a lesson plan for an art class, exploring realism. could be modified for any grade

1. Exploring
Realism
AD 303 - Thematic Unit

2. Exploring Realism Through Still Lifes and Shading
Grade Level: Middle School
Goal of Lesson: Students will come to understand how to draw shaded still lifes with
viewfinders and graphite while using a 3d object as a reference.
Objectives of Lesson:
1. Students will learn how to draw still lifes while looking at a 3d object as a reference
using a viewfinder.
2. Students will learn how to draw an object of their choice using a shading type of
their choice.
3. Students will learn what realism is.

3. Teacher Activity Before the Lesson
- The teacher should have a presentation ready with an explanation of realism, and an example of the artwork we
will be doing, one by me, and ‘Still Life with Fruits in Porcelain’ by Jacob Van Es.
- On the presentation, the teacher should also have slides explaining a few of the different types of shading,
gradient, stippling, and crosshatching.
- The teacher will need objects that the students can use as a reference. They should also have all the materials
ready for the kids; the paper, pencils, erasers, and viewfinders.
- Materials needed: various materials that students can use for a reference (vases, fake fruit or
flowers, figurines, etc.), HB pencils (6 per set), a piece of paper, a paper reference window,
viewfinders, kneaded erasers, and erasers.
-

4. During the Lesson
· Review- I will show students ‘Still Life with Fruits in Porcelain’ by Jacob Van Es, and I
will tell them why still lifes are important; still lifes will make you overall better at drawing by
creating shapes and building three-dimensional forms while using real lighting. Most
well-known artists have some form of still life among their works. I will show students the
presentation with my example drawing on it and I will then show them a short
demonstration using one of the reference materials that is prepared for the students.
· Introduction- The teacher will use the presentation to introduce kids to realism and to
give them an introduction of our studio project. As well as to teach them the importance of
still lives. They will teach the students how to use a viewfinder and how to use shading
with lead by doing a demonstration using the object chosen.

5. ● As Lesson is in Progress- The teacher will
give the presentation and then do a
demonstration of some shading methods.
then they will give all the students their
viewfinders and materials. The students will
use a an object of their choice to complete a
graphite drawing.
● Student Activity- I will give the students an
object of their choice, a viewfinder, an HB
pencil set, and their erasers, and they will
use them to complete a piece. They will pick
a seat around the still life and then use their
materials to create a sketch based on the
area of the still life that they focus on. The
students can use any type of shading. It
needs to be as visually accurate as possible.
Teacher example

6. Evaluation
1. Students will learn how to draw an object of their choice while using viewfinders.
To evaluate, use a rubric, and watch students as they work and take a note of how often, if at all, they are
using their view finders.
2. Students will learn how to draw a still life.
Use a rubric, and compare students’ finished piece to their object, and take note of similarities and
differences.
3. Students will learn what realism is.
Ask students what their definition of realism is at the end of class to see how well the information from your
presentation was received, and to check their comprehension.
- I will use rubrics to help me grade as well (not included)
Completion
The teacher will have students come up to the front of the class and show their piece. Then students can
raise their hands and say something positive about the piece, after they’re done the teacher will then
make one improvement comment.

7. Exploring Animals with Realism
Grade Level: Middle School
III. Goal of Lesson: Students will come to understand how to use real life references
to draw an animal of their choice.
IV. Objectives of Lesson:
1. Students will learn the basics of how to use a 3d, loving, still or moving,
reference.
2. Students will learn the anatomy of an animal of their choice.
3. Students will learn that every artist needs practice to improve.

8. Teacher Activity Before the Lesson
- The teacher should have a presentation with Rosa Bonheur’s works that are selected.
- They should have sketchbooks, and drawing materials ready for the students when they get
there. The teacher should also have an example of their own prepared, that’s based off the
studio sketches, to show the class.
- Be prepared to give a demo based off a recording of an animal, since there generally aren’t any
live animals at a school.
- The teacher should also have sources for animal videos and images prepared since the
students will be doing a practice during class.
Materials needed: pencils, sketchbooks, erasers, projector, computer

9. During the Lesson
Review- Show the students Rosa Bonheur’s artwork and explain how they learned the animal
anatomy. Use a few of their animal studies sketches as a rough example of what the students will be
doing. Then show the students “The Horse Fair”, which is Bonheur’s most famous piece. It’s also the
main example of this part of the lesson, to show bonheur’s artistic progress, and to inspire students to
grow themselves.
Introduction- I will show the students Bonheur’s sketches, specifically the horse studies, then I will
explain how they learned animals’ form. Bonheur learned through observation of real animals, and by
anatomy through dissection. The sketches show Bonheur’s process of practicing new forms. Then I will
show them “The Horse Fair”, which is a good way to show artistic evolution, and how practice can pay
off. If you choose, you can show various species of Bonheur’s sketches and artworks to show students
more variation.

10. - Once the students have done the exercise a few times; explain that
the students need to create several rough sketches on one page,
using an animal of their choice, and a video or photo of them.
- After the students are done with this activity, you will have students
pick an animal that they can see in person; maybe they have a cat,
dog or fish, they could go birdwatching, or whatever they are able
to work out. If there is nothing that can be worked out, have the
student talk to you, and you can figure out an alternate solution (like
a video source).
- They will then use this animal to compose as many sketches as
they need (at least 3) to be able to accurately portray the animals
form as best as they can. Then they will complete a refined sketch
in class using a video of the animal, screenshots from the video if
needed, or from their memory, and turn that in along with the
practice.
- The teacher will give the presentation, and they will then
show students their example sketch, along with some of
the rougher sketches they have done before the finished
sketch.
- The teacher will have the students practice by giving
them a minute to draw any animal based off a reference
photo, without looking at their drawing while completing
it.

11. Completion
The students will put their sketches in order from least to most refined. Then, students will walk
around the room, and leave a sticky note on each students’ desk. The notes will include three
encouragements, and one improvement, this is done because it is important for students to
learn how to critique. After this activity I will have a class discussion and ask about what
difficulties they had while completing the project. Then I will ask what they liked about the
project. At the end of the class I will have Students will turn in their sketches to me and I will
grade them based on the rubric.

12. Evaluation
1. Students will learn the basics of how to use a 3d, living, still or moving, reference.
I will use a rubric, and observation to evaluate students’ progress. I will look at the progression
between their sketches and determine if there is any improvement.
2. Students will learn the anatomy of an animal of their choice.
I will use a rubric, and observation to evaluate students’ progress. I will compare students’
final sketches to the videos or photos that they have used as references, and see how
accurate it is.
3. Students will learn that every artist needs practice to improve.
I will ask students when they are done with this project how they felt that it went, what
difficulties they had, what they liked about the project, and what they learned, to determine
this aspect of the lesson.
- I will also use the rubric to help me grade (not included).

13. Exploring Realism with Human Facial Expressions
Grade Level: Middle School
Goal of Lesson: Students will come to understand how to draw a human facial expression
with realism.
Objectives of Lesson: State in terms of knowledge, skills, attitudes
Use the format below. List three objectives for every lesson. You do not need to have
all three types- only three objectives.
1. Students will learn how to draw a realistic face.
2. Students will learn how to portray an emotion.
3. Students will learn how to use procreate.

14. Before the lesson
- The teacher should have a presentation prepared with a photo of ‘Ivan the Terrible and his Son Ivan’ by
Ilya Repin.
- The teacher should also have an iPad prepared to screenplay on a projector so that they can
demonstrate how to use procreate.
- They should also have, or know that the students have an iPad to use for class that is equipped with
procreate.
- They need to also have several stock photo references prepared for the students to use, or they can
use a photo of a family member or friend.
Materials needed: ipads, procreate, stylus’, stock photos

15. During the Lesson
Review- The teacher will show the students a presentation with the piece Ivan the
‘Terrible and his Son Ivan’, by Ilya Repin. I will explain to the students that this piece is
a great example of realism that shows emotion. It seems like lot of people that are
portrayed in realism, in art history, do not have much emotion because they’re basic
portraits.
Introduction- The teacher will show kids the presentation and the historical piece to
give them an idea of what they project is like. Then they will explain to kids that they
will be picking a photo that shows a lot of emotion, it can be of a family member, friend,
or it can be a stock photo that the teacher had prepared. The teacher will use a
demonstration to show the kids how to use procreate, and how to do their piece.

16. As Lesson is in Progress- The teacher will give the
presentation and show kids ‘Ivan the Terrible and his
Son Ivan’, and explain how emotion is important in art,
and that it plays a big part in realism. Then they will
give a demonstration of how to use procreate and how
to do the project. While students are working the
teacher can help students when needed and evaluate
them.
Student Activity: The students follow along with the
presentation, then they will start the activity. Students
will each pick a stock reference or photo, that shows
strong emotion. After that, they will use procreate to
make a realistic recreation of that photo.
Completion: The teacher will have students come up
to the front of the class and show their piece. Then
students can raise their hands and say something
positive about the piece, after they’re done the teacher
will then make one improvement comment.

17. Evaluation
1. Students will learn how to draw a realistic face.
I will use a rubric and evaluate during class, I will look at the students reference photo
and I will check the accuracy of the drawing.
2. Students will learn how to portray an emotion.
I will use a rubric and observe the class. I will look at the reference photo and compare
it to the drawing to see how accurate the portrayal is.
3. Students will learn how to use procreate.
I will use a rubric and look at the students’ works to see how well they were able to use
procreates tools.
- I will also have a rubric to use for grading (not included)