Art Class scheme - St. Peter's College, Dunboyne, Co. Meath

1. St. Peter’s College, Dunboyne,
5th Year (Mixed Ability 17 Pupils) 80mins per week (Weds/Thurs)
Symbolic still life
A self-portrait in objects
Angela Clarke,
PME 1 SP Assessment Block One
Thursday 25th Feb 2016

2. Aim of the Scheme
To explore still life painting based upon the line, shape , form, composition, texture, pattern and
colour in a range of different media, through observing the combined personal objects of the
class which are of symbolic significance to each pupil.
Key Areas:
1. To perceive contour edges
2. To perceive negative space
3. To perceive relationships (perspective and proportion)
4. To perceive light and shadows
5. To perceive the still life as a whole
6. To work independently and/or in pairs and as part of a team
7. To engage in dialogue with their teacher and their peers
8. To reflect on themselves and their fellow students in a positive way
9. To evaluate their own learning as individuals and together with their peers
10. To express themselves through their art

3. Visual aid: Still life and symbolism
Dutch masters: Flower,
Game, Banquet and
Vanitas Still lives
Examples to convey realism and discuss how it is achieved.
Examples to explain how light sources affect objects e.g.observe the curved shadows on rounded forms.
Examples of chiaroscro and tenebrism.

4. Visual aid: Contemporary artists
Examples of Images showing the difference between geometric and organic shapes.
Examples that help define 3-D illusion and discuss briefly its purpose in art.
Examples showing a variety of value structure techniques-demonstrating highlights,reflected light,core of shadow, cast
shadows, (how many light sources are there?)

5. Support Study:
My Murals
1. To identify and
describe objects used
as images in my still
lives.
2. To analyse my still life
artwork according to
the tone, form,
space/depth, colour,
texture and
symbolism.

6. Visual aid:
My paintings
1. To describe my still life
paintings and explain the
imagery and reason behind
their construction
2. To make connection between
my still life examples and
possible ideas for their own
paintings.

7. Student’s work: Lesson 1 Personal observation
Student’s first attempt
at drawing
Student’s second drawing
after discussion

8. Introduction to the transparent wireframe technique
Teacher tasks
How to draw the objects as if they are
transparent wire frame forms with visible lines
of construction.
Vertical and horizontal lines and how they
help you to draw ellipses and to balance the
symmetry of cylindrical forms.
How to draw lightly and why, and also one
can erase the lines of construction if they
wish.

9. Student’s work: Lesson 2 – One object
Student’s first attempt
at drawing
Learning outcomes
To understand how sensitive line can be used to define form.
To develop a general and artistic awareness of line, shape,
proportions, texture, form, and the angle in which the object is
being viewed.

10. What is value?
Teacher tasks
Demonstrate how to make a value grid.
Demonstrate stippling , hatching, and cross
hatching.
Demonstrate the illusion of depth and point
out the shadows cast beneath and around the
objects.

11. General-to-specific technique of building value structure
Teacher tasks
Demonstrate how to introduce tonal value to
the drawing - first lightly sketch in the shapes
of any shadows or reflections onto each
object, then apply tone in stages - increasing
contrast between areas of dark and light.
Demonstrate and explain the importance of
treating the light and shade between the
objects with as much care as the objects
themselves. Explain how to create a unified
image by maintaining a balance of tones and
form across the whole still life.
Casey Baugh, American

12. Student’s work: Lesson 3
Learning outcomes
To understand how the illusion of form and depth can be further developed through utilizing both line and value
structure.
To know the component parts of value shaded forms to include highlights, reflected light .core of shadow and cast
shadow.
To be able to translate their observations of one object into realistically shaded drawings.

13. Student’s work: Lesson 4 - Subtractive drawing
Learning outcomes:
To investigate the reflective/transluence/ transparent surfaces
of glass objects.
To observe the interaction of positive shapes ( the objects) and
negitive space ( the area around the objects) and transposition
of light and dark using chalk and charcoal

14. Unit of measurement A step-by-step approach
Teacher tasks
Demonstrate how to use one small object in
the foreground as a unit of measure.
Explain when composing a still life you need
to be aware of the abstract structure of the
arrangement.
Demonstrate concept of how overlapping can
imply depth. Which object looks closer?

15. Student’s work: Lesson 5 & 6 – Compositional studies
Learning outcomes:
To investigate the reflective/transluence/ transparent surfaces of glass objects.
To observe the interaction of positive shapes ( the objects) and negitive space ( the
area around the objects) and transposition of light and dark using chalk and charcoal

16. Student’s work: Lesson 7 & 8
Learning outcomes:
To draw up composition using the transparent wire- frame technique. To consider the quilities of good
composition. To use the step by step approach to building up a still life. To apply colour using one of the
colour schemes explored in an earlier class. To handle a range of different media

17. Value worksheet
Visual aid: Worksheets
Shape and form worksheet
Artist worksheet

18. Successful aspects of the
project:
1. The pupils engaged well with the project and
produced artwork of a high standard.
2. The pupils enjoyed learning new techniques,
especially how to use a viewfinder, the water-
resist method and the subtractive drawing
studies on black paper.
3. One very successful aspect of the project was
the artist presentation boards, where students
were able to compare and contrast traditional
masters of still life to contemporary artists.
4. The most positive outcome was the class
working together as a group, discussing and
advising how to improve each others art.
Evaluation

19. Things to improve on:
1. It would have been better if students had
more time to do their own research on artists
who work with still life.
2. Over time, as I evaluate the student’s abilities,
I will be able to time the stages appropriately.
3. Incorporating their preliminary drawings in to
a sketchbook would be better for students to
see the development of their work.
4. I realised that due to personal circumstances
not every pupil will have objects of personal
significance. To deal with this, the objects can
take on new meanings by being part of a story
perhaps based on an imaginary character.
Evaluation

20. Classroom assessment technique

21. Student’s work: Lesson 9 & 10
Learning outcomes:
To build up layers of colour value using the using the general to the specific approach.
Getting them to look at others materials to help, taking into account colour and texture.
To be aware that different media can enable realisation of their painting.