Units of Study / ARTS ACHIEVE VISUAL ARTS UNIT: ELEMENTARY

Shading and Value

UNIT SUMMARY | STANDARDS | OUTCOMES | RESOURCES

LESSONS 1-3 | LESSONS 4-8 | LESSONS 9-11

Lessons 1-3: INtroduction to value and critique

Prior Knowledge

In a previous collage unit, students learned to “draw with scissors” to cut out organic shapes, and to consider their compositions before gluing. Students also learned how to utilize continuous and symmetrical patterns. Students also learned to provide constructive feedback and critique each other’s work during a unit on printmaking.

In an inquiry-based discussion, students compared works by Elizabeth Catlett and Eric Velasquez and discussed what made them appear realistic. They determined that the artists use a range of values to create the illusion of 3-dimensionality. The teaching artist demonstrated how to make a value scale, after which students created their own. The teaching artist used a flashlight to demonstrate how the location of the light affects an object. Students were challenged to analyze how Catlett used light in her self-portrait.

Pauline, Elizabeth Catlett — **Pauline**, Elizabeth Catlett

A Sweet Smell of Roses, cover illustration by Eric Velasquez — **A Sweet Smell of Roses**, cover illustration by Eric Velasquez

They then made a quick drawing of a shaded sphere. In their sketchbooks, they created a mini value scale and described their process.

In the next lesson, students watched a video on how to use shading to create the illusion of 3-dimensionality. Students carefully observed a sphere on their tables and rendered a shaded drawing. A few students interviewed each other about the process of creating their drawings.

In the following lesson, students were introduced to the iPad’s Explain Everything app. They viewed a demonstration on critiquing an artwork and took step-by-step notes in their sketchbooks.

Students were paired up, struggling learners with advanced learners, to critique each other’s work using the iPads. They then used their peers’ feedback to revise their work. Near the end of the lesson, students responded to the following prompt: What helpful suggestion did your partner give you and how did it help? Students shared their answers with the class.