LESSON OVERVIEW

Lesson Subject and Topic: Drawing a Still Life through Value

Grade Level(s): 9

Brief Description of Lesson: Students will finish any contour line drawing they have not finished
from yesterday. They will also set up their scratchboard to be worked on tomorrow. Then, I will
demo how to add in value to the drawing with the many techniques students have already
learned. They will have time to work on their own drawing, adding in value wherever
appropriate. Students will also conduct a mini mid-unit critique, where they will do a small self-
reflection and give their peers some feedback on their drawings. Students can take the
feedback that they were given and apply it before turning the drawing in for a grade.

B. DESIRED RESULTS: STAGE I: IDENTIFY DESIRED RESULTS (IPTS# 1, 2, & 4)

Enduring Understandings & Essential Questions IPTS# 1, 2 & 4

Enduring Understandings:

Even as objects are white, the light source creates shadows and highlights, which have various
values when represented in a drawing.

A range of values in a drawing with shadows and highlights suggests that the objects have form
because they are blocking light from other areas or catching light.

Squinting at the still life can be effective when trying to decide the darkest and lightest areas
that a drawing should show.

A scratchboard can be created by applying a black substance to a surface which will show a
lighter value underneath.


Essential question(s):

In a setting of all white objects, how can a range of values exist?

How do I create value and know where to put which values in my drawings?

How does value give form to my drawing?

How can I create my own scratchboard?

C. COMMON CORE STANDARDS

No standards added.
D. NATIONAL CONTENT STANDARDS

IL.25.A
STANDARD: Understand the sensory elements, organizational principles and expressive
qualities of the arts.
IL.26.A
STANDARD: Understand processes, traditional tools and modern technologies used in the arts.
NAEA.VA.9-12.1
CONTENT STANDARD: Understanding and applying media, techniques, and processes
NAEA.VA.9-12.2
CONTENT STANDARD: Using knowledge of structures and functions
E. GRADE LEVEL PERFORMANCE DESCRIPTORS

IL.25.A.4
> Analyze and evaluate the effective use of elements, principles and expressive qualities in a
composition/performance in dance, drama, music and visual arts.
IL.26.A.4e
> Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey
meaning.
NAEA.VA.9-12.1.P.2
PROFICIENT: Students conceive and create works of visual art that demonstrate an
understanding of how the communication of their ideas relates to the media, techniques, and
processes they use
NAEA.VA.9-12.3.P.1
PROFICIENT: Students reflect on how artworks differ visually, spatially, temporally, and
functionally, and describe how these are related to history and culture
F. KEY CONTENT KNOWLEDGE AND SKILLS

Knowledge and Skills IPTS# 1, 2 & 4

Students will know (knowledge):
That medium contrast includes a large range of values with dark darks, light lights, and many
shades of grey.
That value gives images form.
That a light source is important when creating value.
That the light source is obvious if value is done correctly.

Students will be able to:
Create a range of value in their drawings, representative of dark, light, and medium value areas
in their still life drawings.
Create their own scratchboard for use later.
Identify the light source in a still life according to patterns of light and dark.
Compare and contrast images with respect to value.
Use feedback to make adjustments to their drawings.
Give peers specific and constructive feedback on their drawings.

G. ACADEMIC LANGUAGE KNOWLEDGE AND SKILLS

Academic Language Knowledge and Skills (Identify language demandswritten or oral
students need to understand and/or use: vocabulary or key phrases, syntax, and discourse).
Identify vocabulary needed for the lesson and identify demands related to either syntax or
discourse.

EVERYDAY VOCABULARY

(TIER ONE)
Light
Dark
Shape
Space
Light Source
Objects


GENERAL ACADEMIC VOCABULARY

(TIER TWO)
Describe
Draw
Observe
Identify

CONTENT-SPECIFIC ACADEMIC VOCABULARY

(TIER THREE)

Contrast
Medium Contrast
High contrast
Low contrast
Value
Hatching
Cross-hatching
Stippling
India Ink

Students will know:

1. That medium contrast includes dark darks, light lights, and many shades of grey in between.
2. That hatching, cross-hatching, and stippling can be used in conjunction to create a range of
values.
3. That there are several types of contrast in relation to light and dark, which translates to other
aspects of art, but also other disciplines.

Students will be able to (define by audience, behavior, conditions and identify one language
function for your lesson, choosing from the chart below):

Analyze argue categorize compare/contrast describe explain
interpret predict question retell summarize critique

Compare and Contrast two still life drawings with respect to their light and dark, taking notice to
where the light source is, and what kind of contrast is being created. (Later, how a scratchboard
image is similar and different than traditional drawings.)




H. ENGLISH LANGUAGE DEVELOPMENT KNOWLEDGE AND SKILLS


I. ASSESSMENT TASKS: STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Assessment Tasks: [Stage 2: Determine Acceptable Evidence] IPTS #8

DESCRIBE and ATTACH copies of the assessment tool(s) used during the lesson, i.e., pre-
requisite knowledge assessments to determine essential prior knowledge for the content of the
lesson; formative assessment, which might be observation of student responses, questions
prepared in advance; summative assessment, which would be a final evaluation, if appropriate
for the lesson.

a. Pre-requisite/Prior knowledge for Both Content and Language- Earlier in the unit, students
learned about value and made value scales from light to dark, learning hatching, cross-
hatching, and stippling. They have done continuous value scales with these techniques as
well as the use of different drawing pencils and charcoal, and were challenged to combine
techniques as well. Additionally, students created a value drawing (attached) where they
were asked to fill in values appropriately using hatching, cross-hatching or stippling
accordingly. At the beginning of the unit, students completed a gallery walk, which asked
them their prior knowledge about value and contrast. Those responses are also attached.

b. Formative Assessment for Both Content and Language:

Students will be asked to identify where the light source is in several images they will be looking
at together. They will also be working on their drawing throughout class, so their drawings will
serve as formative assessments.

Students will create a self-reflection which will include critique by a peer. In both instances,
students will be asked to use the vocabulary used in class.

Another formative assessment will be the drawings themselves. As students are working, I will
walk around and address issues that students are having as they work. I will be able to see
whether or not students understand the idea of appropriately adding value to create form in their
drawings.

Other Forms of Assessment (e.g. checklists, teacher questions, etc.)
Teacher questions throughout the lesson. Students will also be completing a worksheet

c. Summative Assessment

Student Product and/or Performance (tests, worksheets, oral presentations, etc.)
Students will turn in their drawing from today's class with the rubric attached. They will create
their

TEACHING AND LEARNING: STAGE 3: PLAN LEARNING EXPERIENCES

Teaching and Learning Plans [Stage 3: Plan Learning Experiences]

J. Time Required for Lesson Segments

SET/HOOK 5 MINUTES
TEACHER INPUT 10 MINUTES
GUIDED PRACTICE (And Independent Practice) 25 MINUTES
CLOSURE 5 MINUTES


K. Grouping Arrangements

At least two grouping methodology approaches should be identified, reflected in the lesson, and
be appropriate for instructional delivery. Check all methodology used during the lesson.

WHOLE CLASS- Whole class instruction during demo and class discussion.
SMALL GROUPS- Students will be called by table to come up to an area to in the classroom
and work together to create all of the students' scratchboard.
COOPERATIVE GROUPS
PAIRS - Students will work with students next to them to create feedback on their drawings.
After writing their feedback to their neighbors, students will share and ask questions.
INDIVIDUAL - Students will complete self-reflection individually. They will also be working on
their drawing individually.


L. Materials and Technology [LIST ALL RESOURCES].

a. Materials
Drawing from yesterday
Still Life
Light source
Pencils
Erasers
Rulers
Sharpeners
Examples

b. Technology
Projector
Document camera
Laptop
Timer
Presentation

M. Teacher's Preparation
Create examples of drawings students will be completing today
Prepare papers for student's peer critique
Create presentation with
Prepare rubric and copy for students.


N. Focus Student: Differentiated or Individualized Learning (i.e. non-reader, ELL-levels, gifted)

Describe a learner (focus student) for whom the lesson will need to be adjusted:

Describe a group of students.

Describe the Adjustment or Modification to the lesson you have made for him or her:

Adjustment for group.

O. Set/Hook
As students come in, the bell ringer will be provided on the board for them. They will grab their
sketchbook, and open up to the place for today's bell ringer, which will be, "Where is the light
source in each of these still life drawings? How do you know?" Students will have a few
minutes to think and to write. When the timer has gone off, the teacher will ask one or two
student to share out what they think and why. If a student disagrees, they may also talk about
why.

At this point, the teacher will introduce today's essential questions and objectives. Teacher will
say, "Yesterday you set up your composition and did your contour line drawing. Today you are
going to fill in your values. It should be obvious from your drawing where the light source is in
relation to your still life. We will learn how to do that today. You will also be preparing your
scratchboards today by painting them black. I am going to do two quick demos so that you
understand what you are doing clearly." At this time, the teacher will also share the agenda for
the day with the class.
Anticipated Time: 5 minutes

P. DEMONSTRATION/LECTURE: Plans for teacher input in the form of explanations and
modeling

Explain and identify your execution of the following procedures: (1) connecting previous and
current learning; (2) teacher modeling (including a logical sequence or chunking of the
explanation or modeling); (3) use of academic language to develop content understanding and
(4) checking for understanding of the procedures, expected behaviors, and anticipated products.

Plans:
Demonstration One:
The teacher will say, "You will come up to the table by table group when called. When you get
here, here are the directions:"
1. Write your name on the back with a sharpie.
2. Paint the front side of the transparency black over the butcher paper, so as not to get any on
the counter. Paint in one direction only.
3. Wait five minutes.
4. Come back and paint the black substance in the other directions

The teacher will address a few things during this conversation. First, ask, "Why do you think it is
important to first do this in one direction, and then in the other direction?" Teacher will help
students come to the conclusion that the ink will not otherwise get into all the grooves of the
surface. Teacher will show an example of a transparency that was not painted thoroughly.
Teacher will also introduce students to India ink, which they have been exposed to from their
vocabulary but have not seen. Explain that it is often used by artists, and that it is a deep black
ink that often comes in a container resembling the one in the room. Also, the teacher will
mention to students that the mixture they are painting on is made up of 1/3 acrylic paint to 1/3
India Ink. Students will be called over to a table for both demos to see up close how this is
working.

Demonstration #2
Teacher will say, "Today we are going to add value to the drawings you did yesterday. Why is it
important to use value? What does it tell us?" If students do not come to the conclusion
themselves, the teachers will help them into, it helps us understand the space in a three
dimensional context instead of two. It tells us the form of objects that might look the same in
two dimensions, for instance, a rectangle, could be a prism or a cylinder. Value helps us
understand which through observation. At this point the teacher will put a presentation up that
shows three slides of still life compositions with value. The teacher will ask students to again fill
out the Venn Diagrams provided to them with the similarities and differences. Students will
compare still lives and the way value is used in them. Students will again decide which image is
more visually appealing to them. Students may decide that more values are more appealing,
and filling more of the paper with value is also more appealing.



The teacher will then move on to demonstrating how to fill in value. The teacher will say, "I am
going to use my examples from yesterday and show you exactly how I decided where to fill in
value. The teacher will tell students that this is often most obvious when you squint your eyes to
see the darks and the lights first. After that the teacher will talk about how to find midtones.
Teacher will say, "I am going to compare these two values to figure out what I should add in for
value in this area. I am looking at two different objects, and this object looks dark, but not as
dark as this one, which is still not as dark as the darkest value, shown over here." The teacher
will also talk about light source and explain that, "Because my light source is over here, the light
cannot easily get to this place and this place, which is why they are dark. Our eyes know this,
but we need to be more conscious of this while we are drawing and trying to represent that
form." Students will have 15 minutes to begin drawing in their form, starting with their darkest
dark areas, and working to the lighter areas. The teacher will again put up the rubric and
highlight the aspects of the rubric that apply to today's lesson. The process with an example is
also up on a poster that is available for students to reference during class.

The requirements for the value aspect of the drawings are:
1. Students use all three techniques to fill in value: hatching, cross-hatching, and stippling.
2. Students fill 80% of the drawing with pencil.
Anticipated Time: 10 minutes

Pre-requisite/prior knowledge:

Formative Assessment: The teacher will ask students toward the end of the lesson to repeat
what they need to have included for value. The teacher will also ask for students to repeat
directions for work time.

Plans for Guided Student Practice:

Explain and identify your use of (1) questioning skills and specific questions you will use, (2)
monitoring adjusting, (3) feedback during the lesson, as well as for student practice using (4)
academic language and new (5) English language structures, as needed

Plans:
Students will stop to do a mini mid unit critique. Students will first do a self-reflection on the
form provided. On the 'plus' side of the paper, they will add in information about what they think
is going well in their value drawing. On the 'delta' side, they will add one thing they are
struggling with, or want to adjust. Students will then be instructed to trade papers with the
person next to them. First, they will write down at least one thing that went well in their
neighbor's drawing and one suggestion, question, or comment of something to work on.
Students can comment on the self-reflection as well, by agreeing or disagreeing and providing
some explanation. Teacher will instruct students to, "Be specific and use at least 3 vocabulary
words." Students will be given a few moments to look at their neighbor's drawing, think and
write. Then, students will be given a few moments to explain their ideas to their partner and
hear their partner's ideas about their own work. If time permits, they will do the same with the
other pair of partners at their table. When students get their papers back at the end of the
conversation, they will fill in the sentence, "Based on my peer critique conversation, I am going
to spend a few minutes tomorrow adjusting ________ because _________."

Anticipated Time: 10 minutes

Pre-requisite/prior knowledge: Students have been asked to do a similar critique before with a
popcorn value drawing with charcoal, which did not bear fruit of conversation or discussion, so
they have been exposed to having a peer critique conversation, but not successfully.

Formative Assessment: Students will be turning in their paper with both their self-reflection and
their peer reflection.

R. Plans for Creative Interpretation (other creative solutions accepted in this lesson) IPTS# 1*
Students will decide which value techniques they would like to use in their drawing. They will
also decide how they would like to apply them, for instance which direction and the length. For
students who are ready, I will introduce them individually to the idea of cross contour lines,
similar to the hatching and cross hatching they are already doing.

S. Plans for Independent Student Practice [IPTS# 1 & 2] Homework or independent practice for
student related to the lesson.

Students will have about 10 minutes to implement the feedback they were given by their peers
and to continue to work on their drawings. If students do not finish, they will be able to finish
tomorrow. During this time, the teacher will circulate, checking in with students and giving
students additional feedback and answering question.

T. Closure (brief teacher or student-led review with reference back to essential questions and
enduring understandings)

Teacher will explain how today's activity will be connected to what we are doing tomorrow.
Students complete reflection: How did you use the feedback you were given today in your
drawing? Use at least three vocabulary words in your response. While some students finish
completing the reflections, others will help clean up the supplies and collect work.

With a couple minutes left in class, the teacher will ask a student or two to share out their
response. Then, the teacher will ask a student to share their thoughts on the peer reflection
from the class, "Was it helpful? How? What did you like or dislike about it?" Then, class will be
dismissed.

Anticipated Time: 5-10 minutes

COMMENTARY (Prepared before teaching the lesson)



1. Explain how your plans build on previous learning experiences and have the potential for
helping students to create and/or respond to the content and to make connections between
primary concepts within your content area and so deepen their learning of the content.


2. Describe how your planned formal and informal assessments will provide direct evidence of
students abilities to create and respond to content concepts throughout the learning segment.
Through student responses to questions in class, as well as their responses to the gallery walk,


3. What do you know about your students ability in one or more of the following areas: to persist
in the application of content concepts, to create and respond, to problem solve, to think critically,
and to believe in their ability to learn the content?

Students have a very difficult time persisting through challenging situations. They often give up
when something becomes challenging, and I have had several students believe they messed up
their projects and put the pencils down and their heads down on their desks. This introduction
is to expose them to new ways of learning art, and encourage them that they can improve in
their drawing skills, which will in turn help them better express their own ideas. In their
responses, I have notices many students write only one sentence and are often not even
complete sentences. This activity will challenge them to elaborate on their thoughts. Overall
many of these students have a difficult time engaging in critical thinking for an extended time
period and need for critical thinking activities to be more structured than they might be at other
schools in more affluent communities.

4. What do you know about the students physical development (e.g., students fine motor skills)
or conditions (e.g., attention deficit, processing issues) that will affect instruction for the central
focus?

My students are in high school and should developmentally have developed their motor skills.
However, almost none of my students have ever had an art class before this year, so many
have not nurtured those skills before now. Therefore, while many of them have interesting and
original ideas, they have not developed those physical skills that help them to communicate
those ideas. Again, this lesson is designed to help address the lack of motor skills and help
students understand that drawing is a) not only about motor skills, but also highly dependent on
observational skills, and b) a skill that can be improved with practice and attention to
observations.

REFLECTION (Prepared after the lesson is delivered and consultation with the supervisor)

If you were to teach this class again to the same students, what would you do differently? Why:
(Refer to methods, materials, procedures.)








Which students did not meet the desired results? Why? What would/will you do to help them?