Grade Level: 10th 12th Grade

Subject: Art, 5x Day Lesson (45 min.) Prepared By: Benjamin E. Hoffman, Student Art Teacher

Charcoal Still Life Observational Drawing

Lesson Summary: Students will draw the still-life using both pencil and charcoal. By using a View Finder in which the students will construct,
each student will use their prior skill of sight drawing to identify relationships from one object to another. The goal is for students to
accurately demonstrate their understanding of proportions through the use of these tools. Two gestural drawings will be first done in pencil.
The following two drawings will demonstrate both an additive and subtractive means to working with charcoal. For the students final artwork,
students may choose either of the charcoal techniques to utilize.

Big Idea: Throughout time and across cultures, relationships have

been based on the proportions from one object to another.

Key Concepts:

Learning how to draw from observation provokes close looking.

The way lines are presented can alter the meaning within a work of art.

Relationships are based on the proportions from one object to another.

Any object can be broken down into simple shapes keeping in mind its proportions.
Essential Questions:

How can we use value to render a two dimensional surface?

What does cropping an image do to its overall appearance? How is it affected? Why?

How does the relationship from one object to another illustrate its presence in scale?
Specific Objectives:

Students will construct a View Finder following a teacher led demonstration.

Students will accurately demonstrate their understanding of proportions through a series of

four gestural drawings.
o The first two drawings will be done in pencil. (Introduction to Still-Life)
o The following two drawings will reflect that of the teacher led demonstration using
charcoal in both an additive and subtractive way.

Students will choose either charcoal technique to complete their final artwork which will include
evidence of sighting, measurable relationships, and adequate value.
Standards Addressed:
9.1.12.A Shape, Line, Proportion/Scale & Contrast
9.1.12.B Drawing from Direct Observation

9.1.12.E Unifying theme of Drawing from Observation

9.3.12.E Respond Critically & Evaluate Progress

Verification/Assessment:
Pre-Assessment:

Students would first construct a

View Finder as well as folder to
encompass their four separate
gestural drawings. Additionally,
students will be asked to share their
previous knowledge of still-lives and
use of charcoal as a medium.

Every other day, students will complete a Bell Ringer which will allow
students to settle down as they enter the classroom. Examples include
drawing/rendering a Rubber Duck to promote close looking while
creating an enjoyable environment to work in. This constant review
would act as a formative assessment for the teacher. Following the
creation of their View Finders, students would be introduced to drawing
from the still life as modeled by the teacher.

Formative Assessment:

Evaluate students interpersonal

skills, work habits & attitudes as they
work. Considering the importance of
observational skills, students will be
assessed on the completion of all
four gestural drawings as well their
large final copy using either charcoal
technique. That artwork will include
evidence of sighting, measurable
relationships, and adequate value.

Summative:

Students will share their final

artworks with one another in an
informal classroom critique first
modeled. In addition, students will
evaluate ones self considering the
progress made.

Instructional Procedures
Motivation/Engagement/The Hook:

Development:

Following the completion of the first two gestural drawings done in

pencil, students would be introduced to two techniques using Charcoal.
The first being additive and secondly subtractive. Dependent upon how
fast or slow this process may take, each drawing exercise may be timed
to keep students at a similar pace. Upon the completion of these
exercises, students will demonstrate their understanding of sighting,
measurable relationships and value using either of the two charcoal
techniques demonstrated in class.

Culmination/Close:

The goal of this activity is for students to accurately demonstrate their

understanding of proportions through the use of charcoal in either
technique as shown in class. Students will reflect on this activity during
an informal classroom critique. Students will self-asses their progress
and share any additional comments as necessary. Students will turn in
their final artwork along with their four gestural drawings for grading
which would be assessed on completion, ability to follow directions and
craftsmanship.

Teacher Research & Preparation:

White Drawing Paper (12 x 18)

White Tag Board (6 x 6)
White Tag Board (4 x 4)
Scissors
Black Charcoal (Various Weights/Sizes)
White Charcoal Stick
Tonal Charcoal Paper (18 x 24)
Kneaded Eraser
Shammy (Substitute Paper Towel)
Misc. Items to be used for Still-Life

Exemplars (Reference as needed)

Pencil

View Finder

Instructional Resources:
__Student Supplies: __
_____Vocabulary:____
Sight Drawing (Measuring)

1:1 Relationship
Value/Tonal