Maine Arts Assessment Initiative- Lesson Planning Template (open)
Developed based on Maine Guiding Principles Performance Assessment Development Initiative October 2, 2013
Developed March 2014
Title of Lesson: Still Life Value Study
Sequence of Lesson in Unit: Second Lesson in Still Life Unit
Curriculum Area: Visual Art - High School
Grade Span/Levels: Grades 9 – 12
Time frame (number of sessions, minutes): 5 classes @ 45 minutes
Developed by (name & email): Jennie Driscoll jdriscoll@brunswick.k12.me.us
Intended Level of Cognitive Rigor: (Remember, Understand, Apply, Analyze, Evaluate, Create)
Understand, Apply, Analyze, Evaluate, Create
Guiding Principles:
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Communicate clearly and effectively
Engage in responsible and involved citizenship
Demonstrate integrative and informed thinking
Develop the habits of being a self-directed, life-long learner
Apply creative and practical approaches to solving problems
Standards:
Primary (assessed):
MLR- Visual Art
B. Creation, Performance, and Expression– Students create, perform, and express through the art
discipline.
1. Media Skills - Students choose multiple suitable media, tools, techniques, and processes to create a
variety of original art works.
2. Composition Skills - Students use Elements of Art and Principles of Design to create original artworks
that demonstrate development of personal style in a variety of media and visual art forms.
3. Making Meaning - Students create a body of original artwork.
a. Demonstrate sophisticated use of media, tools, techniques, and processes.
b. Demonstrate knowledge of visual art concepts.
c. Communicate a variety of ideas, feelings, and meanings.
C. Creative Problem-Solving– Students approach artistic problem-solving using multiple solutions
and the creative process.
1. Application of Creative Process - Students apply and analyze creative
problem-solving and creative- thinking skills to improve or vary their own work and/or the work of
others.
Secondary (connected but not assessed-if applicable):
MLR – Visual Art
A. Disciplinary Literacy–Students show literacy in the discipline by understanding and
demonstrating concepts, skills, terminology, and processes.
lessonplanningtemplatetext3.1/MaineArtsAssessmentInitiative/ResourceBank/4/1/2014
Maine Arts Assessment Initiative- Lesson Planning Template (open)
Developed based on Maine Guiding Principles Performance Assessment Development Initiative October 2, 2013
Developed March 2014
● Artists Purpose
● Elements of Art and Principles of Design
● Media, tools, Techniques and Processes
Studio Habits:
Develop Craft
Engage and Persist
Envision
Express
Observe
Reflect
Stretch and Explore
Understand the art world
Essential Question(s): (Students will consider)
How do artists apply observational skills to create a still- life?
How can a still life be depicted with emphasis on shape and value?
Essential Understanding(s): (Students will understand)
* Artists work from a still life to develop observational skills.
* Artists apply observational skills and various media to render value.
Knowledge: (students will know..)
Students will know how to use creative thinking and problem solving in their observational still life
studies.
Students will know that working from observation helps develop sighting skills.
Students will know that feedback helps further develop an art work.
Students will know art terms.
Students will know how self assess using a Rubric.
Is prior learning required?:
Prior Learning Experiences may be helpful such as:
Experience with observational drawing.
Skills: (Students will be able to..)
- demonstrate effective use of art media, techniques and processes
- express ideas in their work.
- practice observational skills rendering an observed subject
- effectively utilize value, space and shape to create a strong composition
Lesson summary: (A brief description and overview of the lesson)
lessonplanningtemplatetext3.1/MaineArtsAssessmentInitiative/ResourceBank/4/1/2014
Maine Arts Assessment Initiative- Lesson Planning Template (open)
Developed based on Maine Guiding Principles Performance Assessment Development Initiative October 2, 2013
Developed March 2014
Students will review the Elements of Art and Principles of Design. Students will view and discuss
examples of still lifes by master artists. Students will discuss what makes a good composition. Students
will observe a still life set up. The teacher demonstrates effective techniques for sketching and shading.
Students will use a viewfinder to draw the still life on paper. Students will add value using charcoal and
or pencil. Students will share these in class and get feedback from peers on how to improve. Students
will revise works to be sure they composition works and the value is well rendered to depict form.
Lesson Details: (Details of lesson/tasks and sequence of teaching and learning, including relevant
topics/terminology) Suggested timeline to complete task:
Class 1 - Review the Elements of Art and Principles of Design. Look at examples of still lifes by master
artists and discuss how to create compositions. Teacher demonstrates sketching and shading techniques.
Students observe a still life using a viewfinder. Students sketch the still life on paper.
Class 2 - Students begin adding value. There is a peer critique and sharing mid way through the class.
Class 3 & 4 - Students revise work and add cast shadows.
Class 5 & 6 - Peer critique and teacher feedback, revise, work into and refine with additional details.
Class 7 - Rubric, Exhibition & Share
Resources/Repertoire: (Text, scores, composers, artists, historical connections, articles, websites, tools,
materials, etc.)
Still life examples from master artists
Slate Gray drawing paper, charcoal pencils or 6B Ebony pencils
Terminology/Vocabulary: (Terms associated and taught within lesson)
Positive and Negative Space, Line, Shape,
Value, Gradient, Composition, Form, Shadow, Highlight
Unit Assessments: (Which unit assessments are included as part of this lesson?)
Reflection Statement
Formative: (Assessments for learning)
Peer Feedback
Self Assessment Rubric
Key Criteria for performance assessment (categories on rubric):
Strong composition
Effectively depicting form using shading to create a three dimensional realistic effect
Effective use of shadows
Use of complexity and interest
Evidence of thinking
Attention to details
Craftsmanship/ Neatness
lessonplanningtemplatetext3.1/MaineArtsAssessmentInitiative/ResourceBank/4/1/2014
Maine Arts Assessment Initiative- Lesson Planning Template (open)
Developed based on Maine Guiding Principles Performance Assessment Development Initiative October 2, 2013
Developed March 2014
Summative: (Assessments of learning)
Portfolio Review
Teacher reflection: (Guidance for future changes and adaptations to the lesson or considerations for
other teachers when adapting the lesson)
This lesson allows students to practice observational and compositional skills. Student choice is reflected
in selection of what part of the still life to focus on.
Possible accommodations (incl. for students with individual learning plans and English Learners):
ILP - Students may be given additional time. Students may need to trace the still life objects.
Advanced - Students can vary the number of shapes making a more complex design and increase the
variations in hue, and value. They could add additional elements to the negative space.
lessonplanningtemplatetext3.1/MaineArtsAssessmentInitiative/ResourceBank/4/1/2014