Lesson # 6 - Contour Line Still Life
Objective
The student will recognize that the way an artist shows a grouping of objects is
unique to that individual's point of view. The student will arrange and create a
still life using miscellaneous objects with geometric and freeform shapes.
Focus Elements - line, shape, space, color
Focus Principle - emphasis
Standards
(AP) Artistic Perception - Identify the elements of visual art. (1.2, 1.3)
(CE) Creative Expression - Create original works of art. (2.4)
(HCC) Historical and Cultural Context - Understand the place of art in history and
multicultural studies. (3.2)
(AV) Aesthetic Valuing - Analyze one's own and others' artwork. (4.3)
Open Court Themes
Look Who’s Reading
Keep Trying
Capt. Bill Pinkney’s Journey
Our Neighborhood at Work
Homes
Folk tales
Things That Go
Animals
Being Afraid
Games
Machines in our Garden
Concept
A still life is a picture of things that do not move. The objects are usually
grounded on a table or other surface. An object has shape because of the line
around it. The outline shows the edges of a shape. Shapes may be geometric
or freeform. Geometric and freeform shapes are carefully placed in a still life to
organize the objects.
Resources
ADVENTURES IN ART: pp. 48-49
ART CONNECTIONS: pp. 40-41
ART EXPRESS: pp. 102-103
PORTFOLIOS: pp. 64-65
Art examples:
Mandolin and Guitar, Picasso
Still Life With Crystal Bowl, Roy Lichtenstein
Vocabulary
still life
outline
geometric shape
composition
freeform shape
overlap
Materials
 miscellaneous objects from home and the classroom for the still life
 drawing paper 12"x 18"
 pencils
 oil pastels (optional)*
 watercolors (optional)*
 brushes (optional)*
 black markers (optional)*
 *Teacher may decide which media to use for color.
First Grade, lesson #6
DIRECTED LESSON
Get Set
Set a group of objects on a table. Have the children form a circle around the
display. Ask volunteers from different sections of the circle to describe what they
see. Children can move around to observe the display from different points of
view. Ask volunteers to describe how each view is different from the one they
saw before.
Focus
Discuss the fact that a still life is a picture of things that do not move, and that
artists frequently create them using objects that they like to see or use. Show
Mandolin and Guitar and Still Life With Crystal Bowl. Explain that each one can
tell you a great deal about the artist who created it. No two people see things in
exactly the same way. Ask volunteers to tell what each artist found important
based on the still life that was produced. Point out that artists carefully arrange
objects with geometric and freeform shapes in order to create a sense of order
and balance, and to emphasize the thing that is most important in the
composition. Ask students where the objects in both works are in space. They
are on a table, which is shown in both pictures.
Develop
Distribute materials and explain that the students will be creating their own still
life pictures by arranging objects, and then lightly drawing the outline or contour
of those objects to create a composition. They will analyze the shapes of the
objects as they draw in terms of their geometric or freeform qualities. Point out
that their drawing will be unique, and advise them not to worry about the image
their neighbor is creating. When pencil compositions are complete, color may be
added to emphasize the things they see as most important, and to create
interest. Patterns may be added in background areas to complete the still life.
Evaluation
Share completed work, asking volunteers to describe why the items were
chosen, and how they used the various art elements and principles such as
color, design, shape placement, and so forth.
Summary
Artists use geometric and freeform shapes to organize objects they
find important into a still life. They use a contour or outline to define these
shapes.
They may add color, texture, or shading to create interest or dimension. The
background may be simple or detailed.
Journal writing prompt
How would you describe your still life in terms of art elements and principles?
Use art vocabulary to describe your work to someone who could not see. What
shapes and colors did you use? What title will you give to our still life?
Extensions
 HEALTH - Discuss the fact that many still-life paintings include fruit and
vegetables. Remind children that both of these items are important to eat
daily for good health maintenance. Display some fruit and vegetables,
and then cut up for children to eat.
 MATH - Identify geometric shapes that occur in each still life.
Assessment:
(AP) I can find line, color, and shape in an artwork.
(CE) My drawing shows objects sitting on a table.
(HCC) I can identify a still life.
(AV) I can tell how I made my still life.