Introduction to Still Life: Composition/Light/Shadow

Grade:_____9__________ Lesson Title: Introduction to Still Life: Composition/light/shadow Lesson Duration (mins): 75

Overview of lesson
Students will explore composition and shadow and light through the genre of still life. Students will explore still life in different moments of history including the
renaissance and modern art. While analyzing artwork, students will consider how composition influenced the art piece. Students will begin to practice considering
composition by drawing a still life from direct observation.
Alberta Program of Study – Visual Art
GLE’s
Encounters
Compositions
Drawing
SLE’s (scope and sequence)
Source of images: consider the natural environment as a source of imagery through time and across cultures.
Impact of images: become aware of the importance society places upon various works of art.
Composition: Students will record objects alone and in compositions.
Record: Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
DBAE: Art History, Creative Production, Art Criticism, Aesthetics
Art History: Students will explore the origins of the still life genre, and how still life was used in different art movements. Students will explore how symbolism was used
in still life through art history.
Creative Production: Students will use pencils to draw a still life from direct observation.
Aesthetic Experience: Students will learn about elements of a still life such positive/negative space, foreground, background, light and shadow

Critical Questions
Inquiry Question (for the Unit)
In the genre of still life, how can you convey meaning and tone through objects, composition, light/shadow, and colour?
Guiding Questions (for the lesson)
How is meaning conveyed in still life through composition, light and shadow?
Learning Objectives
1. Students will explore the importance of still life in different art history movements.
2. Students will record a still life composition from direct observation using pencils.
3. Students will consider contrast, light and dark, positive, negative space when drawing a still life.
4. Students will analyze historical still life compositions and consider foreground and background.
Assessment
Formative: Summative:
Observation/Anecdotal No summative assessment in this lesson.
Student/Teacher conferencing
Checklist: check off what students have completed
 Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.tate.org.uk/art/art-terms/s/still-life

Resource #2:
https://mymodernmet.com/what-is-still-life-painting-definition/

Material and Equipment

List:
Google document set up for student access with images of still life paintings
Art paper
Pencils
Objects for still life drawing
Lesson Procedures
Introduction (_5_min.):
Hook/Attention Grabber: Have still life painting of a scull on the screen. The goal is to get the students thinking “why?” “Why is there a scull on the board? How are art and sculls
associated?
(2 min) Assessment of Prior Knowledge (Diagnostic): Ask the question: “Raise your hand if you have heard of a still life before?”
Expectations for Learning and Behavior: Students are expected to sit in their groups, listen to a short still life presentation from the teacher and actively engage in discussion with peers
when required.
Advance Organizer/Agenda: Have individual sheets for students with different questions that will be answered on a google document (see body)
- “What objects do you see?”
- “What kind of composition do you see? What is in the foreground and background?”
- “Where do you see light and shadow?”
(3 min) Transition to Body: Students will write down all of the objects that they see in a still life painting on the screen (the same one used for the hook/attention grabber)
Body (_50_min.):
(2 min) Students will write down what they see in the image on the screen. The teacher will then identify all the objects on the screen and ask students to write down any that they
missed.

(5 min) The teacher will present an image of a still life from the renaissance period (i.e. Jan Brueghel the Elder “Flowers in a wooden vessel”). The teacher will ask the students what they
see in the painting. “What objects Students will discuss with a partner and record on a piece of paper what they see in the painting

(5 min) The teacher will discuss other elements of the painting, asking students to provide input
- What does the composition look like?
- What is in the foreground?
- What is in the background?
- Where is there light? Where is there shadow?
- Where is there negative space? Where is there positive space?

(15 min) The teacher will hand out a sign in code for a google document. Students will partner with one other person and sign into the google document at the computer station at the
back of the room. Students will be able to see the following 2 images on the google document:
- Pieter Claesz “Vanitas – Still Life”
- Cezanne “Still life with Skull”

For each image, students will discuss with a partner and answer the following questions for each image.
 - “What objects do you see?”
- “What kind of composition do you see? What is in the foreground and background?”
- “Where do you see light and shadow?”

The teacher will walk around, talking with students as they write on the google documents. The teacher will have access to and monitor the comments on the google document. While
the students are working on the google document, the teacher will put 3 items on each table (4 seats per round table).
Items will include:
- Fruit
- Jars/cups/mugs
- Cutlery
- Books
- Etc.

(5 min) The teacher will ask students to read the other students’ comments on the google document. Students will be asked to stay where they are sitting, but close the google document
page and log out of the computer.

(5 min) The teacher will explain to students that there are 3 items on the tables. They are required to pick up a piece of art paper from the side table, return to their desks and start
drawing the outline of the objects that they see. After they are done drawing an outline, students may begin to consider shading. The teacher will remind students that it is important to
look at the object they are drawing and consider composition. What is in the foreground? What is in the background? (*this unit will follow a unit devoted to learning drawing techniques)

(2 min) Students will be asked to move from the computer station to their tables (round tables of 4 people).

(20 min) The students will be back at their desks with the three items on their desks. They will draw the outline of the objects on their desk, and then consider shading. They will be
reminded to consider composition, foreground and background and light and shadow.
There will be a vocabulary list on the screen at the front of the room. The teacher will continue to remind students to think about the vocabulary list.
The teacher will walk around, conferencing with students about their drawing, the process and if they are considering composition.

Closure ( 5 min.):
Consolidation Learning:

(5 min) The teacher will ask the students

- What did we learn about still life?
- What is important in still life?
- How does composition affect the feeling of the painting?
- How does the amount of light or shadow affect the feeling/mood of the painting?

Clean Up Procedure (2 min) Do not under estimate the value of a clear and organized clean up in the visual art classroom. You may need to dedicate 10mins for a proper clean up
and organization of materials, depending on the type of studio activity. This section must be completed with detail and timing.

Students will put their names on their drawings and place in the middle of the table to be collected by the teacher at the end of class.