ARTE Learning Segment (LS) 1.11.

22

Mark Making - Still life Class: Drawing 2

Prior Knowledge:

● General art making techniques including proportion, shading and the grid
method.
● Drawing 1 knowledge on mark making techniques to create form which includes
stippling, hatching, and crosshatching.
● Knowledge of different drawing media using ink, watercolor washes, and
graphite.
● Knowledge on arranging a still life in order to make a successful composition.

Central Focus/Big Idea

The students will learn how to and successfully complete a fully rendered still life
drawing using mark making techniques in order to accurately show value and form. The
students will be able to question their art making process and choices in the form of choosing
their media and materials.

Learning Segment Overview (Five lessons 90 minutes each)

Lesson 1 (Days 1-2) Students will be introduced to the project and expectations. Mark
making,collage practice, and brainstorming. Student self-exploration and
guided practice. On day two students will develop their still lives.

Lesson 2 (Day 3) Students will produce 5-8 thumbnail sketches in order to convey focus,
conceptual understanding, and materials that will be used. Meeting with
the teacher upon completion.

Lesson 3 (Day 4) Students will create a full page practice drawing in pencil or ink. Label
mark making techniques and create a value scale.

Lesson 4 (Days 5-11) Students will create their final artwork over the next 6 days - be sure
ARTE Learning Segment (LS) 1.11.22

to review rubric and guidelines daily. Students will use questioning

strategies to assess students' understanding and progress. Individual
demonstrations will be conducted as needed.

Lesson 5 (Day 12) Students will complete their section of the Google Slides. Teacher will
review critique practices with the students and then
participate in a critique of the work of their classmates.

Standard Learning Objective Assessment

NVAS: SWBAT create a work of art using Formative:
Anchor Standard artistic ideas and processes Students will take part in an in
#2. Organize and including mark making techniques. depth check in with the teacher on
develop artistic day 3 and day 5 in order to explain
ideas and work. SWBAT refine their artwork and their work in respect to the
artist statement for a presentation. objectives they are presented with.
Anchor Standard Teachers will be able to gauge
#5. Develop and student understanding by
refine artistic questioning their strategies and
techniques and understanding of the materials and
work for techniques.
presentation
SCVAS: Summative:
VA.CR.AM 2.2: I SWBAT Describe why they selected Students will be graded by the
can use and their specific process they used to teacher based on the rubric given at
describe the artistic create their specific composition in the beginning of the assignment.
processes as I relation to textures, value and form.
develop my artistic Students will also perform an in
style. SWBAT Interpret their artistic class critique of their work,
processes and ideas used in their presented using a google slide.
VA.P.AM.3.1: I can work.
apply changes
determined to
improve and SWBAT make improvements in
complete my their work by adjusting density,
artwork. mark making techniques, and other
media techniques to show a full
rand of values and form.

Academic Language Demands, as applicable:

1. Language Function
Interpret
Alter

2. Vocabulary

Mark making: a term used to describe the different lines, patterns, and textures that are
made visible as a manifestation of applied or gestural energy. It is the gestural
“language” of the artist, and it is a term that can refer to any art material applied
to any surface.
Form: 1. external appearance of a clearly defined area, as distinguished from color or
material; configuration:
2. the shape of a thing or person.
Value: defines how light or dark a given color or hue can be. Values are best understood
ARTE Learning Segment (LS) 1.11.22

when visualized as a scale or gradient, from dark to light.

Still life: a painting or drawing of an arrangement of objects, typically including fruit and
flowers and objects contrasting with these in texture, such as bowls and
glassware.
Hatching: (in fine art and technical drawing) shading with closely drawn parallel lines
Cross Hatching: Crosshatching is a technique that utilizes parallel, intersecting lines to
shade an illustration. The denser the line spacing, the darker your object will
appear.
Stippling: the art or process of drawing, painting, or engraving using numerous small
dots or specks.
Blending: particularly in painting and drawing. It is the technique of gently intermingling
two or more colors or values to create a gradual transition or to soften lines.
Density: In a drawing, an illusion of form is made possible with points in varying density.
In terms of photography, density refers to the opacity of the negative.

3. Discourse

Students will be able to develop their academic discourse and syntax through the use of
answering formative questions produced by the teacher throughout the process, a written artist
statement which explains their artistic choices and use of techniques, as well as engaging in a
critique at the completion of the project.

4. Practice

Students will have the opportunity to practice using the language function through the
presentation of their finished art work during class critique as well as through their participation
in critiquing other students' finished works as well as when they are resounding to the teachers
questioning strategies throughout the process.

Theory/Theorists

1. Lev Vygotsky– scaffolding, meeting the ability of the student by changing the level of
support.
2. Bloom's Taxonomy– starting with baseline knowledge and growing in complexity
throughout the lesson segments.
3. DBAE– DBAE is an approach to teaching art as a subject with lesson content drawn from
the four basic art disciplines: art production, art history, art criticism, and aesthetics.

Key Materials

1. PowerPoint on mark making techniques.

2. Teacher examples.
3. Mark making worksheet.
4. Project PowerPoint.
5. Micron Pens.
6. Ball Point Pens.
7. Collage Paper.
8. Watercolor.
9. Paintbrushes.
10. Scissors.
11. Graphite Pencils.
12. Sketchbook.
13. Project Paper. (Watercolor, bristol board, or toned paper).
14. Colored Pencils.
15. Still Life Materials.
ARTE Learning Segment (LS) 1.11.22

16. Chromebook.
17. Interactive Board.

Lesson I of 5 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Assessment
NVAS: SWBAT Interpret their artistic Formative assessment:
Anchor Standard #2. processes and ideas used in
Organize and develop their work. Self reflection and self guided
artistic ideas and work. discussion with the teacher. Shows
SWBAT explores different reflection and critical thinking about
SCVAS: media including watercolor and topics and ideas.
VA.CR.AM 2.2: I can use collage.
and describe the artistic
processes as I develop my
artistic style.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Introduction: 5 Minutes
o Students will take their seats and take out their sketchbook to write notes in.
o Students will be given the two worksheets that go along with the lesson.
● Teacher instructions: 25 Minutes
o Students will write notes while the teacher goes over the Google Slide, this
presentation is also in Google Classroom if students need a slower pace.
o Students will review the standards and objectives of the project to increase their
understanding.
o Teacher will demonstrate how to use mark making techniques using the document
camera connected to the electronic whiteboard.
● Guided Practice: 10 Minutes
o Teacher walks around the room while students work on the worksheet for
themselves using materials of their choice that they have gotten off of the cart at the
front of the room.
o Students will be applying the mark making techniques from the demonstration.
o Students ask for help when needed, those with learning needs will be checked on
periodically to assess their progress.
● Independent Practice: 35 Minutes
o Students get into groups of 3-4.
o Students are given a large piece of mixed media paper, micron pens, sharpies and
still life objects.
o As a group the students should experiment with mixed media and mark making
techniques.
● Closing: 5 Minutes
o Teacher asks each group to elaborate on one thing they have learned from the
lesson today.

*Class ends for the day, lesson one resumes the next day*

● Introduction: 5 Minutes
ARTE Learning Segment (LS) 1.11.22

o Teacher will review the standards and objectives with students.

o Students will review their worksheets and the different kinds of mark making.
o Teacher will ask the students what materials they are interested in working with and
the teacher will write this information on the board. The students are instructed to
write their decision into their sketchbook.
● Independent work: 70 Minutes
o Students will gather the supplies they need for their still life. Students will select 2-4
objects with different forms and textures, the objects can tell a story but it is not
required. Students can also use one object with multiple textures if they draw it more
than once.
o The teacher will review composition ideas with the students.
o Students will photograph their still life in the closet with the studio lighting.
▪ Students will be encouraged to take at least three photographs that they
would use for their still life. They must be in an interesting composition and
angle.
▪ Students will use their cell phones. If they do not have access, they will be
able to access their photo taken on the teacher's phone using google drive.
● Closure: 15 Minutes
o Students will put away all of the supplies that they took out during the practice.
o Students will upload their photos to Google Classroom as proof they have done their
task for the day.
o Students will then put away their Chromebook back into the cart into the slot with
their assigned number and plug in the Chromebook to charge.

Accommodations
● Representation:
o The students will have access to the information in class, verbally and written.
Students will be able to access the information they are intended to learn both in
person and online.
● Engagement:
o Students will engage in class discussions initiated by the teacher that will be
accompanied by a Google Slides presentation. Students will then practice their mark
making techniques on a worksheets with written and verbal instructions. Students will
also be periodically meeting with the teacher individually in order to discuss their
progress and ensure their understanding.
● Expression:
o Students are able to show what they know through collage practice, brainstorming
and self exploration.
● Individual student with special needs:
o Students with special needs will be taught following their IEP/ 504 accommodations.
Using the Universal Design for Learning on this lesson allows for all students to learn
at their own pace and with their needs met.

Artifacts/teacher or student made:.

Google Slide used throughout the lesson:

https://docs.google.com/presentation/d/
1Uu4acIJNOiF1bh_K8FbZsGkkQpEG9AuHSJS0eYKz2yE/edit?usp=sharing
ARTE Learning Segment (LS) 1.11.22

Lesson 2 of 5 Each lesson is a step to teaching the Big Idea of L. Segment

Standard Objective Assessment
NVAS: SWBAT create a work of art Formative:
Anchor Standard #2. using artistic ideas and Students will take part in an in
Organize and develop processes including mark depth check in with the teacher on
artistic ideas and work. making techniques. day 3 in order to explain their work
in respect to the objectives they are
presented with. Teachers will be
able to gauge student
understanding by questioning their
strategies and understanding of the
materials and techniques.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Introduction (15 Minutes)
o Teacher will reintroduce the project to the students, stating the standards and
objectives as well as what the students will be doing during the lesson.
o Students will be instructed to create 5-8 thumbnail sketches in their sketchbook, the
size, material and mark making techniques are up to them.
o Students will collect their supplies from the cart at the front of the classroom, they will
have access to different materials such as bristol board, watercolor paper, Micron
pen, gel pens, watercolor paints, paint brushes, collage papers, construction paper
and magazines.
● Guided practice: (60 Minutes)
o Students will begin planning out their mark making techniques by practicing in their
own way in their sketchbooks. They will be allowed to experiment with mixed
materials and ideas.
o Students will then create their thumbnail drawings.
o Students will have their photograph available for reference on their phone,
Chromebook or using a print out.
o Students will first sketch their idea using a graphite pencil, then use their preferred
materials in order to get an idea of what and how they want to create their artwork.
o The students will periodically meet with the teacher in order to explain their ideas in
respect to the objectives. They should be able to state the techniques they are using
and how they are using mark making techniques in order to create a work that shows
value and form.
● Closure (15 Minutes)
o Students will clean up their respective areas when the teacher instructs them to do
so. This includes their materials and Chromebooks.
o Teacher will instruct students to raise their hand if they want to share with the class
what techniques they used today.

Accommodations Universal Design for Learning used in this art lesson.

● Representation:
o The students will have access to the information in class, verbally and written.
Students will be able to access the information they are intended to learn both in
person and online.
● Engagement:
o Students will be able to engage with the information by selecting the appropriate
materials and using the techniques they have learned in order to create thumbnail
sketches of their ideas.
● Expression:
ARTE Learning Segment (LS) 1.11.22

o Students will be able to show what they know by posting an image of their completed
work on google classroom to be reviewed by the teacher and formative feedback
given.
● Individual student with special needs:
o Students with special needs will be taught following their IEP/ 504 accommodations.
Using the Universal Design for Learning on this lesson allows for all students to learn
at their own pace and with their needs met.

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

Google slide used throughout the lesson:

https://docs.google.com/presentation/d/
1Uu4acIJNOiF1bh_K8FbZsGkkQpEG9AuHSJS0eYKz2yE/edit?usp=sharing

Lesson 3 of 5 Each lesson is a step to teaching the Big Idea of L. Segment

Standard Objective Assessment
SCVAS: SWBAT Describe why they Formative for this lesson:
VA.CR.AM 2.2: I can use selected their specific process Students' work will be checked over
and describe the artistic they used to create their periodically throughout the class or
processes as I develop my specific composition in relation at the request of a student. The
artistic style. to textures, value and form. teacher will look for students
successfully using mark making
techniques to show value, form and
texture. The teacher will also be
looking for student self exploration.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Introduction: (15 Minutes)
o Students will enter the classroom and gather their supplies that they have chosen to
work in for their project.
o Teacher will instruct the students to write a list of what mark making techniques and
materials they have decided to work on.
o Teacher will review the objectives with the students by putting the objectives on the
electronic board and asking the students how the objectives are going to relate to the
work they are creating.
o The students will be instructed that they will be completing a full page practice
drawing in pencil or ink. This is their chance to practice their mark making techniques
and mixed media techniques on the paper they have chosen. The students will also
be required to make a full range value scale using their preferred mark making
technique.
● Independent Practice: (60 Minutes)
o Students will work for 60 minutes independently on their chosen still life. They will be
given teacher support periodically throughout the class or at request.
o Students should be working on a full page practice drawing to keep on hand while
they are working on their final project.
o Students will also create their own value scale using their selected technique on the
side of the page as a reference.
● Conclusion: (15 Minutes)
o Students will clean up their materials and put them back where they found them. The
students will then put away their Chromebook back into its designated slot.
o The students will be asked how they are feeling after today about the project in
general.
ARTE Learning Segment (LS) 1.11.22

Accommodations Universal Design for Learning used in this art lesson.

● Representation:
o The students will have access to the information in class, verbally communicated in
class though live demonstrations and instruction, written instruction on Google
Classroom. Students will be able to access the information they are intended to learn
both in person and online.
● Engagement:
o Students can engage with the information through their personal chromebook as
well as through verbal instruction and live demonstration. They will be able to
engage with techniques and processes during discovery, practice and creating.
● Expression:
o The students will be able to express what they know through their ability to have full
choice and means of expression using the designated materials. The students are
able to decide what they would like in their still life, the angle of their photograph,
their light source, composition, their materials they work with and what mark making
techniques they utilize. The students will be able to express themselves through
creating a draft of their art work using pen or pencil. This will allow them to label their
mark making techniques and artistic processes, giving the teacher an idea of what
the students know.
● Individual student with special needs:
o Students with special needs will be taught following their IEP/ 504 accommodations.
Using the Universal Design for Learning on this lesson allows for all students to learn
at their own pace and with their needs met. These accommodations include checks
for understanding, project put into manageable sections, no unexpected attention
drawn to the student, paired oral and written instruction and unrestricted bathroom
breaks.

Artifacts/teacher or student made

Google slide used throughout the lesson:

https://docs.google.com/presentation/d/1Uu4acIJNOiF1bh_K8FbZsGkkQpEG9AuHSJS0eYKz2
yE/edit?usp=sharing
ARTE Learning Segment (LS) 1.11.22

Lesson 4 of 5 Each lesson is a step to teaching the Big Idea of L. Segment

Standard Objective Assessment
NVAS: SWBAT creates a work of art Formative for this lesson:
Anchor Standard #2. using artistic ideas and Students' work will be checked over
Organize and develop processes including mark periodically throughout the class or
artistic ideas and work. making techniques. at the request of a student. The
teacher will look for students
successfully using mark making
techniques to show value, form and
texture. The teacher will also be
looking for student self exploration.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Introduction: (15 Minutes)
o Students will enter the classroom and collect their desired supplies from the cart as
well as a Chromebook if they need.
o Students will be asked to write in their sketchbook in order to reflect on the work they
have done/ what they will be doing.
▪ What are you doing well?
▪ What do you think you need to improve on?
o The teacher will then ask the students what some of the mark making techniques
they are using for their work and why they are using it.
o The teacher will review the objectives of the lesson with the students as well as the
expectations for this segment of the lesson.
▪ Students will create their final artwork over the next six days.
▪ The rubric will be reviewed daily and is posted on the wall for students to view
at any time.
▪ Students will use questioning strategies to assess their understanding and
progress in the project.
▪ Individual demonstrations can be given as needed.
● Independent Work: (65 Minutes)
o Students will begin to work in their final project independently. They will first sketch
their drawing onto their final paper, they will then begin using the preferred mark
making technique to deepen the value range of the work.
o Students will be conference with on an independent basis, they will be asked:
▪ What materials are you using?
▪ What do you think you are doing well?
▪ How does your project relate to the standards and objectives?
▪ What do you need help with?
● Closure: (10 Minutes)
o The teacher will ask the students how they feel they did in the independent work
time.
o Students will put away their materials back into their designated spots, they will also
turn in their Chromebook back to the correct spot and plug it in to charge.
ARTE Learning Segment (LS) 1.11.22

*Schedule Repeats for 6 Days*

Accommodations
● Representation:
o The students will have access to the information in class, verbally and written.
Students will be able to access the information they are intended to learn both in
person and online.
● Engagement:
o Students can engage with the information both online and during written and verbal
instruction at the beginning of class. Students will be able to use this time to explore
media and processes. They will have check ins with the teacher in order to ensure
engagement and understanding.
● Expression:
o Students will show what they know by answering questions that are shown on the
Google Slide as a bellringer before class. They will also show what they know
through the creation of their work.
● Individual student with special needs:
o Students with special needs will be taught following their IEP/ 504 accommodations.
Using the Universal Design for Learning on this lesson allows for all students to learn
at their own pace and with their needs met.

Artifacts/teacher or student made:

Google Slide used throughout the lesson:

https://docs.google.com/presentation/d/
1Uu4acIJNOiF1bh_K8FbZsGkkQpEG9AuHSJS0eYKz2yE/edit?usp=sharing
ARTE Learning Segment (LS) 1.11.22

Lesson 5 of 5 Each lesson is a step to teaching the Big Idea of L. Segment

Standard Objective Assessment
SCVAS: SWBAT Interpret their artistic Summative for this lesson:
VA.CR.AM 2.2: I can use processes and ideas used in The students will participate in a
and describe the artistic their work. final critique and google slide
processes as I develop my presentation.
artistic style.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Teacher instruction: 20 Minutes
o Students enter the classroom, they will begin by ensuring their Google Slide is ready
to be presented.
o The teacher will enter the classroom after the bell at 8:40; the announcements will
begin.
o When the teacher and students are ready, we will review the objectives of the
project.
▪ What techniques did you use to revise your work?
▪ What is the purpose of doing a critique?
o Teacher will review critique etiquette with the students and review how to critique.
▪ Look at the obvious:
● State what you see in the artwork.
▪ Analyze the artwork
● What are the formal qualities of the artwork in relation to the
objectives?
▪ Decide on an interpretation
● What do you see in the artwork?
▪ Make a judgment call
● What are some areas for improvement or some compliments you
would give to the artist of this work.
o Students will answer these questions in their sketchbook and will be prepared to
share.
▪ Who would like to present their work?
▪ Who would like to have their work presented for them?
● We do: 55 Minutes
o The shared Google Slide will be presented on the electronic board.
o Each student's work will be presented for the class, either by them or the teacher.
o After each work is presented, at least 3 students must speak aloud about the work.
Those who dont wish to talk can write their responses on the google slide under
“comments”.
● You do: 10 Minutes
o Once all projects have been critiqued, those who are responding on the computer
will finish and then turn in their computer back to the computer cart.
● Closure: 5 Minutes
o Open class discussion on how they felt about the project: ask one thing they would
change and one thing they enjoyed.

Accommodations Universal Design for Learning used in this art lesson.

● Representation:
o The students will have access to the information in class, verbally and written.
Students will be able to access the information they are intended to learn both in
person and online.
● Engagement:
ARTE Learning Segment (LS) 1.11.22

o Students will be given verbal and written instructions on how to complete the google
slide presentation for the critique. They will be able to present their slide or have
their slide read aloud by the teacher for the critique.
● Expression:
o Students will show what they have learned through their final projects success in
terms of their composition, mark making technique and if they were able to reach the
objectives and standards. Students will also be able to show what they know during
the critique; both with their presentation as well as their input on others' work.
● Individual student with special needs:
o Students with special needs will be taught following their IEP/ 504 accommodations.
Using the Universal Design for Learning on this lesson allows for all students to learn
at their own pace and with their needs met.

Resources/ Books, dictionary, articles, websites cited correctly using APA

Berry, N. (n.d.). Students Prepared by DBAE. Museum-Ed. Retrieved January 28, 2022,
from https://www.museum-ed.org/students-prepared-by-dbae/
Boddy, M. (2019, October 31). What Is Blending in Painting and Drawing? The Spruce

Crafts. Retrieved January 25, 2022, from https://www.thesprucecrafts.com/definition-of-

blending-2577475

Bugbee, L. (2020, September 10). The Beginner's Guide to Crosshatching – The

Postman's Knock. The Postman's Knock. Retrieved January 25, 2022, from

https://thepostmansknock.com/the-beginners-guide-to-crosshatching/

Density Definition - Definitions and Terms for Antiques, Art and More. (n.d.).

Yundle.com. Retrieved January 25, 2022, from http://www.yundle.com/terms-

definitions/d/density

Farr, K. (2018, January 3). Analyzing the Elements of Art: Four Ways to Think About

Value (Published 2018). The New York Times. Retrieved January 25, 2022, from

https://www.nytimes.com/2018/01/03/learning/lesson-plans/analyzing-the-elements-of-

art-four-ways-to-think-about-value.html

Form Definition & Meaning. (n.d.). Dictionary.com. Retrieved January 25, 2022, from

https://www.dictionary.com/browse/form

Hatching. (n.d.). Wikipedia. Retrieved January 25, 2022, from

https://en.wikipedia.org/wiki/Hatching

Still life – Art Term. (n.d.). Tate. Retrieved January 25, 2022, from

https://www.tate.org.uk/art/art-terms/s/still-life
ARTE Learning Segment (LS) 1.11.22

Stipple Definition & Meaning. (n.d.). Merriam-Webster. Retrieved January 25, 2022, from

https://www.merriam-webster.com/dictionary/stipple

Ubel, L. (2018, July 26). Mark Making: Inspired by the Masters to Find Artistic Voice.

Lynette Ubel Arts, LLC. Retrieved January 25, 2022, from

https://www.ubelarts.com/blog/mark-making-inspired-by-the-masters-to-find-artistic-

voice/

Value and Form - Mrs. Begins' Art Room. (n.d.). Mrs. Begins' Art Room. Retrieved January 25,

2022, from https://kimmbegin.weebly.com/value-and-form.html

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

Line Drawing Techniques Worksheet:
https://docs.google.com/document/d/1cBCbZFlxBGconNGwbJf2ru_oLuFq-l4ebipq4kfcF-A/edit?
usp=sharing

Mark Making Practice Sheet:

https://docs.google.com/document/d/1Srxb5_cNuepQCKTTfmEBeNpJaMRrd7b4m_IQXzS-9-
Y/edit?usp=sharing

Google Slide used throughout the lesson:

https://docs.google.com/presentation/d/
1Uu4acIJNOiF1bh_K8FbZsGkkQpEG9AuHSJS0eYKz2yE/edit?usp=sharing

Google Slide for critique:

https://docs.google.com/presentation/d/10pgCZRXUuaBM49a731_xl-frwas5dlwi30skeRWIv2g/
edit?usp=sharing

Teacher Made Examples:

ARTE Learning Segment (LS) 1.11.22