Lesson Plan TUESDAY OCT.

4th
6 a.m. class
- Done the full discussion on charcoal
- Completed the square and sphere just started the cylinder
- Finish cylinder, start cone
- Have 4 completed blended/shaded shapes!
- Do one study of a harder still life object (Easy Fruits, fabric, paper bag) if you can handle
the fabric or paper bag this you can handle doing a poster in charcoal!
6 p.m. class
- Had a little discussion on charcoal and were able to experiment with it
- Havent started creating 3D shapes with value/shading yet
- I have little videos to help you explain the process of shading shapes, as well as examples on my
Power Point!
- Have them try making multiple shapes (If they mess up one, just start a new page and try
again!)
- This will probably take all class, if not start second activity (Study of one harder still life
object)

Lesson
Title/Focus

Charcoal Mini Studies

Date

October 4th, 2016

Subject/Grad
e Level

Art/Grade 6

Time
Duratio
n

50 minutes

Unit

Remembrance Day Poster & Pencil

Crayon/Charcoal/India Ink Studies

Teacher

Ms. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Component3APPRECIATION:Studentswillinterpretartworksfortheirsymbolicmeaning.
Component5ACTIONSANDVIEWPOINTS:Studentswillrefinemethodsandtechniques
formoreeffortlessimagemaking.
Component6QUALITIESANDDETAILS:Studentswillemploysurfacequalitiesforspecific
effects.
Component8UNITY:Studentswillcreateunitybyintegratingthepartsofacompositioninto
thewhole.
Component10(i)PURPOSE1:Studentswillrecordordocumentactivities,peopleand
discoveries.
Component10(i)PURPOSE4:Studentswillexpressafeelingoramessage.
C3.A.Artisticstyleaffectstheemotionalimpactofanartwork.
C3.B.Anartworkcanbeanalyzedforthemeaningofitsvisiblecomponentsandtheir
interrelationships.
C3.C.Artworkscontainsymbolicrepresentationsofasubjectortheme.
C3.D.Artworkscanbeappreciatedatmanydifferentlevels,literalandsymbolic.
C5.A.Differentdrawingtechniques;e.g.,seeingbasicshapes,noticingthedirectionofforms,
plottingthepositionofextremities,areusefultodepictactions.
C5.E.Surfacereflections,shadingandshadowsaffecttheviewpoints.
C6.A.Colourharmoniesaffectthemoodandfeelingoftheviewer.
C6.D.Thecharacterofmarksisinfluencedbydrawingorpaintingtoolsandmethods.
C8.A.Impliedlineproducestensionsandconnectionstoachieveunity.
C8.B.Foregroundtobackgroundmovementkeepstheinterestwithinacomposition.
C8.C.Transitionsofcolour,textureortonerelatethepartsofacompositiontoaunifiedwhole.
C8.D.Attentionshouldbegiventowelldistributednegativespace,aswellastothebalanceof
positiveforms.
C8.E.Interestingnegativespacecomplementsandbindsthepositiveareasintoanharmonious
whole.

C8.F.Pervasivecolour,textureortonecanunifyacomposition,asfromanoverallwashofpaint,a
glaze,atexturaladditive,asurfacetreatment,orthelike.
C10(i).E.Nationalandinternationaleventscanberecordedvisually.
C10(i4).A.Feelingsandmoodscanbeinterpretedvisually.

LEARNING OBJECTIVES
Students will:
Use and explore a variety of materials such as pencil crayons/ India ink/ and charcoal
Develop the basic techniques when working with charcoal (Shading/blending)
Represent the value scale through creation of 3D shapes

ASSESSMENTS
Key Questions:

- What does the Remembrance Day poster entail?

- What are some techniques when using charcoal?
- How can the value scale enhance and contribute to a composition?
Products/Performan 4 shaded, blended shapes using charcoal (A lot harder than it seems!)
ces:
One advanced shaded and blended object

RESOURCES

MATERIALS AND EQUIPMENT

http://www.learnalberta.ca/ProgramOfStudy.aspx?
lang=en&ProgramId=238679#808065 Alberta Grade 6 Art Curriculum
http://www.legion.ca/wpcontent/uploads/2014/10/TeachingGuide_Jan2014
_e.pdf Teacher resource for remembrance day
(SUBJECT MATTER)
http://www.legion.ca/wpcontent/uploads/2016/04/ContestWinners_2016.pd
f (CONTEST WINNERS)
http://www.legion.ca/wpcontent/uploads/2013/10/JudgingGuidelines_Form
_2014_E.pdf - Contest rules
https://www.artforkidshub.com/how-to-shade-acylinder-with-charcoal/ - charcoal cylinder activity

Students sketchbooks
Pencil Crayons (For sketchbook activities)
PowerPoint (For reference to project start
on slide 44)
Examples ready to refer too
Website on contest loaded (Just incase)
Vine (fine charcoal)
Compressed charcoal

Kneaded erasers (Will buy once I realize

which students are actually doing the
charcoal poster)

PROCEDURE
Prior to lesson

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

- Cleaned art room (EMPHASIS THAT IT HAS TO BE CLEAN WHEN

LEAVING!) especially that now some students eat lunch in there with
me! AND BECAUSE WE ARE USING CHARCOAL!
- PowerPoint Loaded examples
- Fancy markers available / pencil crayons
- Vine and compressed charcoal ready to use
- Each student has a piece of paper towel
- Have a couple erasers for students to use incase they dont have one to
get dirty!
Introduction
Participation in class discussions by sharing ideas and building on
others artwork.
Respectful and mature behavior during work period
Transition to Body: 10 minute sketchbook activity (Work on
Pencil Color Techniques/Color Wheel during this time if not
complete!!!)
Activity 1: Quick discussion/reminder on charcoal (START ON
SLIDE 44)
Activity 2: Charcoal value scale study with shapes
Activity 3: (For 6 a.m.) One still life object study OR landscape
study depending on results from shape studies
Closure: Students cant leave classroom until charcoal is in center
of table, and tables wiped down!

Time

Transition to
Body/Attention
Grabber

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Learning Activity #2

As students walk into class there will be music playing and I will
greet them at the door
- I usually take the sketchbooks from the shelves and pile them on
the counter Its easier for them to get
- The board will say, Please take sketchbooks from the
counter and work on the sketchbook checklist! If
you arent done the 6 squares of techniques, or color
wheel work on that!!!!
- Walk around encouraging students to push their
sketchbook activities further and in new uncomfortable
directions!
(Have a re-discussion about going out of your comfort zone!)
- highlight and hold up those who do to push the
sketchbook checklist in a positive way
Body
Discussion about Charcoal
- Both classes have had a discussion about this medium
already.
- I have shown the examples on the power point that deal
with the different mark making one can create with
charcoal (I have added new captions since the students
have seen it though I will reshow on Wednesday
adding in a few points)
Start class by reviewing/teaching what Value is:
(A.m. it is a review p.m. it is new material)
- I added in new images to the Power Point to help you explain
Value with the students!
- This is different from what we were just working with.
With pencil crayon we focused on the power of color in
a composition. Now the focus is changing onto VALUE
and the power of blending and shading using only black
and white.
VALUE
* First ask students and see if they know what the proper names
are for lighter and darker values.
*Then refer to power point!
- WHAT DOES VALUE MEAN?
*Light values (TINTS)
*Dark values (SHADES)
*Hue is a color
How can value help enhance/create a 3D artwork?
- Directs ones eye to a certain area (Either the darkest or
lightest area) relate that to the poster they are creating!
If they have a symbol that they want attention to be
drawn to make it stand out using value!
- If there are multiple tints and shades, the image not only
becomes 3D but stands out as a composition (Refer to
examples on PowerPoint)
What is the importance of value? In real life what is value
compared too?
- The importance of value is to show an object as it is seen
in real life. Realistic drawings need to incorporate a
value scale.
The areas the sun hits is the lighter tints, the area that is
covered and is a shadow is the darker shades.
Students will explore value with charcoal by
drawing/shading/blending 3D shapes (Way more exciting than a

10mins

Time

10 mins

Teacher Notes:
Assessments/
Differentiation

plane value scale, but do relate back to the value scale throughout
activity!)
- 6 a.m. has done their square and sphere just need to
finish cylinder and cone
- 6 p.m. hasnt started this value study activity yet!
I have videos for you to watch to help you demonstrate this
activity you can just scan through the videos yourself or
with the students to help show how it is done! The videos are
long, and have moments that are unnecessary so that is why I
wouldnt fully show the videos.
https://www.artforkidshub.com/how-to-shade-a-cylinderwith-charcoal/ - cylinder example
https://www.artforkidshub.com/how-to-shade-a-cone/ - cone
example
https://www.artforkidshub.com/how-to-shade-a-sphere-withcharcoal/ - sphere example
https://www.artforkidshub.com/how-to-shade-a-cube-2/ cube example
HAND OUT TO EACH STUDENT
- A piece of paper towel
- Vine Charcoal (Have compressed charcoal ready just
incase)
- Remind the students that every day after working with
charcoal we need to whip down the desks!
- It is very messy, so if youre wearing a white shirt try
not to touch your shirt or scratch your face all class!
TIPS charcoal is ALL ABOUT THE SHADING/BLENDING
*******Always start lighter and go darker!
******* The area that you start on will end up being your darkest
area by the end of the piece
******* Hold the charcoal different than a pencil (just thumb and
pointer pick it up) OR hold it on its side to make a really light
mark
*Choose an area on your paper where the sun/light is coming
from (Draw a fun little sun in the corner to remind yourself!)
*Everything facing that direction with be lighter tints
*Everything on the opposite side of that will be darker shades
Have students draw 3D shapes and then bring them to life by
shading them properly.
Square
- Three sides (each a different value)
- One side very dark (The side you start with), One side
medium shade, one side dont even put your charcoal
stick on, just use the residue from your finger to shade it
in
- Remember to include shadow
Sphere
- Start by shading what looks like a moon inside the
sphere
1. Core light doesnt hit (Shadowed area)
2. Highlight lightest area of the sphere
3. Reflective Light - Lighter outside rim light
reflecting off the table
- Remember to include your cast shadow

20 mins

Cylinder
- There will have to be blending involved to show the
shift in light around the cylinder
*Start by drawing the 3D cylinder
- Then do lines side by side (value scale pretty much)
- Then blend in the motion of the cylinder
- Keep doing over with charcoal till you get the desired
shift in value, one side should be very dark, the other
should be lighter.
- Use a cylinder cup as a still life
- You build up to the dark (NOT right away!)
Cone
- Same idea as cylinder
Definitely give a demo and show examples!
The art room doesnt have kneaded erasers so emphasis that if
they do wish to use their erasers they may get very black and
need to be rubbed off afterwards! They will have kneaded
erasers for their poster if they wish to do it in charcoal.

Learning Activity #3
DO ACTIVITY 4
FIRST

Teacher Notes:
Assessments/
Differentiation

Allow students to make mistakes and start again. Once they feel
they have completed a 3D shape and are happy with it have them
number it. This will allow me to know which one to look at and
mark as part of their process!
1. Square
2. Sphere
3. Cylinder
4. Cone
(They can choose to do all good copies of their shapes on the
same page, if they wish to do so!)
Make this activity the main focus!!!
(Can even have students experiment with the compressed
charcoal once they have shown you they can handle the vine
charcoal)
DEPENDING ON HOW SHAPES GO DO EITHER ACTIVITY
3 OR ACTIVITY 4! (Probably only 6 a.m. will get to)
Advanced shading/blending of an object
- Bag of still life objects (Fruits, vases, crumbled up
paper, fabric)
- Fruits/vases for basic skill level only give to a couple
students who are really struggling (Only if they wish to
do so)
- Fabric and crumbled paper for the majority of the class
- Charcoal & Black and white in general, is all about the
value scale
- This mini study will give them a good idea as to whether
of not they can handle a poster in charcoal
- Once students have completed their study of the shapes
they will apply their knowledge on shading to a more
complex item.
- Each student will get a white piece of paper that they
will crumble.
The goal is to look closely at the crumpled paper and see which
direction the light is hitting it at. Which areas are the lightest,
which areas are the darkest? What has a shadow and what area is
getting a reflection of light?

10 mins

Learning Activity #4

Teacher Notes:
Assessments/
Differentiation

Feedback To
Students

Sponge
Activity/Activities

The lighting in the art room might be slightly off, so you

might have to shut certain lights off.
To start the paper study, encourage the students to not do an
outline but rather an overall shade of the shape. Then work
into their shaded shape with lines and different values.
This will slowly create a 3D crumpled paper I will help
them out on this process in detail on Wednesday
Just get them started on creating the basic shape of the paper
and outlines within it
REMEMBER start VERY light and move your way up to the
darker areas
SHOW PowerPoint examples!
- I will give demo on Wednesday!
Landscape charcoal study
- Background either light or dark (Let them experiment)
- Middle ground medium value (Create rolling hills, or
some aspect of land!)
- Foreground either light or dark (Opposite of
background)
Go in afterwards with a dark shade and little mark makings to
create trees!
I think I prefer students trying this mini activity to the crumbled
paper, because it may appeal to them more! (And not be so
challenging!)
- You can give a demo, and relate back to power point!
- Have students experiment by trying to make a landscape
image!
- Usually landscape images have three layers
background, middle ground and foreground, by playing
around with the shading and use of blending one can
easily form a landscape.
- Then have students add their own touch by adding
different objects that are apart of landscape drawings
they will be amazed at how easy it was to create a 3D
looking landscape!
*Remind them that as objects get farther away they become
smaller
*Remind them that there needs to be a light source hitting the
land somewhere!
Closure
Thank the students for:
- Getting out of their comfort zone and trying a new
material!
- Being respectful during work period!

10 mins

Time

Have printed off Zen-tangles for students to trace over or color on! (Since
they are so popular at the moment ask what the students prefer!)

6 a.m. finished cube, circle, and working on cylinder

6 p.m just got the material and learned a little about it!