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Alexandra Cappucci

Unit: Autumn Still Lives


Length of Unit: 2 Lessons
Topic: Still Lives
Grade: First Grade
Theme Concept: Perspective
Perspective is all about understanding ones orientation of themselves and the world; both
physically (where youre body is oriented in space in relation to objects and others), as well as
mentally (how your experiences have shaped your understanding of the world and your
socio-emotional and mental relationship to the world). Ones physical and mental perspectives
are not formed separately, but rather your mental and physical perspectives are conjoined and
formed simultaneously. One standing from afar and watching a kid get teased has a different
perspective than a standing in the crowd that teases, or the kid being teased. Therefore, if our
physical perspective influences or socio-emotional and mental perspectives, we shall learn to
observe and consider our relationship to the physical world as a means of developing personal
perspective.

Rationale: Students will be learning this unit because:


- This unit helps develop observational skills and spatial reasoning skills.
- This unit provides students with skills to draw from life and observation.
- This unit teachers perspective and elements of perspective.
- This unit discusses the relation of different perspectives of sight to different perspectives
of thought.
Resources
Still
Life Pitcher and Fruit, Paul Cezanne, 1894
The Silver Object, Jean Baptiste Simeon, 1768
Essential Questions and Standards:
How does knowing the contexts histories, and traditions of art forms help us create works of art
and design? Why do artists follow or break from established traditions? How do artists
determine what resources and criteria are needed to formulate artistic investigations?
- VA:Cr1.2.1a : Use observation and investigation in preparation for making a work of art.
How do objects, places, and design shape lives and communities? How do artists and
designers determine goals for designing or redesigning objects, places, or systems? How do
artists and designers create works of art or design that effectively communicate?
- VA:Cr2.3.1a : Identify and classify uses of everyday objects through drawings,
diagrams, sculptures, or other visual means.
How does one determine criteria to evaluate a work of art? How and why might criteria vary?
How is a personal preference different from an evaluation?
- VA:Re9.1.1a : Classify artwork based on different reasons for preferences.

What are the knowledges, skills, and understandings my students will gain from this unit:
Knowledges
- What a still life is.
- What a contour line is.
- What perspective is.
- What overlapping is
- What shadow is.
- What does it mean to blend.
Skills
- How to measure a still life using self-proportion (hands, thumbs, etc).
- Develop fine motor skills.
- How can we use crayons to blend color.
Understandings
- That we can artistically render anything in our world if we take the time to look and truly
measure what we see.
What prior knowledges, skills, and understandings will my students need before starting
this unit:
Knowledges:
- This is an entry level lesson, no prior knowledges are necessary.
Skills
- Previously developed fine-motor skills, enough so that a student can hold and draw
lightly with a pencil.
- Listening and observation skills, so that students can follow teacher-demonstration to
learn the steps to drawing a self-portrait.
Understandings
- Students will need to understand that it is okay to experiment and not have a perfect
picture by the end of the period, that part of learning requires making mistakes and feelig
like one can do better.

Learning Activities: Whereto


Discussion of a still life
W = Activate prior knowledge of still lifes by providing examples of still lives, discussing what a
still life is, and if any students have ever seen examples of a still life.
Demonstration of measuring a still life
H = Provide students with objects for a still life.
Demonstration of measuring a still life
E = Hold a step-by-step demonstration of still life and have students follow along for their first
still life drawings.

Drawing a still life


R = Students will be provided with erasers before coloring in their still lives to revise and edit
their work.
Discussion of a still life
E = After students finish their still lives, the teacher will have students discuss their still lives with
a partner.
Drawing a still life
T = As students complete the still lives step-by-step, the teacher walks around the room
assisting and guiding students.
Drawing a still life
O = All materials necessary for the creation of a portraiture will be prepared before hand and
provided for the students.

Lesson 1 Autumn Still Lives


Lesson: What is a Still Life? How do we make a Still Life?
Length: 50 minutes
Essential Questions:
How does knowing the contexts histories, and traditions of art forms help us create works of art
and design? Why do artists follow or break from established traditions? How do artists
determine what resources and criteria are needed to formulate artistic investigations?
How do objects, places, and design shape lives and communities? How do artists and
designers determine goals for designing or redesigning objects, places, or systems? How do
artists and designers create works of art or design that effectively communicate?
How does one determine criteria to evaluate a work of art? How and why might criteria vary?
How is a personal preference different from an evaluation?
National Core Art Standards:
- VA:Re9.1.1a : Classify artwork based on different reasons for preferences.
- VA:Cr2.3.1a : Identify and classify uses of everyday objects through drawings,
diagrams, sculptures, or other visual means.
- VA:Cr1.2.1a : Use observation and investigation in preparation for making a work of art.
Daily Performance Objectives:
Knowledges
- What a still life is.
- What a contour line is.
- What perspective is.
- What overlapping is

- What shadow is.


Skills
- How to measure a still life using self-proportion (hands, thumbs, etc).
- Develop fine motor skills.
Understandings
- That we can artistically render anything in our world if we take the time to look and truly
measure what we see.
Materials and Aids:
Images of still lives
Pencils
Erasers
Paper 9x12
Crayons
Time Frame For Lesson: 50 Minutes
Introduction of Unit - 10 minutes
- Does anyone know what we call pictures of objects? They are called still lives. Why
might they be called Still lives? Because they are images of things that are not human
and are not moving.
- Today we are going to be creating our own fall still lives using these little pumpkins.
Demonstrations/Step-By-Step of Still Life - 35 minutes
- Present to students how to measure the pumpkins in relation to their body. Students do
so as teacher hands our materials.
- Show students how they will use their body to create the right-sized oval.
- Discuss overlapping. Have students measure the second pumpkin and draw it,
overlapping the first and second pumpkins,
- Discuss the stem. Show students how to create the stem inside the pumpkin.
- Discuss the ridges of the pumpkin, have students create lines for the ridges of the
pumpkin.
- Discuss the desk, have students create a horizontal line on the paper to indicate a desk.
- Discuss shadow, have students render shadow under the pumpkins.
- Pass out black crayons, have students trace their lines in black crayon.
Clean up - 5 minutes
- Everyone it is time to stop what you are doing and put away materials. I need someone
to help me collect mirrors and someone to collect papers. Make sure your name is on
the back so I can give you credit for today.
Assessment/Evaluation:
Participation and Interest Teacher Formative Assessment
Summative Assessment Day 1 Rubric
Adaptations:

Special Needs:
- Speak slowly and clearly when giving instruction.
- Encourage students to share their opinions and work collaboratively.
- Continually check in with students progress and their emotional response to their
work, their peers, and myself
ELL:
- Access to a student who can help translate in class discussions and instructions
for them
- Multiple visual aids and cues to help with understanding of tasks.

Lesson 2 Autumn Still Lives


Lesson: How do we color a still life?
Length: 50 minutes
Essential Questions:
- How does knowing the contexts histories, and traditions of art forms help us create
works of art and design? Why do artists follow or break from established traditions? How
do artists determine what resources and criteria are needed to formulate artistic
investigations?
- How do objects, places, and design shape lives and communities? How do artists and
designers determine goals for designing or redesigning objects, places, or systems?
How do artists and designers create works of art or design that effectively communicate?
- How does one determine criteria to evaluate a work of art? How and why might criteria
vary? How is a personal preference different from an evaluation?
National Core Art Standards:
- VA:Re9.1.1a : Classify artwork based on different reasons for preferences.
- VA:Cr2.3.1a : Identify and classify uses of everyday objects through drawings,
diagrams, sculptures, or other visual means.
- VA:Cr1.2.1a : Use observation and investigation in preparation for making a work of art.
Daily Performance Objectives:
Knowledge:
- What is blending.
Skills:
By the end of this lesson students will be able to:
- Use observational skills to determine colors.
- Blend crayons to imitate observed colors.
Understandings:
- That we can artistically render anything in our world if we take the time to look and truly
measure what we see.
Materials and Aids:

Images of still lives


Pencils
Erasers
Paper 9x12
Crayons
Time Frame For Lesson: 50 Minutes
Introduction of Lesson - 10 minutes
- Hello boys and girls, today we will be finishing our fall still life by adding color. I want
everyone to turn to a partner and discuss the colors they see in their pumpkins.
- Now I want to create a list of all the colors we saw in our pumpkins.
- Today what I would like for you to do is color your pumpkins the way we see them. So if
you see green in your orange pumpkin, add green! If we see brown, add brown! None of
these pumpkins are perfectly orange. But before we start coloring our pumpkins I would
like us first to color in our desk.
- (Demonstrate) When we color in our desk we should only color in one color. We also
should color in the shadows. You can choose any color for the desk but the shadows
have to be black.
- Once you color in the desk you can color your pumpkins.
- After you color your pumpkins you can create designs and patterns on the back wall of
your picture. Thumbs up if you are ready to start!
Coloring the pumpkin - 35 minutes:
- Pass out crayons. Students get til clean up time to color, teacher walks around helping
and advising.
Clean Up time - 5 minutes
- Everyone it is time to stop what you are doing and put away materials. I need someone
to help me collect mirrors and someone to collect papers. Make sure your name is on
the top so I can give you credit for today.
Assessment/Evaluation:
Participation and Interest Teacher Formative Assessment
Summative Assessment Day 1 Rubric
Still Life Project Rubric
Adaptations:
Special Needs:
- Speak slowly and clearly when giving instruction.
- Encourage students to share their opinions and work collaboratively.
- Continually check in with students progress and their emotional response to their
work, their peers, and myself
ELL:
- Access to a student who can help translate in class discussions and instructions
for them

Multiple visual aids and cues to help with understanding of tasks.