Lesson 1

Jonathan McHugh

Standards and Objectives:

Standard 1: Observe and Learn to Comprehend
GLE 1: Visual art has inherent characteristics and expressive features
Objective 1: Given verbal explanation and visual demonstration, students will be able to
verbally explain the definition of the artistic inherent characteristic of form and how it can be
shown in a painting.
Objective 2: Given a still life setup and acrylic painting materials, students will be able to create
an acrylic painting of the still life that demonstrates understanding of how to realistically show
the inherent characteristic of form through varied value (light direction) and realistic color
mixing.
Standard 2: Envision and Critique to Reflect
GLE 2: A personal philosophy of art is accomplished through use of sophisticated language
and studio art processes
Objective 3: Given acrylic painting materials and a still life setup, students will be able to create
an acrylic painting that uses a unique personal style of brush strokes to create the illusion of
three-dimensionality.
Standard 3: Invent and Discover to Create
GLE 2: Assess and produce art with various materials and methods
Objective 4: Given acrylic painting materials and a still life setup, students will be able to create
an acrylic painting of the still life that realistically shows the inherent characteristic of form.
-

Big Understanding:
Artists use close observation to understand and portray objective reality.
Inquiry Questions:
If you werent allowed to touch them, how would you know any of these objects are threedimensional?
How would you create the color of the orange in the still life?
Do you ever see the true color of an object?
What is the artistic element of form?
How do you show it in a painting?
Where is the light coming from?
What is the brightest point of the object?
What is the darkest point of the object?
How can you apply your own style of brush strokes to communicate form and texture?
How can you imply details without painting every single one photorealistically?

Assessment:
Objective 1 will be assessed informally and formatively throughout the inquiry questions and
discussion I lead during the beginning of class. This will be approached with the first rubric
criteria in mind but will not be formally graded.
Objectives 2-4 can be judged by the qualities of each students completed artwork as explained
in the rubric below. The assessment of Objective 4 is met through the assessment of the two
smaller components of Objective 2, namely varied value (light direction) and realistic color
mixing.

I will be photographing each students painting and grading it based on the rubric I created that
corresponds with the objectives.
(Rubric is on final page)

Teaching Presentation Procedures:

1. Beginning of class set up painting materials, tables into half circle shape, still life in center, turn
on spotlights 10 min
2. Short introduction of myself to explain who I am and why Im there (I havent been given this
opportunity yet) 2 min
3. Opening: Inquiry questions and discussion while beginning demo painting (Objective 1) 20 min
- If you werent allowed to touch them, how would you know any of these objects are threedimensional?
- How would you create the color of the orange in the still life?
o Mix the color to a point where they agree that Ive matched it well. Paint it into a circle on my
paper.
o Ask: So now this looks realistic right? You said it was the right color.
Lead conversation to talking about the highlights, shadows, light direction, and texture.
Do you ever see the true color of an object?
- What is the artistic element of form?
- How do you show it in a painting?
o Discuss how Im mixing a variety of colors without using excessive black, white, or colors straight
from the tube.
Ask why I should avoid these things demonstrate it to show the difference on another piece of
paper
o Talk about light direction
Where is the light coming from?
What is the brightest point of the object?
What is the darkest point of the object?

- How can you apply your own style of brush strokes to communicate form and texture?
o How can you imply details without painting every single one photorealistically?
Show example while doing demo
4. Work time: have the students create their acrylic paintings of the still life (Objectives 2-4) 55
min
- Work on my own demonstration painting and continue to show them how I am approaching
specific aspects discussed above
- Walk around to check in with students individually and provide feedback
- Midway through, have the students take a break to pair up with the person next to them and
provide constructive feedback about what theyre doing well and how they can more clearly
show form or a personal style of brush strokes.
5. Closure Questions (Objectives 1-4) - 3 min
(Do closure before clean up so that I still have everyone gathered in one area with
each other, me, and their artworks)
Have the students pair up again and ask each other the following questions:
- How did you show form in your painting?
- How did you use a personal style of brush strokes to show form, details and textures?
6. Clean-up - 10 min
- Students can individually put their own supplies away, clean out brushes and palettes, etc.
- Have students show me their paintings so I can take photographs of them to assess

Differentiation:
Activity designed to practice and reinforce student learning:

Students will create an acrylic painting of a still life with the objective of showing realistic form
using varied value, recognizable light direction, a personal brushstroke style, and accurate color
mixing.
Accommodation:
Students will be given the option to focus on painting simpler objects within the still life
Students will be given the option to focus on painting less objects within the still life
Students will be assessed based on their demonstration of increased understanding how to
portray form throughout the whole class period of discussion and painting.
Extension:
Students will be pushed to:
Develop even more realistic detail in their paintings
Create a complete painting that fills the entire page instead of a partial exercise
Incorporate more variety of personal brushstroke styles to create differing visual effects
Begin a new painting from a different angle to practice showing different angles of light direction

Closure:

(Do closure before clean up so that I still have everyone gathered in one area with each other,
me, and their artworks)
Have the students pair up again and ask each other the following questions:
How did you show form in your painting?
How did you use a personal style of brush strokes to show form, details and textures?

Rubric:
Criteria
1. Basic
2. Developing
3.
Describe the
Student
Student can
definition of
ineffectively
somewhat
form and how
describes form
effectively
to show it in a
and how to
describe form and
painting
show it in a
how to show it in
painting
a painting

Proficient
4.
Student can
effectively
describe form
and how to show
it in a painting

Create an
acrylic painting
that shows
form through
varied value
which indicates
clear, realistic
light direction
Create an
acrylic painting
that shows
form through
realistic color
mixing

Light direction is
not clearly
shown through
any use of value
to indicate form

Light direction is
shown somewhat
accurately
through use of
value to indicate
form

Light direction is
shown accurately
through use of
value to indicate
form

Form is shown
minimally
effectively
through
unrealistic
and/or poorly
mixed colors or
colors straight

Form is shown
somewhat
effectively
through
moderately
realistic mixed
colors

Form is shown
effectively
through realistic,
well-mixed colors

Advanced
Student can
highly
effectively
describe form
and how to
show it in a
painting, and
perhaps other
types of artwork
Light direction is
shown
exceptionally
accurately
through use of
value to indicate
form
Form is shown
highly
effectively
through
realistic, wellmixed colors

Create an
acrylic painting
that uses a
unique personal
style of brush
strokes to
create the
illusion of 3-D

from the tube

Painting does
not intentionally
or recognizably
use a personal,
conscious style
of brush strokes
to create the
illusion of 3-D

Painting uses a
moderately
unique and
seemingly
unintentional
personal style of
brush strokes to
create the illusion
of 3-D

Painting uses a
fairly unique and
intentional
personal style of
brush strokes to
create the
illusion of 3-D

Painting uses a
highly unique
and intentional
personal style of
brush strokes to
create the
illusion of 3-D