do some close looking at about some art?
two different artists' interpretations of Still Life art, and
ultimately decide; who painted it best?
Ask Description and Analysis questions Actively describe and analyze artwork SUBJECT MATTER:
(follow this procedure first for the Claesz painting, during large group session. What things do you see in
spending about 7 min talking about it, then repeat with the this painting?
Pecis painting; just Description and Analysis, and What is the content? Is
interpretation questions) there anything you
recognize?
How about something you
do not recognize?
FORM:
Where does the artist
incorporate the elements
and principles of design in
this painting?
Do you see any shapes?
Or movement? How about
lines?
Does the artist use overlap
in this artwork?
MEDIA:
What do you think the artist
used to make this artwork?
Ask Interpretation questions Actively interpret artwork during large INTERPRETATION:
group session. How does the content of
this artwork convey
meaning?
Does the artist incorporate
personal expression into
this artwork?
What do the elements of
this work say/represent to
you?
What do you think the
artists intent was behind
this piece?
7min Ask Judgement questions: Actively judge artwork during large group JUDGEMENT:
Now that we have done some close looking at each of session. How successful were each
these paintings, it is time to make a judgment call. of the artists at conveying a
message with their
Take 7 min, and chat with your neighbors about the artwork?
strengths and weaknesses of each painting, and ultimately Are either of these artworks
which one you think was most ‘successful’. impactful to you
(list the judgement questions on the board, along with the personally? Why or why
elements and principles. display both paintings side by not?
side on the projector). If you had to choose to
You and your partner do NOT have to agree on which display one of these in a
artist painted it best. museum, which would you
choose and why?
While the students are chatting, walk around the room and Which is a better example
observe their conversations. Pass out exit slips to each of a still life?
student. Ultimately, which do you
think is the ‘best’?
Closure: Does closure relate to lesson objectives? Are
strategies clearly outlined? Will strategies enable students
8 min Now that you have discussed the merits of each painting Follow teacher prompts and work on exit
with your partner, it is time to make your own decision slip. Hand in on the way out the door.
about who painted it best. Take the next 7 min and fill out
the exit slip with your answer. Remember, this is your
personal answer and it does not have to be the same as
your partners!
You will drop your answer in the respective bin on your

way out the door.
5min Before we go today, we are going to spend the last 5 Work with group to decide on still life idea What are some of your
minutes of class meeting with our groups to decide on a common interests?
still life theme. For our next, and final, still life, we are Do you all like a particular
going to be working together in a group to create one still season?
life per table group, that centers on a theme or idea. Then Or maybe a place, or a
each of you will be drawing your own individual still life class?
drawing from observing your group still life.
-Take 5 minutes to discuss with your group what you want
your theme or idea to be. This will help you brainstorm
what type of items each of you should bring in for next
class!
-Reference the board for ideas if you are stuck on what a
theme could be.
--Walk around and offer advice to groups that are stuck,
observe conversations.
Bring in objects that reflect your groups chosen theme for
tomorrows class! And don’t forget to drop your
responding slips in the bucket on the way out the door.
GAME:
https://www.playfactile.com/elementsandprinciplesofart
SLIDESHOW:
EXIT SLIP:
Name:______________ WHO PAINTED IT BEST?

Circle which artist you think “painted it best” from the two still lifes we saw.
Hilary Pecis Pieter Claesz
Defend your answer: Why did you choose this painting over the other one? What spoke to you in this
artwork? Remember to use the Elements & Principles and our still life vocabulary to back up your choice.
implemented.

It is important that these students learn the content in this lesson because critiquing and being able to talk about artwork from an
informed perspective is an important aspect of the discipline. This lesson helps student learn and build off of vocabulary they
know, and use that alongside careful observation to make an informed judgement about a work of art.
This lesson fits into the current sequence of instruction because the entire unit is about still life art, and the students have already
done two creating lessons where they became familiar with how to create still life’s themselves. This lesson scaffolds off of that
content by incorporating what the students already know about stil life, and applying it to new ideas. Instead of applying the
vocabulary and careful observation strategies the students learned to their won art, they are know using those same skills to look
at other artists work and analyze it. THis is backed up by research presented by C. Bonwell, because the students are
actively learning by engaging in peer and class discussions regarding the content being taught.
The learning procedures I developed for this content are appropriate because I break the idea of judging and responding to the
artwork down into multiple levels and activities that gradually build off of each other, which ultimately makes the final activity
easier for students to grasp. By starting the lesson with a review, and then a game, I am approaching the content of vocabulary
and responding to artwork from multiple angles, which will help the students have a chance to digest the content.
These procedures are appropriate for these particular students because I break up the class into multiple activities, which is
important to do for 6th grade learners. Students at this age are not at the point in their education where they can spend a full 40
min just looking at and analyzing an artwork themselves, because they have not yet developed the discipline to do so. Because of
this, I broke the class into a review session, then a game, then a turn and talk, then an individual reflection, which allowed the
students to refocus on the content whenever the activity changed. Students of this age can become disengaged when content
seems overwhelming, so I use the different activities to help check in and gauge student learning as well as grab their attention
back to the lesson at hand.
Since this classroom does not have technology available for all of the students, which would have allowed them to pull up the
questions or the artworks on their own device while talking to their partner, I needed to find a way to display both artworks, the
vocabulary, and the judgement questions all at once so they were accessible for the students during their peer discussion. I
decided to do this by preparing the classroom beforehand and writing all of the necessary elements and principles and judgement
questions on the board, so they would be there when I needed them during class and it wouldn’t interpret instruction time.
Resources
educators).
https://www.thoughtco.com/what-are-the-elements-of-art-182704
https://www.artsy.net/article/artsy-editorial-17-contemporary-artists-reimagining-life
https://www.mauritshuis.nl/en/our-collection/artworks/943-vanitas-still-life/
https://www.playfactile.com/elementsandprinciplesofart
https://www.google.com/search?rlz=1C1GCEB_enUS968US968&sxsrf=AOaemvJF4dVHrFDdYM0rTQfMk7m1eYJyFg:16364
71244232&q=Cow%27s+Skull+with+Calico+Roses&stick=H4sIAAAAAAAAAONgFuLUz9U3MCyxMDBX4gIxjQuTjCvTtZ
Syk630yzKLSxNz4hOLSpCYmcUlVuX5RdnFi1hlnfPL1YsVgrNLc3IUyjNLMhScE3Myk_MVgvKLU4sBQPgS610AAAA&sa
=X&ved=2ahUKEwi6w8m5yov0AhUkYjUKHd9rAEEQtq8DegQIDhAP&biw=1106&bih=633&dpr=1.25
Lesson Four:
Final Still Life
How can artists work together to create a still life that still expresses the individuality of all
members?
How can an artist shape an investigation into composition that helps inform a final artwork?
How can we use crayons to build up drawings and create a light source?
How can we use overlap in a large still life to create the illusion of space?
Lesson Title: Final Still Life Drawing

Context)
The students will learn how to work together collaboratively with their group mates to create a still life that demonstrates a strong light source and
incorporates overlap to create the illusion of space. The students will understand how to use thumbnail drawings to plan for an artwork, and
ultimately create an artwork, using crayons, that demonstrates personal expression, strong light source, and the use of overlap to create space.
How can artists work together to create a still life that still expresses the individuality of all members?
How can an artist shape an investigation into composition that helps inform a final artwork?
How can we use crayons to build up drawings and create a light source?
How can we use overlap in a large still life to create the illusion of space?
Presenting:
VA:Pr5.1.6a Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space,
the needs of the viewer, and the layout of the exhibit.
VA:Cn10.1.6a Generate a collection of ideas reflecting current interests and concerns that could be investigated in
artmaking.
VA:Cr1.1.6a Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr2.3.5a Identify, describe, and visually document places and/or objects of personal significance.
and assessable)
1. The students will collaboratively construct a still life, in their group, with a strong light source.
2. In their table groups, the students will decide upon a theme that reflects the groups interests and collaboratively construct a still life,
3. The students will create three thumbnail sketches, in their sketchbook, that demonstrate different ways they could crop their final
still life composition.
4. The students will create a still life drawing, using crayon on white sulphite paper, that demonstrates overlap, personal expression, and a
strong light source.
-the students will already have a strong understanding of stil life art
-the students will know what personal expression is
-the students will know how to use contour lines to describe objects in a still life
-students will be familiar with the concept of overlap
-students will have media knowledge of how to layer crayons
guidelines)
Function Objective: In a small group, the students will compare arrangements of objects in a still life composition.
Vocabulary Development Objective: The students will be able to define important terms related to still life and the art process, including
thumbnail, composition and light source.
Discourse OR Syntax Objective: Through group collaboration, the students will select and arrange elements to create a still life with a strong
sense of overlap and light source.
1. Formative assessment throughout lesson- questioning Were the students actively engaged in collaboration for designing
their still life?
Did the students demonstrate understanding/consideration of key
concepts when constructing still life?
Were the students able to articulate what they were working on and
appropriately identify areas of their composition?
Did the students respond appropriately to questions from the
teacher?
2. Thumbnail sketches Did the students create three different possible compositions?
Did each thumbnail demonstrate knowledge of overlap?
Was each thumbnail completed?
3. Final still life RUBRIC
Thumbnail: a small drawing that an artist uses to plan out a future project.
Composition: the way in which different elements of an artwork are combined or arranged.
Light source: the direction from which a dominant light originates. Can be used to help create light and shadows within artworks.
Collaboration: when two or more people work together to create something that has value/benefits all involved parties.
Dimension: A measure of spatial extent in a particular direction, such as height, width or breadth, or depth.
The students will collaboratively construct a still life, in their group, with a strong light source.
In their table groups, the students will decide upon a theme that reflects the groups interests and collaboratively construct a still life,
The students will create three thumbnail sketches, in their sketchbook, that demonstrate different ways they could crop their final still life
composition.
-prepare example still life on front table that mimics still life that exemplar was created from
-prepare exemplar
-arrange table groups so they are in circles with desks all point at the open center table, where collaborative still life will be created
-place light source on each table
-sharpen pencils
-prepare example thumbnails
-prepare slideshow
-place rulers on each student desk
-Print out exit slips
-Slideshow presentation -white sulphite papers 9x12”
-extra objects for still life -wax crayons
-lamps for light source -pencils/erasers
-exemplar of completed still life
5 min Initiation
3 min It is time for us to begin working on our final projects! Listen, watch, participate, take notes Has anyone ever made
for First, we need to familiarize ourselves with a few more thumbnail sketches before?
light important terms that are going to be relevant in creating How did they help you for
demo our final still life pieces. the final project?
-SHow slideshow, slide 2; go over key terms. WHy might we want to try
different ways of cropping
Now that we have learned what a light source means, lets our composition before
practice identifying where a light source is coming from in jumping right into our final
a few drawings. piece?
-Show slides 3 and 4, ask students to identify light Has anyone been involved
source+how they know in a collaborative project
-The first painting we see is by Caravaggio, who is said to before?What was it/what
be the inventor of something we call “Chiaroscuro”, the did you like/dislike about
treatment of light and shadow in painting. Caravaggio was it?
a famous italian painter during the renaissance and
Baroque periods (late 1500’s). His use of strong light Can anyone see the light
source started a movement to depict light in painting, and source in this drawing?
his influence is still seen in painting today. How do you know thats
where it is/what clues did
Quick demo: you get?
Using this still life as an example (one that was set up How do the shadows help
before class started) I am going to show you how you can us determine the light
use these lamps to create a strong light source. source?
-Play around with the lamp, aiming it at different areas,
from the side, from behind, from above, of the Where do you see the
composition to create strong lights and shadows. Have the strongest light when I have
students identify where they see the strongest light and the light positioned here?
darkest shadows at each position How about the darkest
shadow?
12 min Now that we know how other artists have used light source Work within their group to create a How are you going to have
in their drawings, it is time to jump back into still life, and collaborative still life, making sure to your objects interact with
figure out how to create and light our own. create opportunities for overlap in their each other?
For this final piece, we are going to collaborate with our drawing, along with establishing a strong Did you find any common
group members, combining all of our objects to make an light source. Ask teacher for help if theme or idea from the
interesting still life on the theme that you chose with your necessary. objects you all chose?
group during the laste lesson , remembering to incorporate How are we going to link
overlap and a strong light source. the objects together to
-Each of you have objects within your group, and a lamp create a unified
to use to light your composition. Arrange your still life at composition?
the center of the middle table, so you will all be able to see Where will your light
it. Each of you will be drawing from your own desk, so source be?
you will each have a different take on the composition, How will the composition
and the light source will be coming from a different place. look from each of your
vantage points around the
-Take 10 minutes to play around with your objects and table?
chat with your group to collaboratively arrange a How can we compromise if
compelling still life. Work together to discuss what theme we are having a
or idea you are using and how to connect all the objects in disagreement in how to
your composition. You do NOT have to use all of your arrange our still life within
objects, but your still life must have at least 5 objects our group?
involved.
4 min Now that we have arranged the still life, it is time to start Why do you think I am
thinking about our composition. Before we decide on what making the thumbnails
our final composition for our drawing will be, we are these dimensions?
going to do an exercise to practice some close looking and Is it important that our
investigation; creating thumbnail sketches! thumbnail sketches are the
Quick demo: One the white board, using a ruler, draw out same dimensions as our
an 8.5x11” inch box; final paper? why/why not?
--This box is the size of your sketchbook paper. On the
paper, you will draw your thumbnail boxes the same way I
am going to write now on the board.
-Using a ruler, draw three equal sized boxes within the
8.55x11” box.
15 min Now take the next 15 minutes on your own to create 3 What drawing technique do
different thumbnail sketches. Each of your thumbnails you think we should use to
must fill the entire box, incorporate overlap, and be draw our thumbnail
notably different from your others. sketches?
-On the board, you will now see three examples of How can this help us in our
thumbnail sketches I did for my still life drawing. You can final composition?
use these as a reminder for how to use contour lines to
quickly describe objects, and how to show overlap in a Where are you using
composition. overlap in your
composition?
-Walk around while the students are working on their Which thumbnail sketch is
thumbnail sketches and engage them in the formative your favorite so far? Why?
questioning listed in the far right column. How is this different from
your other thumbnail
sketches?
2min Clean up- we are going to leave our still lives at the center Follow teacher instruction and put away
of the table so we can continue to work on them tomorrow. supplies.
Please put away your sketchbooks and pencils/erasers.
4min Closure: Does closure relate to lesson objectives? Are
min strategies clearly outlined? Will strategies enable students
Now that we all have 3 different thumbnail sketches Which thumbnail are you
complete, we have to choose our favorite. Take 2 minutes going to use for your final
to look at each of your sketches, and decide which one you composition? Why?
are going to use. Put a star in the corner of that thumbnail, Where is the light source?
so you know that will be your final composition. Where do you see overlap
Ask for three volunteers to show their thumbnail sketches in this students artwork?
to the class, and have classmates identify where they see
overlap in the composition.
Next class we will take your chosen thumbnail sketch and

use it to help us render our final compositions on our big
paper!
The students will begin their final still life drawing, showing a strong light source and various points of overlap in their composition.
-Prep slideshow
-prepare exemplar
-cut paper to 9x12”
-sharpen pencils
-set out rulers on each table
-get out crayons for students to use
-Slideshow -white sulphite paper 9x12”
-exemplar -rulers
-crayons
4min Initiation
Put exemplar of completed still life drawing on the board- Turn and chat with their partners. Where is the light source in
Today we are going to start with a turn and chat to get us the drawing?
thinking about still lifes again! Where can we see overlap?
Take about 1 minute to turn to your neighbor and chat What medium do you think
about my still life drawing and answer the following was used to create this?
questions:
Where is the light source in the drawing?
Where can we see overlap?
What medium do you think was used to create this?
Who wants to share with the class- I need one volunteer to

come point on the board where you think the light source
is coming from
-I need one more volunteer to use their finger to trace an
area where they see overlap in my composition
-Who can share with the class what medium they think I
used?
20 Now that we have seen an example of what my final
drawing looks like, it is time for you to get back to work
on your compositions.
Take the next 20 minutes of class to start getting your final Get to work on the still life drawings, How are you using your
compositions transferred onto your large paper. asking questions when needed thumbnail to help you with
You can reference your thumbnail drawing to help crop your final drawing?
your image, but make sure you are still looking at and Are you changing anything
observing your still life when you are describing your from your thumbnail?
objects on your paper. How are you going to
describe each object?
-Walk around while students work to check for Where might you want to
understanding and ask formative questions add color?
4min The next step in this project is going to be adding color. Watch and respond to demo, ask questions How do you see the colors
THis is going to be the most important step in our still life when necessary of the objects change when
when it comes to representing the light source- by building the light source hits them
up crayons, and closely observing where the light source directly?
is coming from and how it affects the colors we see. Do you they get brighter?
Quick demo on how to layer with crayons: How do the colors of the
-To blend with crayons, first off we need to make sure we objects seem to change
are using nice high quality wax crayons. This is to ensure when the light source is not
that the pigment will be able to build on top of itself. Now hitting them, and they are
to blend, let’s say we want to make this red go into a light in shadow?
orange and even a yellow where the light is hitting it How do you think we can
directly. represent that using
We first establish our red area, with some lines extending crayons?
out a little farther, so we have something to weave our Has anyone layered with
other colors into. Remember even when we are coloring crayons before? When? Did
these shapes, it is important to follow the contours of the you like it?
objects we are depicting! What direction do you
-Then take your next color, and start to lay that down, think I should go with my
overlapping slightly with that red. Repeat this process for lines, should I just scribble
the final color. in all the color?
What color might I use to
represent the area where the
light hits this bright red
object?
10min If you have already finished establishing your contour Following teacher prompts, continue work Who is ready to start
outlines of all of your objects, then you may start to add on still life. adding some color?
color! Where are you going to
Remember to use the crayon layering technique I showed start?
you, and to follow those contours of your shapes. This will How are you going to
help build dimension and make the objects look real! represent this shadowdy
side of your piece? How
-Walk around while students work and engage them about about the part that the light
their process, asking questions to check for understanding. is directly aimed on?
What part do you think is
going to be the most
difficult to draw? Why?
2min Clean up time! Please be careful not to knock over the still Follow teacher instructions for clean up
life when you are moving around. Leave your drawings on
your desks, but put away all your other supplies- crayons,
pencils, erasers- neatly in their bins.
-While students are cleaning up, pass out exit slips.
3min Closure
Today was a great day! I want to end today with a little Fill out the exit slip and pass it in on your Questions on exit slip:
self reflection. way out the door! 1) Write down one
On your exit slip, I want you to fill out the questions thing that you
provided. Please pass your exit slips into the bucket on feel you did well
your way out the door. today. (for
Look forward to tomorrow, when we will be finishing up example, “I
our crayon still lifes! learned to layer
crayons and
rendered my
entire bottle!”
2) One thing you
had trouble with
today (for
example “getting
the contour lines
to look realistic
on the boat was
really tricky”
3) One thing you
look forward to
accomplishing
tomorrow.
The students will complete their final still life drawing, using crayons and showing a strong light source and various points of overlap in
their composition.
Prep slideshow
-sharpen pencils
-set out rulers on each table
-get out crayons for students to use
Initiation
3 min Turn and chat- Closely observe partners drawing and chat Does anyone not know how
Everyone grab your still life drawing, and then swap with with them about how to improve it and to improve the area that
a partner in your group. Take 1 minute to look closely at about the areas you liked best. their partner mentioned?
the still life, and your classmates drawing. Find one thing Was anyone surprised at the
that you love about it, and 1 thing you think they could ‘good’ thing your peer
improve. pointed out?
Take 2 minutes to share with your partner and swap your
ideas. Ask them questions or advice if you don’t know
how to reconcile the area they told you to improve.
-Walk around and observe student conversations.
30 min Great chat everyone! Now that you have a few fresh ideas
about your projects, it is time to get right back to work.
Make sure to get yourself in the exact same seat so you
can see the objects and the light from the correct angles so
your drawing is consistent.
Take the next 30 minutes to finish up your still life Follow teacher direction and complete Does anyone need help
drawing. BY now everyone should be working on their work on still life drawing right off the bat?
crayons, and using those nice waxy colors to build up
some dimensions. Remind me- where is the
If you get stuck while working, ask a neighbor for advice light source coming from in
or call me over. Make sure you are closely observing the your drawing?
colors in your objects and trying to represent that strong Are there any items that
light source as realistically as possible! you decided to edit out of
We don’t want the viewer to have to question where the your composition?Why did
light is coming from in this still life. you make that decision?
Where are the contour lines
-Walk around and monitor student progress. Engage of this object?
students in formativing questions to assess proper learning. How are you going to build
up this color to make it
stand out from the
background?
What is your favorite part
of your composition? How
about your least favorite?
Which of these objects was
your composition? How
does that relate to you
personally?
What did your group decide
on as the theme of this still
life?
2min Clean up- put away crayons, drawing supplies. Students Follow directions and take home any
can grab their objects from the group still life’s to take objects that are yours.
home, leave the lamp on your table.
10 min Closure
Mini critique: Volunteer one member from each table to What is one thing you think
I need one volunteer from each table group to put their place their drawing up for critique. this artist did really well?
drawing up on the wall for our mini class critique. Participate in group crit and respond to Remember to use those
--Put up each volunteer's drawing on the board and lead a teacher prompting. words we have learned-
mini critique with formative questions listed in the left Where did the do a great
column. job of creating space
through overlap? How
about using contour lines?
Thanks everyone, this was a great unit and you all learned Do you see any dimension
some super valuable drawings skills and techniques! I in this piece?
can’t wait to see how you apply some of our observational
drawing strategies into our next unit on perspective. What is one area of this
composition that you are
confused about? Maybe
you can’t quite make out
the object, or don’t
understand why the color
looks the way it does.
What is one question you

would like to ask the artist
about their work?
Can you guess what theme

this group had for their still
life? How do you know?
SLIDESHOW:
RUBRIC:
Name Still-Life Crayon Drawing: Assessment Matrix

Utilization of Beautiful overlay Overlay of color Some areas of the Overlay of color is
Media/Technique of color. is evident in areas drawing primarily evident in only a
of the artwork. demonstrate few objects. Other areas are
Overlapping of Color More attention color-overlay shaded with a single crayon,
needs to be given techniques. thus the media concept is
to technique However, areas of not demonstrated. Other
throughout the the drawing are drawing techniques are
entire artwork to left unaddressed employed. In order to
properly or filled in by one improve the drawing, the
demonstrate the color. Media color of the object should be
concept of color concepts must be what defines the shape of an
overlay to “pushed” further object.
students. to be easily
evident for
students.
Still-Life Composition: Clear Overlapping is Overlapping is Little to not attempt is made

Elements/Principles of demonstration of a easily seen in evident in some to demonstrate overlapping
Design figure ground areas of the areas of the in the composition.
relationship. composition. composition.
Create Illusion of Space Overlapping can However, a No singular light source is
through Overlapping be easily seen. figure/ground A singular, clear visible, or an inaccurate
relationship is not light source is not light source is portrayed.
Use of light source A clear, singular clearly clearly visible
light source is established. with case shadows This would not serve as an
evident, with evident. This exemplar to teach concepts
appropriate cast An indication of a would not be of overlapping or
shadows shown. light source is appropriate for lightsource.
made, however is use as a teacher
not presented in a exemplar for the
strong enough concept of light
manner to be source.
clearly evident for
use in student
instruction.
Originality/Creativity An engaging Some interaction A few objects Little attempt is made for
relationship between objects is interact in the relating the objects to one
Relationship/Interactio between several presented, but it is drawing, but for another. The composition is
n between Still-Life objects in the still simplistic. the most part the basic and not engaging.
Objects life is presented. objects seem to be
irrelevant to each
other.
Overall Craftsmanship Clean, neat, and Clean Drawing has some Presentation is not
professional presentation, with smudges or professional, and areas of
Presentation of Work presentation. some areas that undeveloped unintentional marks are
Thought out and require further areas. evident throughout. The
Neatness intentional attention. Composition lacks composition lacks maturity
composition. depth and needs and consideration.
further attention.
Total
EXIT SLIP: (day 2)
1) Write down one thing that you feel you did well today. (for example, “I learned to layer crayons and rendered
my entire bottle!”
2) One thing you had trouble with today (for example “getting the contour lines to look realistic on the boat was
really tricky”
3) One thing you look forward to accomplishing tomorrow.
implemented.
It is important for the students to learn the content of this lesson because this gives them their first experience into creating
something through collaboration, which is an incredibly important process in art. THese students are also furthering their
observational drawing skills, and learning critical observation and media techniques such as establishing a light source and
layering crayons. THese are all strategies and skills that they will be bale to take with them throughout their artistic career and
build off of to mature as an artist.
This lesson is the final lesson in the students stil life unit, and fits as an appropriate way to wrap up the content. All of the
techniques and skills that they learned in the previous lessons of this unit are applied in this culminating final project, where the
students must pull all the skills together and apply them to a larger still life.
The learning procedures I developed for this lesson are appropriate for this particular content because this lesson
involves having the students collaborate and discuss various aspects of their project with their peers, which is a
critical part of social learning. As researched by Jean Piaget and evidenced in the theory of constructivism, social,
active learning where students investigate and problem solve through collaboration are critical aspects of education.
Additionally, Piaget states that students must draw on past experiences and bring their own knowledge to learning,
which the students do in the lesson by deciding on a still life that is relevant to the entire group, applying their
experiences and knowledge of that theme, and curating objects to fit it; as well as using skill/technique knowledge to
render it, learned in previous lessons in the unit.
These learning procedures are appropriate for these particular students, because I have a variety of different types of learners in
this classroom, many of which need constant stimulation and activity. I broke down each lesson into various segments, so the
students aren’t left to fend for themselves or try and work alone for too long without checking in with myself or a classmate.
Additionally, I incorporate a variety of activity types throughout the lesson, which will interest and stimulate all the different
types of learners we have in the classroom. The activities that are more cognitively difficult, such as the responding session, can
be broken down and adjusted to have more simplistic questions for any of the students in the class who might need additional
assistance.
The physical set up of the classroom was important in shaping this final lesson, because I wanted to have the students in groups
that were not too large. Because of the nature of the individual desks, I was able to rearrange the classroom into 5 different
groups, where desks circled around one table in the center. This allowed students to remain sufficiently spaced out so they did not
feel crowded, as well as allowing each desk to have a good vantage point for the table in the center of the group; this would allow
all the students to have a clear view of the group still life that they establish.
Resources
educators).
https://www.widewalls.ch/magazine/chiaroscuro
https://en.wikipedia.org/wiki/The_Calling_of_St_Matthew_(Caravaggio)
https://learnodo-newtonic.com/famous-still-life-paintings

Exploring Still Life: 6th Grade Unit Plan

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Exploring Still Life: 6th Grade Unit Plan

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Exploring Still Life

6th Grade Unit Plan:

Unit Title: Exploring Still Life

Unit Length: 4 Lessons

Ability Level: 6th grade art

Lesson Titles and Length:

Lesson One: Observational Contour Line Drawing (1 day)

Lesson Two: Mini-Still Life Investigation (2 days)

Lesson Three: Who Painted it Best? Responding session (1 Day)

Lesson Four: Crayon Still Life Drawing (3 days)

VA:Re9.1.6a Develop and apply relevant criteria to evaluate a work of art.

1. Pre-assessment: to gauge students prior knowledge,

2. Formative questioning throughout lesson

3. Final slide: EXIT SLIP- Keith Haring and Pineapple

Lesson Two: Mini Still Life Investigation

1. Formative questioning throughout

3. Exit Question/answered in sketchbook

4. Critique TAG exit prompt

1. Formative assessment- walking around while students are discussing

3. Exit slip- Who painted it best?

Lesson Four: Final Still Life Drawing

1. Formative assessment throughout lesson- questioning

3. Final still life

Beginning Developing Accomplished Exemplary Score

Contour Line Student Student Student contour Student completed

Participation in Student did not Student Student Student demonstrated

Written by Emma Moran. Last updated 11/15/21.

How do artists use contour lines to describe objects?

Lesson Title: Contour Line Observational Drawing

1) How do artists use contour lines to describe objects?

III. Standards Addressed (National Standards included here)

1. Pre-assessment: to gauge students prior knowledge,

2. Formative questioning throughout lesson

Can they identify where they are using interior and

3. Final slide: EXIT SLIP- Keith Haring and Pineapple

Were the students able to correctly identify which

Day 1: Lesson-Specific Materials

-Presentation with contour line drawing -sketchbooks for each student

XI. Day 1: Lesson Procedures/ Learning Tasks and Timeline

Times Teacher Actions (include differentiation) Student Actions Formative Assessments

Which drawing do you

hJ9AIo/edit?usp=sharing , run through Key point out the interior lines

Have students identify each term while

Do you recognize any of

shading or coloring! describe the edges of my

that the interior lines are describe the edges of

2min Closure: Does closure relate to lesson

-One is observational and one is not- have

-Look forward to next class, when we will

Next class, bring 3 objects that have personal

Commentary on Planning Decisions

Why is it important that these students learn this content?

B. J. Skinner- psychologist research

Jean Piaget - psychologist research

Cassandra Broadus-Garcia, 301 student exemplars

Keith Haring, Mural in Collingwood, Australia, 1984

Adriana Burgos 2014 still life drawing, Henri Matisse

Why is it important that these students learn this content?

Name MIni Still-Life Drawing RUBRIC

How can we judge artworks based on relevant criteria?

Lesson Title; WHO PAINTED IT BEST?

You will drop your answer in the respective bin on your