Still Life Drawing Lesson Plan High School

Grades/Level: Upper Unproblematic (iii–5)
Subjects: Visual Arts, English language–Language Arts
Time Required: three–5–Function Lesson
Iv to 5 45-minutes course periods
Author: Nikki Longacre, Elementary School Teacher
Woodcrest Elementary School, Los Angeles Unified School District

Permissions:
The lesson plan and downloadable materials on this page are licensed under a Creative Commons Attribution 4.0 International License.

1. Brandish an image of However Life with Fish, Vegetables, Gougères, Pots, and Cruets on a Table. Invite students to share what they see in the painting and write students' responses on a graphic organizer. What colors do they see? What details do they discover in the foreground and groundwork? Why do you think the artist chose the objects he did for the still life? Where would yous hang this painting? Why would yous choose this space? Explain that a still life is a piece of work of art depicting a group of natural and human being-made objects.

two. Lead a discussion well-nigh positive and negative space. Bespeak out that the positive space is made up of the objects in the all the same life, and negative space consists of the background and the space betwixt the objects. Illustrate the concept of negative space past either cut out the negative space on a reproduction of the still life or by highlighting the shape created past the edges of the negative space with a marker.

iii. Divide the course into ii groups. Give one group an image of Withal Life with Peaches, a Silvery Goblet, Grapes, and Walnuts. Requite the other group an image of Still Life with Fruit and Decanter.

4. Accept each group create a graphic organizer (due east.g., a circle, idea map) or give-and-take banking concern most the nonetheless life they were given. Tell them to list everything they see in the nonetheless life. (For English language learners, yous may wish to provide a word banking concern already containing words that may draw the nevertheless life, or you might display real objects that are visible in the even so life.)

v. Take each student write a three-paragraph essay that describes the still life in detail. The essay should provide enough information for someone to describe the still life based solely on the written description. The essay should include the following parts:
• 1st paragraph: Students write an introduction that explains what the work of art depicts, the orientation of the limerick (landscape or portrait), and its medium (i.e., drawing, painting, or photo).
• 2nd paragraph: Students create a detailed inventory of what is included in the composition, using adjectives to identify and draw the notwithstanding life objects.
• 3rd paragraph: Students draw key details (e.one thousand., colors in foreground and background, details about positive and negative space, size and placement of the objects in relation to each other).

6. After students complete their first drafts, have them proofread their essays and revise them as needed.

7. Tell each student to trade essays with a classmate in the other group. Then pass out white construction paper and drawing pencils. Have each student draw what is described in his or her classmate'southward essay. Requite them the post-obit instructions:
• Read the essay thoroughly.
• Begin sketching out the limerick with pencil.
• Add together color to the drawing using pastels.

8. Compare and contrast students' drawings with the works of fine art created by the original artists. Lead a discussion asking the following questions:
• How are the works of fine art similar?
• How are they different?
• What could you have written to help your classmate make a more accurate drawing?
• What could your classmate accept written to help y'all brand a more accurate drawing?

ix. Take students revise their essays based on the class discussion and what is inaccurate in the drawings. Then tell students to complete their final drafts.

Common Core Standards for English Language Arts

Grades 3–5

WRITING
iii.4 With guidance and support from adults, produce writing in which the development and system are advisable to job and purpose.
3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organisation are appropriate to job, purpose, and audition.
5.5 With guidance and back up from peers and adults, develop and strengthen writing as needed past planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate control of Language standards 1–3 up to and including grade 5.)

SPEAKING AND LISTENING
3.ane Appoint effectively in a range of collaborative discussions (one-on-one, in groups, and instructor-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their ain conspicuously.
three.half-dozen Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade iv topics and texts, building on others' ideas and expressing their ain conspicuously.
4.three Inquire and answer questions well-nigh information from a speaker, offering appropriate elaboration and particular.
4.vi Differentiate between contexts that call for formal English (due east.g., presenting ideas) and situations where informal soapbox is appropriate (e.g., small-scale-group word); use formal English when advisable to task and state of affairs. (Encounter course 4 Language standards 1 and 3 for specific expectations.)
5.3 Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and place and analyze any logical fallacies.
5.half dozen Adapt spoken communication to a multifariousness of contexts and tasks, using formal English language when appropriate to task and situation. (Meet class 5 Linguistic communication standards 1 and 3 for specific expectations.)

Language
3.three Use noesis of linguistic communication and its conventions when writing, speaking, reading, or listening.
3.6 Learn and employ accurately class-advisable conversational, general academic, and domain-specific words and phrases, including those that indicate spatial and temporal relationships (eastward.g., After dinner that nighttime we went looking for them).
5.half dozen Learn and utilise accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (east.thousand., however, although, nevertheless, similarly, moreover, in addition).

Visual Arts Content Standards for California Country Public Schools

Grade 3
2.0 Creative Expression
2.iv Create a piece of work of fine art based on the observation of objects and scenes in daily life, emphasizing value changes.

4.0 Aesthetic Valuing
4.ii Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might exist done to improve them.

Grade four
1.0 Artistic Perception
ane.2 Depict how negative shapes/forms and positive shapes/forms are used in a chosen work of art.

2.0 Creative Expression
2.6 Use the interaction betwixt positive and negative space expressively in a piece of work of art.

Form 5
4.0 Aesthetic Valuing
four.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

English language–Linguistic communication Arts Standards for California Public Schools

Class iii
Writing
1.0 Writing Strategies
1.one Create a unmarried paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.

Class 4
Writing
i.0 Writing Strategies
1.2 Create multiple-paragraph compositions.
1.10 Edit and revise selected drafts to amend coherence and progression by calculation, deleting, consolidating, and rearranging text.

Grade 5
Writing
one.0 Writing Strategies
1.1 Create a multiple-paragraph expository composition.
1.half dozen Edit and revise manuscripts to meliorate the pregnant and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences.

		"This was a great lesson that provided straight feedback to each student about his or her writing. Students were able to conspicuously see how their words were interpreted. They understood how details matter and what it really means to include details in their work. Students Demand materials to write nigh. This lesson was easy to create writing considering everything they needed to write about was correct in forepart of them. They had a word bank, pic, and paragraph frame to help steer them in the correct direction. With that said, I also need to say that some students will still need assist no matter how many resources I provide for them. This lesson might exist easier if I find some other classroom to switch papers with. This mode, I don't have to go along partitions upward, and we could hash out what should go in their writing equally a whole class, instead of trying to bargain with two dissimilar groups in the classroom." —Nikki Longacre

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Source: https://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson28.html

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