UNIT x UNIT 4 | 157 Instructional Routine: Art p. Txxxiv Still Life A • Build background knowledge Display photos of still lifes of food, flowers, or other common objects. Ask: What do you notice about these pictures? Explain that still life art depicts common things and does not show people. • Understand genre Play the audio for students. Write still life art on the board and ask which parts of the term are familiar. Clarify that still is a multiple meaning word and in this context means “does not move.” Say: Still life art is a very old genre of art. Still life art shows life the way it looks when it is quiet and still. • Listen actively Point out the words in bold type and assess whether they are familiar to students. Then replay the audio as students follow along in a whisper read. Have students reread the text in pairs. Remind them to use context to help them understand the words in bold type and any other unfamiliar terms. • Use content vocabulary Have students describe what they see in the painting. Supply vocabulary and reinforce with visuals and definitions if necessary. Essential Question: What is special about still life paintings? Have students discuss the Essential Question in pairs. Then ask them to share their answers with the class. ANSWERS Sample answer: Still life paintings are realistic, so we can know what objects really look like. B Follow a sequence Ask a volunteer to read the instructions and choral read the steps. Provide access to photos of still lifes depicting fruits or other healthy food on a flat surface. Have each student choose a photo to use as a model. Then direct students to follow the steps to create their sketches. C Make connections Have two students with greater proficiency demonstrate sharing and discussing drawings. Then have pairs share and discuss their drawings. Check in with students and supply vocabulary and sentence frames as needed. Your still life uses _____ shading and a _____ tone. Practice Book p. 86 EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Support students in understanding the meaning of shades by displaying shading charts for paints. Identify a color then say: This color has many shades. There are light shades and dark shades. Continue with shading charts of other colors, eliciting which shades are light and dark. Then guide students to use the word shades to describe their own pictures. I use _____ _____ in my picture. Amplify Ask students to generate artist statements to accompany their still lifes. Statements should describe the surface and objects pictured as well as information about shading and tone. I have tried to make my picture realistic. You can see this in the _____ because I used _____. Ask and answer: Still Life Look at the painting on page 157. Ask and answer in pairs: What things could you see in a still life? UNIT 4 / CONNECT TO ART Still Life A Read the informational text. B Draw a still life of healthy foods. 1. Gather and arrange fruit or other healthy foods on a table or desk. 2. Sketch the food with a pencil. 3. Create tone by using different shades of colored pencils to color your sketch. C Making connections Exchange your still life picture with a classmate. What foods do you see? Astill life is a painting or drawing of objects. The objects don’t move. The artist chooses objects and arranges them in an interesting way. The artist also chooses the surface for the still life. Popular still life pictures are of fruit, and the surface is a table. The fruit is often in a bowl and on the table. Still life paintings are usually realistic. Artists use different shades of the same color to create tone. Artists vary tone with light and dark pencil strokes or paint to shade different areas. Light shading lightens the tone. Dark shading darkens the tone. A mixture of light and dark tones makes the objects look realistic. Still Life with Fruit and Nuts Robert Seldon Duncanson 1848 What is special about still life paintings? ? ESSENTIAL QUESTION Making Fruit Come to LIFE UNIT 4 157 CONNECT TO Art
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