Mrs. Zilly
WMHS
Name:________________________________________
908
Monochromatic Still Life
Objective: Each student will paint a monochromatic still life. This still life will be made up of white objects.
These are for reference and direct observation. Each students painting will be full of shadows, highlights,
midtones, and vibrant color.
Supplies: Canvas paper, acrylic paint, brushes, water, paper towel, and still-life objects
Time: 2 weeks
Steps:
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Set up still-life objects in an interesting and creative way.
Set up your easel so you can see the still life well and also make sure you have a point of view that will
make an interesting composition.
Sketch on scrap white paper the layout of your composition. Your objects should fill the space, you can
even zoom in and only include parts of the still life and have the rest running off the page.
Get this sketch approved by the teacher then you can begin to sketch lightly in pencil on your canvas
paper.
Once your outline is complete you may begin to paint using a monochromatic color scheme. This
painting should be rich in tonality and have strong color. The light source should be evident within the
painting creating a wide range of shadows, midtones, highlights, ground shadows, reflections, and
textures.
At the end of each period move your easel to the corner of the room and re set it up in the same place
the following day.
Vocabulary:
HUES
These are the purest and brightest colors. They form the full spectrum of colors which progress around
the Primary Color Wheel in gradual increments.
These color schemes are bold, cheerful and exciting. They would be great in a child's playroom or for inyour-face advertising.
TINTS
A Tint is sometimes called a Pastel. It's simply any color with white added.
A color scheme using Tints is soft, youthful and soothing. Tints would work well in in a girl's room or for a
website targeted to women.
SHADES
A Shade is simply any color with black added.
Shades are deep, powerful and mysterious. They work well in a masculine environment and are best used
as dark accents.
TONES
A Tone is created by adding both White and Black. Any color that is "greyed down" is considered a Tone.
Tones are somehow more pleasing to the eye. They are complex, subtle and sophisticated. They're the
best choice for most interior decorating and work well in almost any Color Scheme.
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Contrast:
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Value:
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Highlights: Small white areas that show the surfaces of the subject that reflects the most light.
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Shadows: Shaded areas in a drawing. The show the surfaces of the subject that reflect the least
amount of light. They are used to create the illusion of form (3 d)
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Monochromatic:
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Complementary:
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Near Complementary:
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Split Complementary:
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Triad/Triadic:
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Complementary Triad:
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Modified Triad:
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Analogous:
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Analogous Complementary:
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Primary Colors:
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Secondary Colors
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Intermediate/Tertiary Colors:
Common Assessment -Art Rubric
There are ____possible points on this project.
Name__________________________________________________ Period_______________
All of the time
4
A majority of the time
3
Some of the time
2
Very little evidence
1
Daily Criteria- Process
Consistent work effort: Did the student work on a consistent daily basis?
Ability to listen/follow directions: Was the student quiet and respectful when the teacher was
talking/presenting information? Did the student follow spoken and written directions on a consistent
daily basis?
Ability to work independently: Did the student work independently on a consistent daily basis?
Positive attitude/respect for peers: Did the student keep a positive attitude on a consistent
daily basis? Was the student polite and respectful to his or her classmates?
Clean-Up: Did the student clean up his or her supplies/work area on a consistent daily basis?
No evidence
0
Points Earned
/20 points
Exemplary
8
Accomplished
6
Developing
4
Very little evidence
2
Project Benchmarks- Product
Student Growth/Comprehension: Did the student demonstrate an understanding of the major concepts
outlined in this project? Did the student apply this understanding to promote personal growth in his or
her skills, ability, and understanding? Did his or her finished project fulfill the assignment concept goals?
Did the student create a still life painting using only monochromatic colors?
Artistic Integrity: Did the student create a finished product that contains original/creative/innovative
ideas or concepts? (The artwork should not be a copy of another work.)
Visual Attraction/Complexity: Did the student create a finished product that initially attracts the viewer
to want to see more? Did the artist create a finished product that has conceptual depth/complexity that
allows for a sustaining interest on the part of the viewer? (interest comes from detail. Did the student
create textures, reflections, ground shadows, and depth?)
Composition/Mechanics: Did the student create a finished product that contains a dynamic composition
based on the proper application of the elements of art and principles of design? Is the piece balanced,
does it have a focal point, does the overlapping and proper scale enhance the piece?
Craftsmanship: Did the student use craftsmanship with his/her materials (no pencil lines-smooth
shading, no white space showing through objects, evenly applied paint, no brush strokes showing)?
No evidence
0
Points Earned
Monochromatic: Did the student achieve the illusion of depth by adding value?
Media: Did the student use his/her media correctly to portray a wide range of values that coincide with a
proper light source?
Did the student turn in his or her original rubric with the project?
Yes +4
No-4
Did the student turn in his or her project on time? Each day the assignment is late 10% will be deducted
from the grade. +4
Final Project Grade
64 total points