Smooth Shading Still Lifes - pdp1 - Palatine Hs

Smooth Shading Observational Graphite Still
Lifes
Lesson 1, Day 1 of 11
Name: Dana Katz

DAILY PLAN
Lesson Title: Smooth Shading Still Lifes Grade Level: Painting Drawing Printmaking Level 1
Concept/Skill Vocabulary Terms :
Elements: Line (line of truth, contour, outline), Shape, Value (value scale, highlight, shadow, tone,
reflection), Space (positive space, negative space), and Form.
Principles of Composition: Balance (rule of thirds), C

ontrast, and Rhythm.
Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.
Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.
Overall Lesson Objective:
Given an 11x15 sheet of drawing paper, value scale viewfinder, a grid viewfinder, kneaded eraser, gum
eraser, 6B and 4H graphite pencil, blending stump, drawing clipboard, and demonstrations on
composition, angling, blending and value, students will skillfully develop an observational still life that is
comprised of at least three objects and six values and effectively uses balance, rhythm, unity, contrast and
emphasis.
Daily Objectives:
Given group discussion about still lifes, the historical meaning behind them, and a variety of still life
images, students will cohesively work with a partner to discuss the possible meaning behind three pieces,
and criteria of a successful composition.
Assessment Criteria:
- Active participation in class discussion and partner exercise.

- Thoughtfully analyze still life drawings.
- Detailed description of successful parts of their image.
Teaching Resources Needed to Support the Lesson:
- Still life powerpoint presentation.

- Smart Board
- Ipad
- 24 different still life images
- Schoology worksheet to input images and description in.
- Notability to download Schoology sheet and edit
Art Materials Necessary for the Lesson:
- Ipad
- Pencils
Teacher Activities Student Activities
Introduction: 10 Minutes
● Begin by asking students if they know what ● Listen to powerpoint presentation.

still lifes are?
○ Allow a couple students discuss
what they think it is.
● Move on to still life powerpoint on still life.
(10 Minutes)
○ Slide 1: Why do you think people
make still lifes?
○ Slide 2: Still lifes can also have
meaning behind them.
■ A book could mean
knowledge.
■ A clock could mean the
passing of time.
○ Slide 3: Why do you think we are
doing still lifes?
■ If normally struggle with
drawing from things in your
head, this can help you
perfect that.
■ Skill building.
■ Help to communicate ideas.
■ Get ideas from head to
paper.
Development: 20 Minutes
● Have everyone select a still life image from ● Select a still life from the table.
the images at their table and select one that
they like and think is successful using
academic language terms. Provide them a
word bank on the screen. (2 Minutes)
○ Have a wide variety of still lifes at
each table for the students to choose
from.
○ Alternate idea would be having ● Search for “still life” in google and pick
students search “graphite still life”or one that is successful. Upload this image
“pencil still life” “charcoal still life” to the media file in Schoology.
in google and pick one that they
think is successful. Each student
should upload this image to the
Schoology media for the class to see.
(5 Minutes)
■ Save image ● Export still life worksheet to Notability.
■ Go back to Schoology
■ Have students export the ● Add chosen still life image to worksheet.
still life worksheet from
Schoology to Notability. (5
Minutes)
■ Students can add their saved
image into the worksheet.
● Student should analyze their image to say ● Analyze image and discuss what parts
what makes it successful / Why did you are successful and what parts could be
choose it? (10 Minutes) improved on using an iPad and on the
○ Think about composition. worksheet.
○ Have them write directly on the
image.
● Go through several images that the students
have selected and discuss why they chose the
images. (5 Minutes)
○ What stood out to them?
Conclusion: 15 Minutes
● Using the images that the students select, ● Participate in mind map exercise by
create a mind map on a poster or large sheet creating mind map on the back of the
of paper with students talking about what selected image.
makes an interesting and successful still life.
What do all the images have in common?
(15 Minutes)
○ Accurate proportions
○ Range of values
○ Filling up the space (rules of thirds:
activating three corners)
○ Balance of positive and negative
○ Good angles
○ Three dimensional shading
○ Interesting objects
○ Scale
○ Overlapping
○ Movement
● Homework: Bring in an object that can be ● Bring in a personal object.
used to help create a still life that will be left
at the table for the next two weeks.
Powerpoint on Still Life
https://docs.google.com/presentation/d/1bAolppQ2AqVw1Su3sxdVtLhemnUoJZQWPCN-S3F
kjcU/edit#slide=id.g2f14bf2b7b_0_0
Notes
Great way to practice technique and learn how to draw from observation which can help you
with future projects.
Name:
Smooth Shading Still LIfe Worksheet Horizontal
Select three images at your table. Photograph them and input them into this document. Use
notability to discuss what makes it successful, and interesting, or what could be changed to
make it better. Consider composition, balance, values, proportion, angles and use of positive
and negative space.
Smooth Shading Still LIfe Worksheet Vertical
Name: Dana Katz

DAILY PLAN

ontrast, Emphasis, and Rhythm.
Technique: Angling, Blend, Proportion, Scale, Shading, and Unity.
emphasis.
Daily Objectives:
Given a value scale viewfinder, a 6B and 4H graphite pencil, and a gum eraser, students will
constructively develop a value scale with nine different values and skillfully use it to find at least one of
each value in two separate images.
- Active participation in classroom demonstration and value exercise.

- Careful set up of still life composition.
- Skillful development of value scale using provided tools.
- Boards or boxes to set up compositions.

- Extra materials for still life setups (reflective objects and soft objects).
- Smart Board for tool demonstration.
- Ipad
- 24 different still life images for value exercise (Same images from previous class).
- Schoology
- Notability
- Mind map of good composition created the previous day
- Colored Pencils
- Ipad
- 24 6B and 4H graphite pencils
- 24 gum erasers
- 24 Value scale viewfinders
● Review good compositions with students. ● Review good composition.

(10 Minutes)
● Introduce materials to be used for today’s ● Listen to introduction of materials.
exercise and in the future for drawings. (5
Minutes)
○ 6B and 4H graphite pencils
○ Value scale viewfinder
● Discuss value scales and have students begin ● Follow along with the teaching, filling in
creating theirs while you demonstrate how to values.
fill it out on yours. (10 Minutes)
○ Start with darkest value.
○ When moving to the middle values,
change to 2b.
● Introduce the activity for the day. (5 ● Listen to activity description.
Minutes)
○ Each student should find 18 values
on their image. (2 of each value if
possible)
○ The value scale should be used to
find all nine values in an image at
their table.
○ Each value should be circled on the
image and labeled, using the holes
punched on on the value scale.
● Have students begin exercise. (10 Minutes) ● Complete daily exercise.
○ Use colored pencil to circle values
● Have students upload their images to ● Upload assignment to Schoology.

Schoology. (5 Minutes)
Value Scale Viewfinder
Match the values below using your graphite pencils in table three.
Use these holes to find matching values in the images. Circle values using the holes
and label them on the image.
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a discussion and demonstration on contouring, a 6B and 4H graphite pencil, a gum eraser, a
kneaded eraser, blending stump, a value scale finder and 6”x10” sheet of sulfite paper, students will
carefully develop a practice contour drawing and begin to accurately fill it in with values.
- Active participation in classroom demonstration and contour exercise.

- Finalize set up of still life composition.
- Skillful development of contour drawing with values.

- Ipad
- 6 objects to be set up at each table for contour and value practice.
- Schoology
- Notability
- Extra materials for still life setups (reflective objects and soft objects)
- Composition mind map
- Ipad
- 24 gum erasers
- 24 Kneaded erasers
- 24 Blending stumps
- 24 6”x10” sheets of sulfite paper
● Have students set up any objects they ● Set up still lifes, setting up personal
brought in, or give them the option to select object or selecting an object from the
an object from the teacher’s collection to add teacher’s collection.
to their still life set up. (5 Minutes)
● Discuss with students what each of the new ● Participate in discussion about the new
tools are at the tables. tools.
○ 4H pencil
○ Kneaded Eraser
○ Plastic Eraser
○ Blending Stump
● Have students grab their 4H pencil and begin ● Watch contour demonstration and begin
creating a with a contour demonstration creating personal contour drawing. .
while also creating one yourself using the
smart board for them to see. (15 Minutes)
○ Discuss what a contour is.
○ How to use viewfinders to know
what to add in the image.
■ Also for proportion. (10
Minutes)
● Give students time to create contour. ● Take time to develop contour.
● Start to develop values within the object.
● Demonstrate for students how to then add
value to objects.
○ Refer to kneaded erasers and
blending stumps.
○ Also discuss shading in the direction
of the object to create the form.
○ and add value to their object. If they
finish with one object early, the can
work on another. (30 Minutes)
○ Students can use viewfinders for
their section to find values.
● Walk around and help students with any
questions they have.
○ Also make suggestions for
improvements.
● Have students upload their images to ● Take a photo of drawing and upload it to
Schoology. (5 Minutes) Schoology.
● Have students make final alterations to their ● Make final adjustments to still life setup.
still life setup.
● At the end of the day, after all classes have
created their final still life setups, add in
extra objects to ensure that still life has soft
and reflective elements, as well as a good
setup.
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
emphasis.
- Active participation in composition discussion and demonstration.

- Thoughtful use of viewfinder to select final composition.
- Accurately begin rendering still lifes.

- Ipad

- 24 gum erasers
- 24 Grid viewfinders
- 24 6”x10” sheet of drawing paper
● Begin class by having students note the tools ● Note tool placement at the table.
at their table and how they are set up. (2
Minutes)
○ These should be set up the same way
at the end of the class. ● Don’t touch the still lifes.
● Also address with students that the still life
setups should not be touched. (2 Minutes)
○ Ask why and lead the students to the
answer of how hard it would be to
draw a still life where objects kept
moving.
● Review with class what makes a good ● Participate in review of good
composition. (5 Minutes) composition.
● Use Ipad and smartboard to demonstrate ● Watch demonstration on how to use a
how to use a viewfinder to select a good viewfinder and select a good
composition (5 Minutes) composition.
○ Have students follow along using
their grid finders.
● Have students create two sketch ideas for ● Sketch two ideas for drawing
their still life. (25 Minutes)
○ Students can add value or create
more sketches if they finish early.
● Walk around and help students with the ● Address questions with teacher.
selection of a final still life, line of truth,
angles and measuring.
● Have students clean up their area and put ● Clean up area and put drawings in folder
their drawings in their cubbies or in their or cubby for the next class.
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
emphasis.
- Active participation in composition discussion and demonstration.

- Thoughtful use of viewfinder to select final composition.
- Accurately begin rendering still lifes.

- Ipad

- 24 gum erasers
- 24 6”x10” sheet of drawing paper
- 6 8”x10” matte boards to be used for tracing and creating a border
● Have all students grab their folders and pull ● Grab folders.
out their value scales. (5 Minutes)
● Demonstrate for students how to create a ● Follow along with teacher to create a
border on their final drawing paper. border on the final drawing paper.
○ Students should follow along. (5
Minutes)
● Give students time to finish their practice ● Complete practice sketches.
sketches. (10 Minutes)
○ They should have two by the end of
the time.
● Have students take a photo of their practice ● Upload to Schoology
sketches and upload it to schoology. (5
Minutes)
● Demonstrate how to create a line of truth and ● Find line of truth

apply that to still life to develop a
proportionally accurate drawing. (15
Minutes)
○ Students should follow along and ● Begin creating still life drawing.
find their line of truth.
○ Demonstrate how to find angles
using pencils and straight arm.
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
emphasis.
- Thoughtfully watch various demonstrations.

- Competently apply knowledge of value to their drawings.
- Accurately continue rendering still lifes.
- Composition setups.
- Ipad

- 24 gum erasers
- 11”x15” sheet of drawing paper
.
● Begin class by having students grab their ● Grab folders and pull out value scales
folders and pull out their value scales and
final still lifes.(5 Minutes)
● Ask students if they would like a ● Offer opinion about soft object
demonstration on how to add value to soft demonstration. Watch demonstration
objects, or offer them the alternative of and follow along on a practice sheet.
walking around and helping students
individually instead. (10 Minutes)
○ Possibly consider providing a
demonstration of a soft object in one
area and having students who
wanted the demonstration watch at
the select area.
● Have students continue to render still lifes ● Continue still lifes.

(30 Minutes)
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a demonstration on shading techniques, a 6B and 4H graphite pencil, a gum eraser, a kneaded
eraser, blending stump, a value scale viewfinder, a grid viewfinder and 11”x15” sheet of drawing paper,
students will proficiently continue rendering their still lifes and competently use their value scales and
window finders to add value to their drawings.
- Thoughtfully watch shading demonstrations.

- Ipad

- 24 gum erasers
- 24 11”x15” sheets of drawing paper
.
● Project image of teacher created still life on ● Participate in a discussion about soft and
the still. (8 Minutes) reflective objects.
○ Ask students if they see any
reflective objects.
○ Ask how they know.
○ Have them compare and contrast the
difference between and soft and
reflective object.
■ HIghlights are more like ● Offer opinion on reflective object
shapes on a reflective object. demonstration.
● Offer students a demonstration on how to
develop a reflective object with value (10
Minutes)
○ Have those students who want a
demonstration to meet at a small
table to work with teacher.
● Have students continue to render still lifes ● Continue still lifes.

(35 Minutes)
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a demonstration on how to create a reflective object using value, a 6B and 4H graphite pencil, a
gum eraser, a kneaded eraser, blending stump, a value scale viewfinder, a grid viewfinder and 11”x15”
sheet of drawing paper, students will skillfully continue shading their still lifes drawings, adding in
values for reflective objects.
- Thoughtfully watch shading demonstrations.

- Ipad

- 24 gum erasers
- 24 11”x15” sheets of drawing paper
.
● Play two graphite drawing videos for ● Watch videos.
students. Narrate what is happening in the
videos for students.(10 Minutes)
○ Full still life
■ https://www.youtube.com/w
atch?v=KJMHvL2nFCI
○ 3D Object
■ https://www.youtube.com/w
atch?v=lpbW3Aq0PB0 ● View student work.
● Select a few students still lifes and show
them under the airplay to other students.
Point out what was done well. (5 Minutes)
● Continue still lifes.
● Have students continue to render still lifes
(30 Minutes) ● Address questions with teacher.
● Walk around and help students with the
● Clean up area and put drawings in folder
● Have students clean up their area and put or cubby for the next class.
their drawings in their cubbies or in their
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a 6B and 4H graphite pencil, a gum eraser, a kneaded eraser, blending stump, a value scale
viewfinder, a grid viewfinder and 11”x15” sheet of drawing paper, students will completely finalize their
still life drawings for the following class.

- Completely finalize still life drawings.
- Ipad

- 24 gum erasers
.
● Have students pull out their still life ● Lay graphite still life on table.
drawings and lay them out on their tables (5
Minutes)
● Project an image of teacher’s still life on the
screen and ask students what could be
improved. (2 MInutes)
● Project activity page up on the screen and go
through and explain the activity for the day.
(3 Minutes)
● Have students move to counterclockwise to ● Use terms to select a strength and
the next table and select a piece to view. weakness of each piece.
Select one of the terms to describe a strength
and select another term to describe an area
that needs improvement. (5 Minutes)
● Have students move to the next table and ● Move throughout the tables and select a
repeat this activity. Students should spend piece from each table to write a strength
two minutes on each piece and move and weakness about.
throughout the tables till they have arrived
back at their own. (10 Minutes)
● Have students spend time looking at the ● Look at peer feedback.

feedback. ● Use peer feedback to continue still lifes.
● Students should continue to render still lifes
working on areas that were said to need
improvement. (30 Minutes)
folder. (5 Minutes)
What could be improved about this piece?
Create two boxes on your sheet the same way you did for the
sketches. Label one “strengths” and one “areas to work on”.
Strengths
Texture
Areas to Work On
Value - Flower
For each person’s graphite still life that you view, please select one of the
provided terms to add to the “strength” box and one term to put in the “areas to
work on” box. For the “areas to work on” term, add specifics.
Only two of each term can be added to each box, so if two people already added
texture, then you have to select something else.
Can you add the same term to box boxes?.....Yes…… if you provide reference
for the areas you are talking about.
For instance…..
Strength: Value of the cat bottle
Areas to Work On: Value of the Leaves
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a 6B and 4H graphite pencil, a gum eraser, a kneaded eraser, blending stump, a value scale
viewfinder, a grid viewfinder and 11”x15” sheet of drawing paper, students will completely finalize their
still life drawings for the following class.

- Completely finalize still life drawings.
- Ipad

- 24 gum erasers
.
● Begin class by reviewing with students the ● Listen to a review of terms.
rubric, describing what will take their piece
form a C or B to an A. (5 Minutes)
○ Here is what they need for that A.
Tell them the rubric is posted on
Schoology for reference.
■ Neatness and care in
drawings.
■ 8 of more values for an 4. 6
values for a 3.
■ Contrast.
■ Repetition and rhythm of
value and shape.
■ Sense of unity
■ Dark areas created with a
6B. Highlights are evident.
■ Detail.
■
● Remind students at the beginning of class ● Grab materials from the drawer.
that they need to put their phones and iPads
away.
○ They should not be pulled out at all.
● Notify students that this is the final day to
work on these still life drawings.
● Have students go grab their folders from the
drawer and pull out the still life drawing they
are working on. (5 Minutes)
● Have students begin working on their still ● Continue rendering still life.
lifes adding value and contrast to their
drawings.
● Walk around and help students develop their ● Address questions with teacher.
drawings.
○ If they tell you that they are done,
tell them to go review the rubric and
check to make sure they have hit all
the areas to get a 4.
● When the five minute bell rings, stop ● Listen to teacher explanation.
students. (5 Minutes)
● Notify them that if they did not finish, then
they have to complete their work over the ● Clean up area and put drawings in folder
weekend. or cubby for the next class.
○ To do this, they can take a
photograph of their still life image
and use that to work from home.
● Have students clean up their area and put
their drawings in their cubbies or in their
folder. (5 Minutes)
Name: Dana Katz

DAILY PLAN

emphasis.
Daily Objectives:
Given a discussion on appropriate critique behavior and peer still lifes critically respond to each others
graphite still lifes using appropriate academic vocabulary.
- Thoughtfully interpret preer created still lifes.

- Critically describe areas of strength and improvement.
- Smart Board.
- Ipad
- Final still life drawings
.
● Begin class with a discussion about ● Listen to teacher presentation about
appropriate critique behavior. Discuss critique behavior. Offer input on ideas to
constructive criticism vs criticism. Teacher help the critiques flow better.
should also revisit terms and ideas presented
throughout the lesson. (10 Minutes)
○ Elements: Line (line of truth,
contour, outline), Shape, Value
(value scale, highlight, shadow,
tone, reflection), Space (positive
space, negative space), and Form.
Principles of Composition: Balance

(rule of thirds), Contrast, and
Rhythm.
Tools: Graphite, Gum Eraser,

Kneaded Eraser, and Viewfinder.
Technique: Angling, Blend,

Emphasis, Proportion, Scale,
Shading, and Unity.
● Number students one through 12 (in a room ● Select a number and meet group at
of 24 students) have them match with their correct station.
partners. (5 Minutes)
● Each student should grab their drawings. (5 ● Grab drawings.

Minutes)
● One student should lay out their drawing. ● Each student should take turns laying
Each student should photograph peer’s work out their drawings and discussing what
and use five academic vocabulary words was successful and what could be
throughout the critique process to describe improved. Student’s should photograph
the work. (20 Minutes) and describe their peer’s work and use
○ Students should discuss each piece five academic vocabulary words.
for 5 minutes a piece.
● Have students photograph their final piece ● Students should photograph their final
and add it to Schoology. Students should work and their critique insight and add it
also photograph their critique insight and to schoology.
add that to schoology as well. (10 Minutes)
Final Still Life Drawing Horizontal Composition
Please take a picture of your the actual still life composition you were drawing and paste it in the
first box. In the second box, add an image of your final still life drawing.
Final Still Life Drawing Vertical Composition
Please take a picture of your the actual still life composition you were drawing and paste it in the
first box. In the second box, add an image of your final still life drawing.
Smooth Shading Critique
Take a picture of each of your peer’s still life and paste the image below. Use academic
vocabulary to describe the things that were successfully accomplished and areas for
improvement. Remember that this exercise is to help your peers improve, and recognize where
their strengths are. For each group select one person who had the widest range of values, most
proportional objects, best composition, and strongest unity.

Questions to consider: What stands out to you about this drawing? How many values can you
find in the drawing? Have they selected an interesting composition? Does their drawing follow
the rule of thirds? Is there a strong balance of positive and negative space? How accurate do
the proportions look? Do they have both a soft and reflective object? Is there strong contrast
carried throughout their drawing?
`
New Rubric
https://docs.google.com/spreadsheets/d/1Y_baTtSMQ3uIp27FULpFxVD0yu2cri0ZYvlhmMJvAOg/edit#gid=18974
4040
Lesson 1: PDP1 Rubric

Name: _______________
Smooth Shading Graphite Still Lifes Rubric
Creating L1 VA:Cr2.2 Learn to Create
Investigate: Anchor Standard 2: Organize and develop artistic ideas and work.
4: Exceeding 3: Meeting 2: Approaching 1: Starting
-- Unique, inventive, and - Solved the assignment by creating - Composition plagiarized or a bit - Not complete. Mostly
compelling solution to a well - organized and balanced unbalanced. Several mistakes; disorganized and untidy.
assignment. Impeccable composition. Neat and clean with carelessly completed. - Lacking values.
neatness and care evident in - Effectively created 6 values/. - Inconsistently created 4 values. - Careless handling of
graphite drawing. - Demonstrated careful handling of - Inconsistent handling of graphite graphite pencils.
- Effectively and inventively graphite pencils. pencils.
created more than 8 values.
- Demonstrated careful
handling of graphite pencils
while collaboratively
maintaining studio space.
Presenting VA:Pr5.1 Analyze
Select: Anchor Standard 4: Develop and refine artistic techniques and work for presentation.
4 3 2 1
- Elements (Shapes, Values) - Elements (Shapes, Values) - Elements (Shapes, Values) are - Elements (Shapes, Values)
organized in a symmetrical organized in a symmetrical or not organized or are placed in a are incomplete.
or asymmetrical manner. asymmetrical manner. random manner. - Positive and Negative space
- Positive and Negative - Positive and Negative space is - Positive and Negative space is is not balanced; mostly empty
space is balanced. mostly balanced. minimally balanced space exists.
- Shapes/values demonstrate - Shapes/values usually (empty/incomplete) space exists. - Shapes/values do not
an understanding of contrast demonstrate an understanding of - Shapes/values somewhat demonstrate contrast or
and variety. contrast and variety. demonstrate an understanding of variety.
- Repetition/Rhythm of - Repetition/Rhythm of design contrast and variety. - Lacking use of
design elements (value, elements (value, shapes) - Limited use of Repetition/Rhythm of design
shapes) creates a sense of occasionally creates a sense of Repetition/Rhythm of design elements (value, shapes) to
Unity. Unity. elements (value, shapes) to create create a sense of Unity.
- An Emphasis is created - An Emphasis is created through a sense of Unity. - No Emphasis; lacking use of
through the use of detail or the use of detail or concept. - Emphasis is unclear because of detail or contrast.
concept. limited use of detail or contrast.
Presenting VA:Pr5.1 Analyze
Select: Anchor Standard 4: Develop and refine artistic techniques and work for presentation.
4 3 2 1
Use and handling of - Competently added dark areas - Marginally added dark areas - Minimal or no dark areas
Materials with 6B graphite to increase with 6B graphite; lacking contrast added with 6B graphite;
- Masterfully added dark contrast and emphasize shadows. or shadows. contrast or shadows not
areas with 6B graphite to - Appropriately included highlights - Minimal inclusion of highlights developed.
increase contrast and – Realistic fine detail, surface did not use white and black - Minimal or no inclusion of
emphasize shadows. quality, and edges with minor - Inconsistent development of highlights
- Inventively included errors. detail, surface quality or edges. - No details, surface quality,
highlights - Controlled use of graphite. - Untidy use of graphite. or untidy edges.
- Realistic fine detail, - Good quality value transitions; - Lacking value transitions; - Lacking control over
surface quality, and edges. values suggest object is a 3D form objects appear flat. graphite
- Sophisticated and NOT flat. Partially used contrast; focal point - No value transitions; objects
deliberate use of graphite. - Proficient use of contrast to not enhanced. appear flat.
- High quality value enhance a focal point. - Seldom used contrast;
transitions; values suggest drawing not complete.
object is a 3D form NOT flat
- Excellent use of contrast to
enhance a focal point.
Connecting VA:Cn11.1 Relate
Relate: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
4 3 2 1
- Artwork demonstrates a - Artwork is connected to societal, - Artwork minimally demonstrates - Artwork does not
synthesis of personal cultural, or historical context a connection to societal, cultural, demonstrate connection to
interests or experiences, through use of personal object. or historical context through societal, cultural, or historical
connected to societal, Cliché may be detected; final chosen object. Cliché easily context. Student failed to
cultural, or historical context drawing is mostly original. detected; final drawing is bring in personal object.
through use of personal somewhat original. Lacking alteration of Cliché;
object. Cliché cannot be final drawing is not original.
detected; final drawing is
completely original.
Student Examples

Smooth Shading Still Lifes - pdp1 - Palatine Hs

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Smooth Shading Still Lifes - pdp1 - Palatine Hs

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Smooth Shading Observational Graphite Still

Name: Dana Katz

Concept/Skill Vocabulary Terms :

Principles of Composition: ​Balance​ (rule of thirds), C

Tools:​ ​Graphite​, G​um Eraser​, ​Kneaded Eraser​, and ​Viewfinder.

Technique: ​Angling​, ​Blend​, ​Emphasis​, ​Proportion​, ​Scale​, ​Shading​, and ​Unity​.

Overall Lesson Objective​:

- Active participation in class discussion and partner exercise.

Teaching Resources Needed to Support the Lesson:

- Still life powerpoint presentation.

Art Materials Necessary for the Lesson:

Teacher Activities Student Activities

● Begin by asking students if they know what ● Listen to powerpoint presentation.

Smooth Shading Still LIfe Worksheet Horizontal

Name: Dana Katz

Concept/Skill Vocabulary Terms :

Principles of Composition: ​Balance​ (rule of thirds), C

Tools:​ ​Graphite​, G​um Eraser​, ​Kneaded Eraser​, and ​Viewfinder.

Technique: ​Angling​, ​Blend​, ​Proportion​, ​Scale​, ​Shading​, and ​Unity​.

Overall Lesson Objective​:

- Active participation in classroom demonstration and value exercise.

Teaching Resources Needed to Support the Lesson:

- Boards or boxes to set up compositions.

Art Materials Necessary for the Lesson:

Teacher Activities Student Activities

● Review good compositions with students. ● Review good composition.

● Have students upload their images to ● Upload assignment to Schoology.

Name: Dana Katz

Concept/Skill Vocabulary Terms :

Principles of Composition: ​Balance​ (rule of thirds), C

Tools:​ ​Graphite​, G​um Eraser​, ​Kneaded Eraser​, and ​Viewfinder.

Technique: ​Angling​, ​Blend​, ​Emphasis​, ​Proportion​, ​Scale​, ​Shading​, and ​Unity​.

Overall Lesson Objective​:

- Active participation in classroom demonstration and contour exercise.

Teaching Resources Needed to Support the Lesson:

- Boards or boxes to set up compositions.

Art Materials Necessary for the Lesson:

Teacher Activities Student Activities

Name: Dana Katz

Concept/Skill Vocabulary Terms :

Principles of Composition: ​Balance​ (rule of thirds), C

Tools:​ ​Graphite​, G​um Eraser​, ​Kneaded Eraser​, and ​Viewfinder.

Technique: ​Angling​, ​Blend​, ​Emphasis​, ​Proportion​, ​Scale​, ​Shading​, and ​Unity​.

Overall Lesson Objective​:

- Active participation in composition discussion and demonstration.

Teaching Resources Needed to Support the Lesson:

- Boards or boxes to set up compositions.

Art Materials Necessary for the Lesson:

- 24 6B and 4H graphite pencils

Teacher Activities Student Activities

Name: Dana Katz

Concept/Skill Vocabulary Terms :

Principles of Composition: ​Balance​ (rule of thirds), C

Tools:​ ​Graphite​, G​um Eraser​, ​Kneaded Eraser​, and ​Viewfinder.

Technique: ​Angling​, ​Blend​, ​Emphasis​, ​Proportion​, ​Scale​, ​Shading​, and ​Unity​.

Overall Lesson Objective​:

- Active participation in composition discussion and demonstration.

Teaching Resources Needed to Support the Lesson:

- Boards or boxes to set up compositions.

Art Materials Necessary for the Lesson:

- 24 6B and 4H graphite pencils

Teacher Activities Student Activities

● Demonstrate how to create a line of truth and ● Find line of truth

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective:

Principles of Composition: Balance (rule of thirds), C

Tools: Graphite, Gum Eraser, Kneaded Eraser, and Viewfinder.

Technique: Angling, Blend, Emphasis, Proportion, Scale, Shading, and Unity.

Overall Lesson Objective: