Emiley Hoffman

Two Day Lesson Plan

Art 390

11/5/20

Lesson Day 1

Unit: Realistic Drawing Unit

Lesson Title: What is a Still Life and Why are they Important?

Time: One 60-minute session

Standards:

 6.1.1.5.1

o Benchmark: Analyze how the elements of visual art including color, line, shape,

value, form, texture, and space are used in the creation of, presentation of, or

response to visual artworks.

 6.1.1.5.2 2.

o Benchmark: Analyze how the principles of visual art, such as repetition, pattern,

emphasis, contrast, and balance are used in the creation, presentation of, or

response to visual artwork

 6.1.2.5.1 1.
 o Benchmark: Demonstrate the characteristics of the tools, materials and techniques

of various two-and-three-dimensional media for intentional effects in original

artworks

 6.4.1.5.1 1.

o Benchmark: Analyze and interpret a variety of visual artworks using established

criteria

Goals:

 To demonstrate knowledge of what a still life is in art and the means to create one.

 To demonstrate knowledge of Paul Cezanne, Giorgio Morandi, and Diego Rivera and

their works.

Objectives:

 The students will be able to identify how the elements and principals or art are used to

create a still life.

 The students will be able to identify what a still life is and what the key concepts for a

still life is.

 The students will be able to analyze and interpret multiple pieces of artwork from Paul

Cezanne, Giorgio Morandi, and Diego Rivera.

Assessments:

 Formal Assessments: For closing the lesson I will have the students demonstrate

objectives 1 and 2 by having a ticket out the door. Requiring the students to write a

summary paragraph with the provided materials (paper, pencils, erasures) what was
 learned today and be specific with examples such as what elements and principals of art

are typically used in a still life, the students favorite artwork talked about and why, and

lastly what materials is the student interested in trying out for a still life. Once they have

met those requirements, they can turn it into the teacher and head out of class.

 Informal Assessments: During the short numerous critiques of presented artists works the

teacher will walk around the room to make sure students are staying on subject and

providing thoughtful insight of how they feel about the piece, what they notice such as

elements or principals of art used throughout the piece, what they don’t like about the

piece and why, etc. To make sure most students are able to participate in the discussions

in however way they can.

Vocabulary/Academic Language: Still Life, composition, value, form, line, shape, elements of

art, principals of art.

Materials/Resources: Computer, computer mouse, projector, paper, pencils, erasures,

highlighters.

Procedures/Time:

 Procedure 1 (Time 5-minutes): Get students settled down in their seats and ask them to

take out some writing materials to take some notes because the students will be given a

formal assessment 15 minutes before the bell rings to write a paragraph of what they

learned today which includes specific examples such as what elements and principals of

art are typically used in a still life, the students favorite artwork talked about and why,

and lastly what materials is the student interested in trying out for a still life.

 Procedure 2 (Time 10-minutes): Students will get a 10 presentation about:

 o What a still life is: A still life is a drawing or painting that focuses on still objects.

The subject matter is inanimate and never moves, typically with a focus on

household objects, flowers, or fruits. (2-minutes)

o How to do one: Watch the first 2 minutes. https://youtu.be/pzR4vyR6Nyg (2-

minutes)

o What materials are typically used: what the class will use - pencil, paper, charcoal

(vine, willow, compressed), white charcoal, charcoal pencils, erasures, blending

stumps, cotton swaps, tissues. (2-minutes)

o What elements and principals of art is being used: line, shape, form, value, space,

color, balance, unity, variety, movement, and proportion. (2-minutes)

 quick reminder of what those are,

o Why still life’s are important in art: Still lifes will make you overall better at

drawing. Its a great way to practice creating shapes and building three-

dimensional forms through shading techniques of realistic lighting. And you are

able to use many different skills when you’re working on this sort of drawing. (2-

minutes)

 Procedure 3 (Time 30-minutes): The class will now transition into looking at some

famous artists and their still lifes:

o (10-minutes) Paul Cezanne overview (first 5 minutes of overview then 5 minutes

or critique of his work)

 Paul Cézanne was born in the south of France, in 1839.

 Was alive during the Impressionism era

  He was not interested in capturing fleeting impressions of his subjects he

focused more on symbolism and substance over style.

 As a result of this artistic approach, Cézanne developed a one-of-a-kind

aesthetic.

 Cézanne often rejected realistic portrayals of space in favor of more

creative compositions

 He achieved this by emphasizing each object rather than the scene. This

principle of distortion would later play a major role in Cubism.

 Piece we are critiquing at is Still Life with Basket, I want students to

discuss what they see in the piece mentioning elements and principals of

art, what they like about the piece, how it makes them feel, and even what

they don’t like about it. Make sure you have as many students as possible

participate by getting the students to finish their thoughts and transition

from there.

o (10-minutes) Giorgio Morandi overview (first 5 minutes of overview then 5

minutes or critique of his work)
 Giorgio Morandi was born in the Italian city of Bologna in 1890.

 Works of art are easily recognized for their muted color palette, subdued

subject matter, and simplicity.

 Morandi's subject matter was usually everyday objects that could be found

in any kitchen

 such as jars, ceramic bowls and vases, bottles, pitchers, jugs and boxes.

They are purposely stripped of any identifying marks such as labels which
 gives them a sense of universality (could easily come from anyone's

kitchen).

 Morandi eliminates any hint of the transition between different planes, to

such an extent that the connection between the objects, table and what

appears to be the wall behind can be unclear in his works.

 His works would influence numerous artists after him, including the

Minimalists, who admired his aesthetic and his emphasis on order,

geometry and spacing.

 Piece we are critiquing is Natura Morta Still Life I want students to

discuss what they see in the piece mentioning elements and principals of

art, what they like about the piece, how it makes them feel, and even what

they don’t like about it. Make sure you have as many students as possible

participate by getting the students to finish their thoughts and transition

from there.

o (10-minutes) Diego Rivera overview (first 5 minutes of overview then 5 minutes

or critique of his work)

 Diego Rivera was born in Guanajuato, Mexico in 1886, and was known

for his murals and social commentary within them.

 He was influenced by cubism and similar modern art movements of the

day.

 Rivera’s work was vibrant and influenced more and more by his home

country. He tackled social subjects within Mexico, like the 1910

Revolution, left-wing political beliefs, and anti-religion stance.

  Rivera is credited with the reintroduction of fresco painting into modern

art and architecture

 Rivera provided the first inspiration for Franklin Delano Roosevelt’s WPA

program. Of the hundreds of American artists who would find work

through the WPA, many continued on to address political concerns that

had first been publicly presented by Rivera. Both his original painting

style and the force of his ideas remain major influences on American

painting.

 Piece we are critiquing is just called Still Life (has a red vase, a white

pitcher, a wine bottle, an empty glass, a bowl filled with peaches and

another small fruit, and a knife) (first 5 minutes of overview then 5

minutes or critique of his work)

 I want students to discuss what they see in the piece mentioning

elements and principals of art, what they like about the piece, how

it makes them feel, and even what they don’t like about it. Make

sure you have as many students as possible participate by getting

the students to finish their thoughts and transition from there.

 Procedure 4 (Time 15-minutes): Tell the students that it is time for them to clean up their

stations (put away everything except paper, pencils, and erasures) and to write their

summary paragraph 5-8 sentences of what they learned in class today such as what

elements and principals of art are typically used in a still life, the students favorite

artwork talked about and why, and lastly what materials is the student interested in trying
 out for a still life. Once the students have their stations cleaned and their paragraphs

written they can turn the paragraph in to the teacher and may leave the classroom.

Differentiation: For the ELL student with trouble reading, I will make sure to print off my

PowerPoint and give it to them so they can take their time to digest it. And while I am giving my

presentation, I will make sure to speak slowly and repeat information when needed and to ask if

anyone has questions before moving onto the next slide. I will also make sure to read out loud

my objectives and goals on the board when I start class. For the IEP student I will give the para a

copy or my lesson plan to help the student follow along, if the student is unable to talk I will let

them either write or type the same requirement I gave to the rest of the students to do orally, if

they have problems hearing I will make sure to repeat what each student says to transition to the

next student, and to make sure they are closer to me so they can see my face. And if the student

have trouble with too many stimulants during the discussion they do not have to participate in the

discussion and can just type or write a response to the images I showed in class.

Self-Reflection/Evaluation:

 Was the lecture successful in having the students complete the objectives?

 Were the students able to stay focused during the lecture, or was there many blank faces,

nodding off, or distractions?

 Were students able to identify elements and principals of art throughout the various

artists’ pieces or was there a lot of silence?

 How did the discussions go? Was there a lot of banter back and forth or very silent?

 With this information what is plan for the next session?

Lesson Day 2

Unit Title: Realistic Drawing

Lesson Plan Title: Drawing Objects with Contour Line

Time: 1 60-minute session.

Standards:

 6.1.1.5.1 1.

o Benchmark: Analyze how the elements of visual art including color, line, shape,

value, form, texture and space are used in the creation of, presentation of, or

response to visual artworks

 6.1.1.5.2 2.

o Benchmark: Analyze how the principles of visual art, such as repetition, pattern,

emphasis, contrast and balance are used in the creation, presentation of, or

response to visual artwork

 6.1.2.5.1 1.

o Benchmark: Demonstrate the characteristics of the tools, materials and techniques

of various two-and-three-dimensional media for intentional effects in original

artworks

 6.2.1.5.1 1.

o Benchmark: Create original two-and-three-dimensional artworks in a variety of

artistic contexts
Goals: To demonstrate cognitive understanding and skill in observational drawing

Objectives:

 Students will be able to demonstrate knowledge on what a contour drawing is and what

techniques to use to make a contour drawing.

 Students will create 3-5 drawings of objects they picked out of the room using contour

line.

Assessments:

 Formative Assessment: The Assignment must be completed with the benchmarks from

Objective 1. By the end of the second 60-minute period with the criteria that I have

provided to them in Objective 2.

 Informative Assessment: : During 40-minutes of the period where I will let the students

work, I will walk around the room to make sure students are staying on task and working

on the assignment to the best of their abilities and if they need help with their assignment

I can be there to do so. I will make this determination from objective 1 and the

demonstration shown to them in Procedure 3

Vocab/Academic Language: elements of art, principles of art, contour, contour line, contour

drawing,

Materials/Resources: Computer, computer mouse, projector, newsprint paper, drawing paper,

pencils, charcoal (vine, willow, compressed), charcoal pencils, erasures, paper towels (clean up),

various objects to reference draw.

Procedures/Time:
 Procedure 1 (Time 5-minutes): Get students settled down in their seats and Do a quick

revision of what was learned yesterday and transition into what we are learning today.

 Procedure 2 (Time 5-minutes): Introduce contour drawing and why it is important for

realistic drawing, it makes you look carefully at the object and as you follow the outline

of the object as you look at it you are trying to recreate those lines and edges on paper

that you see on the object itself.

 Procedure 3 (Time 5-minutes): Then the teacher will do a demonstration of how to

contour draw with a small bottle on the white board/chalk board, to just follow the

outlines of the bottle making sure to get the ridges at the top and having the bottom look

like a three-dimensional object by including the base. Then have students describe the

lines that they see that correlate with the bottle in front of them as well. What lines were

included and how does that pull the drawing together?

 Procedure 4 (Time 5-minutes): Show the students a couple more examples on the board

or what contour drawing is and what it is not, then check for understanding with a quick

thumbs up or down to see if there is any confusion that you need elaborate on. Then

introduce what the students will be doing for the rest of the hour. The student must do 3-5

contour drawings of any objects in the room they find. And let them grab their materials

(paper, pencils, charcoal, charcoal pencils, and erasures) to get started.

 Procedure 5 (Time 25-minutes): Work period, Teacher can go around the classroom to

see if any students are struggling and offer help, and to make sure students are staying on

task and that there isn’t many distractions.

  Procedure 6 (Time 5-minutes): Tell students that it is time to clean up their stations and

let them know that they can leave once their areas are clean and they turn in their 3-5

drawings into their designated spot for the period.

Differentiation: For the ELL student with trouble reading, I will make sure to print off my

PowerPoint and give it to them so they can take their time to digest it. And while I am

introducing today’s lesson, I will make sure to speak slowly and repeat information when

needed and to ask if anyone has questions before moving onto the next point. I will also

make sure to read out loud my objectives and goals on the board when I start class. For the

IEP student I will give the para a copy or my lesson plan to help the student follow along, if

they have problems hearing I will make sure to repeat what each students question or

statement before moving on, and to make sure they are closer to me so they can see my face

while I am talking. And if the student has trouble with the stimulants that the tools or

materials that it gives them I will help the one on one to help them by giving them other ways

to do the contour drawing (charcoal powder, using fingers instead of pencils, etc.) so they can

complete the assignment.

Self-Reflection/Evaluation:

 Was the procedures and demonstrations taught throughout the lesson successful in

helping the students complete the objectives?

 Did the final products produced by the students show skill in observation and drawing?

 Were the students able to complete 3-5 contour drawings? If not should they have more

time or less drawing requirements?

 Was the work period successful on students staying on task or was there a lot of

interruptions, frustrations, or no working at all from any of the students?

 With this information what should my plan be for the next session?