SchoolArts - August/September 2007

horizontal or curved? Where do you see forms overlapping? Which are symmetrical?” Point out that closer objects will be drawn lower on the paper.

Warm up and move on. Using lines, circles and ovals, demonstrate how to plot the basic location of objects on paper. Analyze the geometric shapes and proportion within each item and begin adding volume with a loose sketch line. Show how one can easily draw a symmetrical object by drawing a vertical line (I called it the object’s spinal chord) and working both sides of the object simultaneously. Have students do a few short, timed drawings demonstrating the basics just shown them. As they walk to their next still life, mention that the next one will seem easier.

Choose one and stick with it. After reviewing the previous day’s work, have students choose which still life they want for their final drawing and begin an accurate and detailed contour line drawing. Give specific feedback for improvement, but avoid drawing on student’s work. When complete, have students transfer their line drawings to a toned paper for their final rendering with charcoal pencils. We worked approximately 9 x 12" ( 23 x 30 cm) or slightly larger.

Off with the lights, on with the lamps and start adding value. After illuminating the still lifes, ask more questions: “Where do you see the brightest highlights or reflections? The lightest colors?” Have students add white charcoal to those areas. Later, switch over to the black charcoal pencils and add the darker values. Work back and forth until chiaroscuro is demonstrated. If a student has a hard time discerning which value to use, ask “Is the value lighter or darker than the one next to it?” Add small accent lines to clarify details.

Keep it clean. Charcoal pencils can be messy. Encourage students to place scrap paper under their hand

to prevent smudging and to clean up the negative space frequently with a kneaded eraser.

Keep it short. It took four, eighty-six minute classes to complete this unit. Two classes were devoted to vocabulary, creating value scales, timed practice, contour line drawing and transferring. Two were devoted to adding value.

Added bonus. Put up a display reflecting the full range of still-life compositions and, as an added bonus, mat drawings using low-cost, pre-cut mats for a professional look.

Mary Coy teaches art at Spry Middle School in Webster, NY and is a contributing editor for SchoolArts. mary_coy@websterschools.org

NATIONAL STANDARD

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.