Introduction to Drawing with Light and Shadow

This video was used to show a variety of charcoal drawings that students used to practice critique. Most have obvious mistakes or elements that could have been better resolved.



Stage 1: Desired Results Drawing
Vermont Framework of Standards and the Grade Level Expectations
A7-8:13 Students describe art using discipline specific vocabulary
A7-8:12 Students show understanding of visual arts concepts and vocabulary
A7-8:15 Students critique and revise art
A7-8:19 Approach to work
A7-8:20 Students develop effective, personal work habits
A7-8:21 Students demonstrate appropriate interactions

Established Goals:
1. Learn how to use shading to make simple still life objects look dimensional.
2. Learn the names and uses of charcoal drawing materials.
3. Learn the vocabulary of drawing.
4. Learn to see proportions and relationships between multiple still life objects.
5. Be introduced to the history of drawing in the tradition of western art.

Understandings:
Students will understand that:
1. learning to draw is really learning to see
2. they can learn to draw
3. shading can be used to make things look “real”
4. practice helps one to see accurate proportions

Essential Question(s)
1. How did the first person to draw come up with the idea of drawing?
2. The first drawings we know of are about 32,000 years old. Do you think people drew in other ways before that that were less permanent? What ways have you drawn in that disappeared?
3.  Why do you think the first artist who left a record of their work, drew deep in caves?
4.  Why do you think the pictures of the animals are not the same as the bones found in these caves?
5.  Artists have progressed technically, but have they progressed artistically?
6.  Do you think the cave paintings are as aesthetic as more recent art work?

Stage 2: Assessment Evidence

Performance tasks
1. Students will be able to draw simple still life objects and make them look three dimensional using light and shadow.
2. Students will be able to handle the tools one uses in drawing in charcoal safely and with respect.
3. Students will learn to accept mistakes as part of learning.
4. Students will take a quiz on the vocabulary of drawing.
Other Evidence
1. Students focus on their work without signs of frustration.
2. Students can help others if asked.
3. Students can explain what they are doing.
4. Students will demonstrate a sense of pride in their work.

Stage 3: Learning Plan
Learning Activities
1. Slide show of drawings throughout the history of western art with a discussion on the essential questions
2. One day of direct instruction on the value scale and making a circle look like a sphere using shading. This will be done by having students copy the teacher while she draws. (pencil)
3. One day of drawing along with the teacher using the same techniques to draw an actual object.(pencil) Teacher will introduce the drawing tools for charcoal and explain how they work.
4. Students will each work on their own drawing of still life objects placed in a strong light using charcoal.
5. Students will progress to multiple objects in charcoal.
6. Each day we will ask a couple of different students to put up their work so we can give them requested feedback i.e. a student may want to ask the class if their work has enough value contrast. The class would only give feedback that the artist requested.