Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade: Visual Arts I

Week of: September 3 to September 17

Unit Name: NON-REPRESENTATIONAL, CONTOUR, and
DRAWINGS


(1A)*Essential Question(s):
How do I understand form, balance and emphasis to create
a strong still life drawing?
How do I use a viewfinder to create a strong composition?
How do different media convey meaning in still life?
(1A/1B) Connections (prior/future learning):
Students are familiar with still life drawings and
paintings because they are common forms of art.
(1A) Common Core/State Standards:
NMVA-I, IV, V

(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students who are struggling will get more one-on-
one assistance from the teacher
More advanced students can help others.
(1D) Resources/Materials:
Teacher: Still life objects, images of still lives, value scale sheet
Students: 8.5 x 11 paper, pencil, eraser, white colored pencil
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Still life sketch and value scale
Unit: Final still life

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

MONDAY 9/15
(1C) Learning Target: TSW learn how to draw a variety of
types of values. TSW know this when he/she can draw at
least 7 different types of values in the value scale.

(1C) Do Now: Try to create 7 different values in your
sketchbook


I. Write definition of value on board & explain
II. Demonstrate how to create different values
with pencil and discuss the importance of
value
III. Show student example value scales
IV. Students create 3 value scaleshatching,
cross-hatching and blending
Assignment(s) Due-None (1F)
Embedded Formative Assessment: Response to cold
calling on definition of value
(1B)Closing Activity: Why is value important in drawing
realistically?
TUESDAY 9/16
(1C) Learning Target: TSW learn how to compose a still
life drawing. TSW know this when his/her still life
composition is complete.
(1C) Do Now: Do a quick outline drawing of the still life

I. What is a still life? View examples.
II. Demonstrate how to compose a still-life
drawing (using view finder)
III. Demonstrate how to do shades and highlights
IV. Start drawing still life

(1F)Embedded Formative Assessment: Cold calling on
non-representational art
(1B)Closing Activity: Review project requirements
WEDNESDAY 9/17
(1C) Learning Target: TSW learn how to use at least 6
different values in a still life drawing. TSW know this once
his/her still life has at least 6 different values.

(1C) Do Now: Continue working on still life

I. Continue still life focusing on including a variety of value.
(1F)Embedded Formative Assessment: Check progress
for variety of values
(1B)Closing Activity: Ask a student to share his/her still
life
THURSDAY 9/18
(1C) Learning Target: -TSW learn how to erase out
highlights in a still life pencil drawing. TSW know this once
he/she has erased out several highlights in his/her drawing.
(1C) Do Now: Continue working on piece.

I. Continue on still life, erasing out highlights
where necessary.

(1F)Embedded Formative Assessment: Check sketches
for sufficient highlights
(1B)Closing Activity: Ask a student who has good erased
highlights to share his/her still life
FRIDAY 9/19
(1C) Learning Target: -TSW learn how to fill the page and
including a background in a still life pencil drawing. TSW
know this once his/her still life drawing fills the page.

(1C) Do Now: Continue working on piece.

I. Continue on still life, focusing on filling the
page and including a background


(1F)Embedded Formative Assessment: Cold call on
importance of filling the page and including a
background
(1B)Closing Activity: Ask a student to share drawing with
good background
MONDAY 9/22
1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this when he/she makes
at least 2 strong comments to peers during critique.
(1C) Do Now: Read rules for critique
Critique of still life drawings



(1F)Embedded Formative Assessment: Final Project
(1B)Closing Activity: Ask a student to share what they
learned from critique

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.