Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 1st Term
Week: 1
Age: 16 years
Duration: 45 minutes
Subject: Visual Art
Curriculum Theme: Drawing
Previous Lesson: .
Topic: Still-Life Drawing
Subject Matter: Meaning of still-life drawing (drawing of arranged non-living objects), characteristics of still life drawing (composition, proportion, tone, perspective)

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define still-life drawing.
Identify the characteristics of still-life drawing, such as composition, proportion, tone, and perspective.

Affective Domain:

Appreciate the artistic value in drawing everyday non-living objects.
Develop patience and keen observation skills during drawing exercises.

Psychomotor Domain:

Arrange man-made objects effectively for a still-life drawing.
Sketch a still-life composition showing correct proportion and tone.

Share and constructively critique still-life drawings with peers.
Collaborate in setting up still-life arrangements for group drawing activities.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Obe, E. (2018). Comprehensive Visual Art for Senior Secondary Schools Book 2. Aflon Limited.
https://www.google.com/search?q=still+life+drawing+examples
https://www.youtube.com/watch?v=R0l5gB09a3A

Instructional Materials

The teacher will teach this lesson with the aid of:

Pencils (HB, 2B, 4B)
Drawing paper or cardboard
Colours (e.g., watercolours, coloured pencils)
Brushes
Still-life objects (e.g., fruits, bottles, books, fabrics, vases, bowls)
Water pots for watercolours

Rationale for the Lesson

This lesson helps pupils develop their observational skills and understanding of fundamental art elements like form, light, shadow, and spatial relationships. It enables them to represent three-dimensional objects accurately on a two-dimensional surface using everyday items.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of drawing lines, shapes, and forms, and have some experience in sketching simple objects.

Lesson Content/Board Summary

Still-Life Drawing

Meaning of Still-Life Drawing

Still-life drawing is the art of drawing or painting inanimate (non-living) objects, which are typically arranged by the artist. These objects can include fruits, flowers, bottles, books, pottery, or other everyday items.

Characteristics of Still-Life Drawing

To create a successful still-life drawing, certain characteristics are important:

Composition – This refers to the arrangement of objects within the drawing space. A good composition ensures visual balance, interest, and guides the viewer’s eye. It involves the placement of objects, their overlapping, and the space between them.
Proportion – Proportion deals with the relative size of objects to each other and to the overall drawing. Accurate proportion ensures that objects look realistic and correctly sized in relation to one another.
Tone – Tone refers to the lightness or darkness of a colour or shade. In drawing, it involves using different grades of pencil or charcoal to show light and shadow, which gives objects a three-dimensional appearance and creates a sense of depth.
Perspective – Perspective is the technique used to create the illusion of depth and distance on a flat surface. In still-life, it helps to show how objects appear to recede into the background or converge at a vanishing point, giving the drawing a realistic sense of space.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson briefly, and then introduces the new topic by displaying various examples of still-life drawings or by presenting a pre-arranged set of non-living objects.
Pupils’ Activity: Pupils respond to greetings, recall aspects of the previous lesson, and observe the displayed still-life examples or objects.
Learning Point: Pupils connect the new lesson to their existing knowledge and become aware of the lesson’s focus.

Step 2: Meaning of Still-Life Drawing

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of still-life drawing as the art of depicting arranged inanimate objects, providing clear examples from the displayed items.
Pupils’ Activity: Pupils listen attentively, ask clarifying questions, and identify examples of still-life arrangements.
Learning Point: Pupils understand the definition and concept of still-life drawing.

Step 3: Introduction to Characteristics

Time: 7 minutes
Teaching Skill: Introduction/Listing
Teacher’s Activity: The teacher introduces the key characteristics important in still-life drawing, listing them on the board: composition, proportion, tone, and perspective.
Pupils’ Activity: Pupils listen, observe the board, and write down the listed characteristics in their notebooks.
Learning Point: Pupils identify the fundamental elements that contribute to a good still-life drawing.

Step 4: Composition

Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher demonstrates and explains composition, showing different ways to arrange the still-life objects for visual balance and interest.
Pupils’ Activity: Pupils observe the teacher’s demonstrations and discuss how different arrangements affect the overall look.
Learning Point: Pupils learn how to arrange objects effectively to create appealing compositions.

Step 5: Proportion and Tone

Time: 8 minutes
Teaching Skill: Demonstration/Practical Application
Teacher’s Activity: The teacher explains and demonstrates proportion by comparing the relative sizes of the arranged objects. The teacher then explains tone by showing how light and shadow fall on the objects, demonstrating how to represent these with varying pencil pressure.
Pupils’ Activity: Pupils observe the demonstration, try to identify light and shadow areas on the objects, and practice sketching simple forms showing proportion and tone.
Learning Point: Pupils grasp the concepts of proportion and tone and their application in drawing.

Step 6: Perspective

Time: 5 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher briefly explains the basic concept of perspective in still-life drawing, illustrating how objects appear to recede or converge depending on the viewer’s angle.
Pupils’ Activity: Pupils listen to the explanation and observe how perspective applies to the arranged objects from different viewpoints.
Learning Point: Pupils understand the basic principles of perspective as applied to still-life arrangements.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is still-life drawing?
Mention three characteristics of still-life drawing.
Explain the term ‘composition’ in still-life drawing.
How does ‘tone’ help in making objects look three-dimensional?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson on still-life drawing and its characteristics. The teacher then assigns homework, instructing pupils to practice drawing simple still-life arrangements at home.
Pupils’ Activity: Pupils listen to the summary, copy down the homework assignment, and prepare for the next lesson.
Learning Point: Key concepts are reinforced, and pupils are encouraged to practice their skills.

Lesson Keywords

Still-life – A genre of art depicting inanimate objects.
Composition – The arrangement of elements within a work of art.
Proportion – The relative size of parts of a whole.
Tone – The lightness or darkness of a colour or shade.
Perspective – The art of representing three-dimensional objects on a two-dimensional surface to give the illusion of depth and distance.
Inanimate – Not alive.

Differentiation

For pupils who find it challenging, the teacher will provide simpler still-life arrangements with fewer objects and offer more direct guidance during sketching. Advanced pupils will be encouraged to create more complex compositions, experiment with different lighting conditions, or use varied drawing media.

Note for teachers using this lesson plan

Emphasize practical demonstration throughout the lesson. Encourage pupils to actively participate in arranging objects and to critically observe how light affects forms. Provide individual feedback during the sketching activities to help pupils improve their observation and drawing skills. Ensure a variety of still-life objects are available to spark interest.