Still Life

This is a still life I created in honor of my grandmothers.
Each item belonged to one of them. I used a bible verse with special personal meaning to me.
"The pearl of great Price".

Julia Garnett

March 2012

Grade Level: 1-5

Subject: Elementary Art 

Duration: 40 minute class period

Lesson One- Still Life (possible 5 student points)

Preparation:

For Review-

Books:  Dropping in On Series (Warner), Artist Workshop Series (Parma), Drawing Series- (Take a photo or video of the section in the library where students can find the book.)

Websites:  Fugleflicks- I am Art, Colors! Colors!, Robot Clean Up, Songs in the Key of Art, Pinterest (my teaching art board)

Key Vocabulary: foreground, midground, background, overlapping

Element of Design:line, space, shape, form, value 

Principle of Design: variety, repitition

• Still Life

Objectives and Goals: cognitive, affective, psychomotor 

The student will be able to recognize and identify a picture as a still life.

The student will be able to create a still life.

State Standards:

http://www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html

Bloom’s Taxonomy: 

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

I am using the new version, noted here. 

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Remember: Do you have some favorite things that you play with, or that remind you of a special place, or a special person?  Would like to be able to make a picture of those things?

Understand: What are some elements you expect to see in a still life? 

Apply: What would you like to include in the still life you are going to create?

Analyze: Name some techniques that artists use to make their pictures look realistic.

Evaluate: Looking at the pictures in the slideshow, do you think the artist used some of the techniques that we have discussed? Which ones? 

Create: Create a 2D and a 3D still life using the techniques for creating the illusion of form. (shading, relative size, overlapping, etc.)

Multiple Intelligence: 

http://www.howardgardner.com/MI/mi.html

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Spatial- fitting name on paper, using whole paper, creating the illusion of depth

Linguistic- discussion time, write an artist statement

Logical-mathematical-  groups of 4 or 5, pair with a partner, divide into 6 tables, divide up the “jobs”, pass out corresponding paper, countdown to silence, digital timer for countdown to “time’s up”, paper folding-cutting-dividing paper, one point perspective 

Bodily-kinesthetic- younger students begin class with physical activities such as “sky writers”, and “do what I do”, end class with “painters and statues game” or Colors! Colors! active song, cutting, gluing, coloring, drawing

Musical- listen to music during studio time, music for alarm, sing-song for reminders such as name on paper etc., art videos such as Songs in the Key of Art, Fugleflicks- song “I am Art”

Interpersonal- discuss (knee to knee) with a peer, “what are some items that are special to you that you could include in a still life”?

Intrapersonal- personal interpretation of assignment, adding elements to their work that make in meaningful to themselves

Naturalistic- inspired by nature, flowers and fruit in traditional still life

Anticipatory Set Artist Workshop Time (5 minutes):

Remember the “I Can Draw” pages? Remember drawing the still life?

Do you have favorite things? What would you include in a still life?

Direct Instruction (2 minutes):

• Explain the elements of a still life.
• Steps to follow for 5 points.

1. Turn paper the vertical direction. Using pencil write your first and last name at the bottom, back of the page. Write your art address

2. Draw a still life in the style of Matisse. Include table, vase of flowers, bowl of fruit, window.

3. Use the entire page. Draw large.

4. Add details. Use at least two values. Use outlining and overlapping. Work neatly.

5. Artist Statement

Closure (2 minutes):

• Students should reflect and review the elements and vocabulary words used in a still life.
• Students will think about whether they included these elements in their still life picture.

• Simple and quick Check for understanding: Thumbs up if you drew a table, bowl of fruit, vase of flowers, window.

Guided Practice (5 minutes):

• Demonstrate drawing a still life using the document camera.

Independent Practice Artist Studio Time (10 minutes):

• Create a still life
• *Reminder- Head Heart Hands

1. Head- We put our head into our art work. We think about our work, and put our minds into it. Our ideas matter.
2. Heart- We put our heart into our art work. We care about our work, and make things that are meaningful to us. What we love matters. 
3. Hands- We put our hands into our art work. We use our skills, and do our best. Working carefully matters.

  We are productive. We are proud of our artwork.

Required Materials and Equipment:

• Paper
• Crayons, pencils
• multi-media: computer, projector, document camera, videos, music player, digital timer

Clean Up (5 minutes):

• Students will return pencils, crayons to bin.
• Table manager will return portraits to table.

Assessment and Follow-Up Artist Critique Time (5 minutes):

• Did students complete each of the 5 steps for 5 possible points?
• Students will be able to retell or explain still life.
• Critique:  

1. Students will walk by the display of their work and consider what they did well and what they could do to improve.
2. Students will “show and tell” about their work, either to another student, to their group, or to the class.

Did the class receive their points for the Class “Scoreboard”.

Points Possible	Points Received	Class Time	Expectation
1		Artist Workshop	Class will listen attentively to the speaker.
2		Artist Studio	Class will cooperate with others at their table. They will put their “Head, Heart, Hands” into their work. They will strive to complete  all points for each assignment.
3		Clean Up	Class will cooperate with others at their table to complete all clean up jobs assigned. They will meet the 2 minute challenge calmly, and efficiently.
4		Artist Critique	Class will think about whether or not they have completed the expectations for the assignment. They will assess their work and think about improvements for future assignments. Class will listen attentively to the speaker when it is a Presentation Critique.
5		Presentation, Video, Ppt., etc.	Class will look and listen attentively to the speaker, video, or slide show.

Required Materials and Equipment:

• Video ““I am Art” on Fugleflicks
• Ppt. still life
• White paper
• Crayons, glue, construction paper, scissors
• Book- Matisse

Clean Up (5 minutes):

• Students will return pencils, crayons, and all materials to appropriate places.
• Table manager will return folders.
• Wash tables.

Assessment and Follow-Up Artist Critique Time (5 minutes):

• Did students complete each of the 5 steps for 5 possible points?
• Students will be able to tell one way to create the illusion of space.
• Critique- The still lifes will be spread out on a table. Students will walk by the display and consider what they did well and what they could do to improve.

“Springboard” References for future lesson:

• Pinterest (my teaching art board- landscapes)

Western Schools Elementary Art Rubric

Elementary Art Rubric	Master	Apprentice	Novice
Grade Earned (as shown on Western Schools report card)	Y	P	N
Work Ethic	I produce high quality/creative work. I receive the full 5 points possible on my assignments.	I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.	I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5  possible on my assignments.
Comprehension	I apply all skills, especially those stressed for the assignment.	I apply some of the skills that are expected for the assignment.	I rarely apply the expected skills for the assignment.
Participation	I participate in class and use time well.	I usually participate and use time well.	I sometimes, or never participate and use time well.
Cooperation	I cooperate with the teacher and with my peers.	I usually cooperate with the teacher and with my peers.	I sometimes, or rarely cooperate with the teacher and with my peers.
Independence	I solve problems and work independently.	I sometimes solve problems and work independently.	I rarely, or never work independently or solve problems.

Lesson Map

Lesson #	5 Minute Mini Lesson	Main Content	Standard
1	Review Class Procedures- slide show	Create Matisse Still Life	ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas.
2	Review Point System	Continue Matisse Still Life adding color	ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork.
3	Essential Question- Why would artists create still life paintings? Vocabulary- value, shading, shape, form	Begin Still Life with observational drawings of shapes.	ART.III.VA.EL.2 Identify various purposes for creating works for visual art. ART.V.VA.EL.1 Explain how visual arts have inherent relationships to everyday life.
4	Element of Design- Color Wheel, Primary colors, line, shape, form	Continue Observational Still Life	ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas.
5	Art History- Matisse, Cezanne	Continue Still Life artwork	ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures. ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places.
6	Use of Materials- Using glue stick and scissors	Begin creating a 3-D still life	ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences. ART.I.VA.EL.2 Use art materials and tools safely and responsibly.
7	Cultural Art- Dutch Art and the symbolic meaning	Continue 3-D still life	ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures. ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places.
8	Careers in Art	discuss Designers and Artist role in still life	ART.V.VA.EL.2 Identify various careers in the visual arts.
9	Artist Statements	Create Artist Statements	ART.V.VA.EL.3 Understand and use comparative characteristics of the visual arts and other arts disciplines. ART.V.VA.EL.4 Identify connections between the visual arts and other disciplines in the curriculum.
10	Critique/ Rubric/ Assessment/Presentations/Display	Final Critiques, and Assessments	ART.I.VA.EL.4 Be involved in the process and presentation of a final product or exhibit.