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SUBJECT: Visual Art GRADE LEVEL: 5

STANDARDS AND GRADE LEVEL INDICATOR:


(1PR) Integrate observational and technical skills to strengthen artmaking.

UNIT: Shape and Form

LESSON: 3-D Shapes and Shadows

TIME: 45 minutes

LESSON DESCRIPTION:
Students will follow along with demonstration and accurately draw 3D shapes with directional
lighting and shadow (sphere, cylinder, cone wedge, cube, rectangular prism). The learned
skills will be used in future lessons to create sweet/dessert drawings.
LEARNING OBJECTIVES:
By the end of this lesson students will have learned vocabulary associated with shadow
components and used learned skills to successfully render 3-D forms in their sketchbooks.

MATERIALS:
Whiteboard/markers
Shape packet
Sketchbooks
Pencils
3-D objects to demonstrate angles and shadow
PROCEDURE:
1. Introduction/Demonstration
a. Students quiet and seated at their tables.
b. Introduce new Lesson and discuss types of geometric objects learned in Math
class.
c. Helpers pass out sketchbooks and Shape packets.
d. Demonstrate how to draw sphere and explain components of shadow.
e. Demonstrate other shapes individually and ask class to explain where to put
shadows with given light source.
f. Students follow along and draw each shape in their sketchbooks.
g. Teacher walks around to check drawings and answer questions.
2. Brainstorm
a. Teacher creates chart on board with each shape as heading.
b. Students identify possible dessert items that would need knowledge of how to
draw particular shape.
3. Closing
a. Ensure students understand lesson and answer any questions.
b. Preview next lesson.
c. Students return sketchbooks and pencils.
DIFFERENTIATION:
-ADHD- Assigned seating: student with ADHD placed at front table closest to whiteboard and
seated next to peer tutor to assist in comprehension. Allow students to examine 3-D objects
while drawing.

ASSESSMENT:
- Teacher walks around and observes students drawing.
TEACHER REFLECTION:

- Were the purpose and content of the lesson clear and promoted student learning?

I feel the purpose of students learning how to convey 3-D geometric forms in a 2-D format
was clear in that they understood that they would need this knowledge to complete future
assignments of drawing sweets. At the beginning of the lesson I reviewed the overall unit
objectives and explained how what we were learning today will fit in. The content of the
lesson was clear and structured. We drew six objects and used a light source to create
shadows in the same manner for all. Their sketchbooks not only demonstrated that they
completed the drawings but will serve as a reminder and record of how to recreate these
objects. The brainstorming session was a fun activity that transferred their understanding of
form to real-world objects.

- What went well and what problems did I encounter?

The use of physical geometric forms helped students see how shapes change with
perspective angles and how a directional light source affects shadow. Students followed
along well in their drawings, but it was hard to convey medium tones in shading on the
whiteboard with only markers (cross-hatching was used). Although students really enjoyed
the brainstorming session, I feel it might have been hard for some students to visualize the
sweets called out.

- What changes or adjustments need to be addressed for the future?

In reference to the problem mentioned with medium tones on the whiteboard, perhaps I could
also hang a large paper and use charcoal to demonstrate the different tones of shadows and
explain that as they follow along on the whiteboard they are to not use crosshatching but
reference the poster. To help all students understand each sweet that is mentioned, I could
bring some photos/visual aids to show, and make a designated section of the whiteboard for
drawing the items if needed. I also believe that my pacing will need to be adjusted, as I spent
too much time creating geometric forms and more time needs to be given to the
brainstorming session.