Jim Gordy is a self-taught photographer. He has been making and developing photographs since the young age of five. From his grandfather, Jim learned the values of photography and making two-dimensional objects have the illusion of three-dimensions. Mr. Gordy specializes in black and white digital photography. His goal is to focus on depth and value to make his subjects appear lifelike and three-dimensional. Mr. Gordy states that you have to have "heart" in order to create art, and shows his deep appreciation for the love of outdoor subject matter in his work.
I was inspired by Mr. Gordy's depth and value in his photographs. For my lesson, I chose to incorporate value and depth from a still life construction. I had my students draw a range of subject matter from a still life showing all of the depth and value gradations. I had them practice on a value scale first, making sure they knew the different gradations of greys, blacks and white highlights. Overall the assignment was a success. I showed the class different works by Mr. Gordy to get them familiar with the project. The class seemed impressed with Mr. Gordy's work and tried their best to imitate the illusion of three-dimensions on a two-dimensional picture plane.
Unit: Drawing - Nature - Value Shading - Still Life
Lesson Plan: Contour/Value Drawing
Grade Level: High school 9 thru 12 (adaptable to middle school)
Submitted by: Ken Schwab, formerly of Leigh High School, San Jose CA
Adaptation By: Adrian Marlow
Task Description:
Students will create a still life drawing emphasizing contour and value techniques.
Time:
Three to four 90 minute class periods
Goals:
Creating Works of Visual Art
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art
Using Structures and Functions
Standard 2: The student will use composition and the elements and principles of design to communicate ideas
Exploring Content
Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works
Interpreting Works of Visual Art
Standard 5: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others
Visual Arts Curriculum Standards
Standard 1: Creating Works of Visual Art:
The student will
VAS-1.1 Recognize and analyze the similarities and differences between materials, techniques, and process in works of visual art (Obj 1)
VAS-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks (Obj 6)
VAS-1.3 Communicate ideas through the effective use of a variety of materials, techniques, and processes in works of visual art ( Obj 2, Obj 3, Obj 4, Obj 5)
VAS-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates (Obj 2, Obj 3, Obj 4, Obj 5)
VAS-1.5 Use a Variety of art materials, tools, and equipment in a skillful, safe and responsible manner (Obj 5)
Standard 2: Using Structures and Functions
The student will
VAS-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies (Obj 2, Obj 3, Obj 4, Obj 5)
VAS-2.3 Evaluate the effectiveness of artworks by analyzing the use of the elements and principles of design and other compositional structures and strategies (Obj 6)
Standard 3: Exploring Content
The student will
VAS-3.1 Explore the sources of the subject matter and the ideas in a variety of works of visual art (Obj 1)
VAS-3.2 Analyze and describe the relationships among subject matter, symbols, and themes in communicating intended meaning in his or her own artworks and in those of others (Obj 6)
Standard 5: Interpreting Works of Visual Art
The student will
VAS-5.2 Make complex, descriptive, interpretative, and evaluative judgments about his or her artworks and those of others (Obj 6)
Objectives:
1. The student will view and discuss a presentation of works which utilize values and contour line drawing. (VAS-1.1, VAS-3.1)
2. The student will develop skills in observational drawing - draw from life - Create interesting composition using overlapping - create eye movement through use of lights and darks.(VAS-1.3, VAS-1.4, VAS-2.2 )
3.The student will develop skills in shading - use a variety of tools.(VAS-1.3, VAS-1.4, VAS-2.2)
4. The student will show a full range of values from black to very light -the five principles of shading: Highlight, shade, shadow, reflected light and back shading.(VAS-1.3, VAS-1.4, VAS-2.2 )
5. The student will construct his or her composition, using materials in a responsible and skillful manner. (VAS-1.3, VAS-1.4, VAS-1.5, VAS-2.2 )
6. The student will participate in a peer critique, using vocabulary to discuss and evaluate the effectiveness of his or her own work and the work of others in utilizing value and composition. (VAS-1.2, VAS-2.3, VAS-3.2, VAS-5.2)
Materials:
#2 Pencils. - Ebony Pencils.
White conte crayon or colored pencil
Paper towels -tortillons
Newsprint
Good Drawing Paper. 80#
Kneaded Rubber Erasers.
Graphite Sticks. 6B
Objects for drawing (Bones, shells, light bulbs, etc.)
Vocabulary:
Value
Contour Line
Highlight
Shade
Shadow
Reflected Light
Back Shading
Composition
Overlapping
Procedures:
Teacher Preparation: Gather all materials, including objects for still life. Make a PowerPoint of Contour drawings and Value drawings. Make an example of a Contour Value Drawing and a Value Scale for demonstration.
Step 1- Select subject matter for the drawing, shells, bones, simple objects that have good form and maybe some texture.
Step 2- Introduce lesson and show PowerPoint. Show students examples and give a demonstration on value shading gradation. Make sure you go over vocabulary
Step 3- Arrange the objects into an interesting still life composition. Be sure to take pictures of this arrangement or mark object placement with tape so you may set it up again the following few days.
Step 4- Have students set up around the still life, mark positions with tape, and do a minimum of three thumbnail sketches.
Step 5- Have students choose the best out of their thumbnails and begin a practice drawing of this thumbnail on newsprint. Have students practice value gradation.
Step 6- After they finish their practice drawing, have students start their final drawings on the drawing paper.
Step 7- Be sure to review vocabulary and go around helping students individually.
Step 8- Have students hang their final products on the board and do a class critique.
Step 9- Have students fill out an individual critique form
Clean Up:
Allow 10 minutes for cleanup.
- Have students put drawing materials and supplies back into correct locations
- Have students turn in all drawings, including thumbnails and practice drawings
- Have students clean up around tables and sweep floor, if needed
- Have students wash their hands and sit quietly at their seat until the bell rings
Evaluation:
Teacher Observation
Individual Critique Form
Graduated Checklist from Objectives
Individual Critique Form: Contour Value Drawing
1. What was the most successful aspect of your drawing?
2. What was the least successful aspect of your drawing?
3. Did you find executing the 5 different principles of shading difficult?(Highlight, Shading, Shadow, Reflected light, Back Shading) Why or Why Not?
4. What did you learn the most from this assignment?
5. From the Class Critique, whose drawing was the most successful? Why?
6. Did you like drawing from life or do you prefer drawing from out of your head? Why?
Outstanding (4 Points) | Satisfactory (3 Points) | Needs Improvement (2 Points) | Unsatisfactory (1 Point) | |
The student participated in a class discussion on works which utilized values and contour line drawings. | ||||
The Student participated in an observational drawing creating an interesting composition using overlapping and created eye movement through use of lights and darks. | ||||
The student developed skills in shading by using a variety of tools. | ||||
The student showed a full range of values from black to very light -the five principles of shading: Highlight, shade, shadow, reflected light and back shading are evident. | ||||
The student constructed his or her composition, using materials in a responsible and skillful manner. | ||||
The student participated in a peer critique, using vocabulary to discuss and evaluate the effectiveness of his or her own work and the work of others in utilizing value and composition. |
Key to
Points: 20 - 24 = A 15 - 19 = B 10 - 14 = C 5 - 9 = D 0- 4 = F Total Score =__________________
Comments:
