February 22, 2018
By Beth Lemon

Lesson plan

Chalk and Glue Still Lifes

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Students will:

  • Draw from observation.
  • Familiarize themselves with chalk pastels and the chalk and glue technique.
  • Discuss their work and others with constructive feedback.

This art lesson corresponds to California Visual and Performing Arts Standards:

  • 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
  • 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.
  • 4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.
(5 minutes)
  • Tell students that today we will make an art project of objects called a still life. We will spend time observing before and while we draw.
  • Tell students we will complete this project on black paper and add bright colors for contrast.
  • Ask students to make observations about shapes and colors of their still life arrangements with students sitting near them (pair share or groups), then share out.
(15 minutes)

Part One: 10 minutes

  • Place your paper under document camera. Write your name on the back or bottom corner of page.
  • Define composition as the arrangement or placement of objects in a work of art. Ask students: How much room should my still life take up on my paper? How would the feeling be different if it was a different size on the paper?
  • Begin drawing the nearest still life arrangement with a pencil.
  • As you draw, narrate what you are observing. Tell students it is important not to move/otherwise touch the still life, so it stays consistent for everyone observing it.
  • When you finish drawing, trace your pencil lines with white glue.

Part Two: 5 minutes

  • Using the document camera, use chalk pastels to fill in the spaces between dried glue lines on one of your demonstration papers. Explain that they can take liberties with colour if they wish, or work from life.
(15 minutes)

Part One: 10 minutes

  • Pass out drawing paper. Ask students to write their names on the back or bottom corner of the page.
  • Pass out scrap paper.
  • Place your second sheet of paper under the document camera.
  • Instruct students to look at their still life arrangement quietly for at least 30 seconds and to let their eyes wander throughout the whole arrangement
  • Tell students to list 5 descriptive words or phrases about any aspect of the still life on their scrap paper.
  • Tell students to look at the arrangement again and try to add 5 more descriptive words or phrases to their list.
  • Quickly outline a second perspective of the still life arrangement, narrating what you see as you draw.
  • Demonstrate tracing the lines with glue, advising students to move slowly and squeeze gently as they go.

Part Two: 5 minutes

  • Pass out student work and chalk pastels.
  • Instruct students to begin coloring in their work.
  • Continue modeling your coloring, asking students: How does this colour look near the black outline of the glue?
(25 minutes)

Part One: 10 minutes

  • Instruct students to begin drawing.
  • When students have completed their drawings, instruct them to begin tracing the lines with glue.
  • Walk around the room observing student progress.

Part Two: 15 minutes

  • Instruct students to begin coloring their drawings with chalk.
  • Walk around the room observing student progress.

Support:Allow students who are struggling with the drawing to leave items in the still life out.

Enrichment:Encourage adding details.

This lesson can be completed without the use of technology; however, technology such as a document camera can be useful in demonstrating the chalk and glue technique.

(5 minutes)
  • Review student work as you walk around the room: Did students draw from observation? Did students use colour to contrast with the black outlines?
(10 minutes)
  • Gallery Walk: Ask students to place their work on their desks and stand up. Instruct students to walk in one direction, slowly, around the room. Instruct students not to talk during this time.
  • Come back together as a class. Ask students: What composition did you find most interesting? What contrast of colors was your favorite? Which still life differs most from your own?

Note: After student work is completed, spray with fixative or hairspray before stacking or hanging to minimize chalk mess.

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