Title of Lesson Soap Resist: Monochromatic Value Still Life

Grade Level 7th

grade

Measurable Objectives VA7MC.2 Identifies and works to solve problems through creative thinking, planning, and/or

experimenting with art methods and materials

e. Explores and invents artistic conventions (e.g., styles, techniques) to connect and

express visual ideas

VA7PR.1 Understands and applies media, techniques, and processes with care and

Craftsmanship

d. Develops a variety of skills in drawing (e.g., observational, illusion of form, tonal

rendering, perspective) to convey meaning and idea.

VA7PR.3 Uses the elements and principles of design along with a variety of media, techniques

and skills to produce two-dimensional and three-dimensional works of art.

b. Applies color theory (e.g., color schemes, relationships, properties) to create visual

effects and communicate idea

- TLW apply previous mastery of contour-line drawing by completing a contour line still life

- TLW observe and construct value as it relate to rendering realistic two-dimensional art

- TLW infer the meaning of monochromatic through observation.

- TLW observe and identify the new media process, soap resist

- TLW produce a monochromatic soap resist drawing

Resources & Materials Images and/or PPT from Pablo Picasso’s blue period

Images and/or PPT displaying monochromatic artwork

Random objects for still life

Pencils

Black Canson paper

Primsacolor Art Stix (cut to 9 in x 12 in size for student use)

Bar Soap

Water

White sketch paper

Transfer paper

Motivation

Sequencing

Demonstrate a large poster exhibiting the work from the blue period by Pablo Picasso. Explain to

students they will creating a similar one-color artwork.

1. Motivate Students.

2. Demonstrate Exemplar.

3. Discuss the blue period of Pablo Picasso with students.

4. Write the word monochromatic on the board and relate to students is explains Picasso’s blue

period work. Ask students to infer the meaning of the word.

5. Define Monochromatic for students.

6. Show other monochromatic artworks to students.

7. Have students identify light/dark areas of monochromatic works.

8. Ask students to hypothesize why the artist made colors lighter/darker in these areas?

9. Explain the idea of value as it relates to shadow to students. Explain Hue and Shades

(define value). Most likely, this should be review.

10. Ask students to look at their own clothing to see examples of hue and shade.

11. Explain the artwork process students are going to undergo.

12. Hand out white sketch paper and pencils.

13. Ask students to complete a contour line drawing of the still life (contour line should already

be a mastery skill for students)

14. Give students transfer paper

15. Have students transfer contour line drawing to black Canson paper

16. Gather students and do a quick demonstration about how to use Primsacolor Art Stix.

Demonstrate how to use lights and darks to create value (shadows). Go over this a few

times.

17. Hand out Art Stix.

18. Circulate and aid as necessary (they will need it).

19. Fill sink with about an inch of water (place stool if needed)

20. As students finish, call them to the sink and aid them in rinsing off their works.

Assessment

Assessment will be graded using the following scale:

Excellent (10-8) Good (7-5) Fair (4-3) Poor (2-0)

1. Student completed a contour line drawing (10-8) (7-5) (4-3) (2-0)

2. Student completed a soap resist drawing (10-8) (7-5) (4-3) (2-0)

3. Student visually defines monochromatic by only using one color (10-8) (7-5) (4-3) (2-0)

4. Student made an honest attempt to create value (10-8) (7-5) (4-3) (2-0)

5. Student used materials appropriately (10-8) (7-5) (4-3) (2-0)