Class will begin with the teacher passing out a worksheet with 2 rows of 6 boxes. The teacher will direct the students to fill in the boxes on the top row from as dark as they can get their pencil to as light as they can get it and 4 shades in between – while directing them to ignore the second row until advised otherwise. The teacher will walk around the class and observe what the students are doing (4 minutes).
I will then ask the students if they knew what it was that I had them do. Once they answer “shading” I will go on to discuss possible reasoning for using shading in a drawing – the pros and cons of using shading in a drawing; listing them on the board as they call them out (4 minutes).
I will then give the names of different techniques and put examples on the board – hatching, cross-hatching and stippling. (2 minutes).
I will have a drawing of a 2 circles taped on the board before class, one of which has been filled in with gradient, being sure to illustrate the highlight, shade, shadow, reflected light and back shading on it, while the other is just a circle(this demonstrates the reason for shading in creating a realistic 3-D drawing). I will ask the students to look at the circle and name the different sections using the vocabulary sheet I attached with the pre-assessment. As the students name them, I will label them. (5 minutes).
There are 4 stations set up in the room (before the student came in) that are large working areas with a central area for their still life. The area is covered with a white cloth or newsprint. There is also a box of geometric shapes at the front of the class for them to draw (before class). I will count off the students to group them into the 4 stations and they will go to the appropriate station (2 minutes).
I will walk around to each station and give them their papers and bring the box of shapes for them to pick 2-4 shapes for their still-life. I will direct each station to develop an interesting composition using the shapes. The more complex the still life the more likely they are to get a better grade (5 minutes).
After each station is ready I instruct them to draw a basic contour drawing like they have been doing with their portraits. (5-10 minutes depending on progress).
After a few minutes, I will explain the last part of the drawing, which is to fill in the shade, paying special attention to the highlights, shades, shadows, reflected lights and back shading. I will advise them to use their eraser as they see fit (12-15 minutes depending on progress).
When they are finished, they are to turn their drawing in to me in the front of the room and then fill in the gradients on the second row of boxes on the pre-assessment sheet using the hatching/cross-hatching technique. These are to be turned in by the end of class.
I will get the attention of the class to the front of the room and ask that one person from each station return the geometric shapes to the box placed on one of the desks in the front of the room (3 minutes).
I will call attention to the drawings that I felt really exemplified the shading technique and that I taped to the board. Students that feel the need can come to the front and take a closer look at the drawings. I will emphasize the point that they all created really good drawings, but that these 5 or 6 are the ones that I felt were exceptional (2 minutes).
I will ask the students to point out what it was they thought that I found intriguing about these specific drawings and what they particularly liked about them (5 minutes).
I will tell them about their assignment for the next day (if applicable) and tell them that they did a good job today working with the still-life. I will remind them that they need to turn in the gradient worksheet by the end of class and that they can have the rest of the period free as long as they have that done.
PDF version of this lesson - including rubric and adaptations