Shading and Value

Overview

In this lesson (Lesson 3 of 7) you will build on your journey sketch ideas by adding graphite shading to show value and depth. You will practise hatching, cross-hatching and blending using HB and 2B pencils to replace any colour work with pencil-only techniques.

Learning intentions

Students will:

• use graphite pencils to create a range of values (light, mid-tone, dark) in a sketch
• apply hatching, cross-hatching, and blending to show form (near/far, round/flat)
• document and reflect briefly on which shading method best shows depth

Success criteria

• I can create at least three distinct values: light, mid-tone and dark.
• I can use pencil hatching or cross-hatching and/or blending to make parts of my sketch look 3D.
• I can keep my shading strokes controlled (direction helps the shape).

Curriculum links

• Visual Arts: experiment with, document and reflect on ways to use visual conventions, visual arts processes and materials.
• Visual Arts: use visual conventions and processes to plan and create artworks that communicate ideas and meaning.
• Visual Arts: use visual conventions and processes to communicate visual depth and form through tone/value.

Lesson structure (45 minutes)

1. 0–5 min · Hook (video + prompt). Teacher shows a short demonstration of a value scale using pencil pressure (light to dark). Students notice what changes: pencil pressure, spacing, and stroke direction.

2. 5–12 min · Vocabulary + demo (closing the gap). Teacher introduces and models key terms with simple visuals and sentence starters:

• Value = how light or dark something is
• Light / Mid-tone / Dark = value levels
• Hatching = parallel lines for value
• Cross-hatching = lines in two directions for darker value
• Blending = smudging/softening to smooth transitions Students repeat terms using a quick teacher-led “thumbs” check (thumbs up if they can define or show an example).

3. 12–20 min · Guided practice: value scale (CPA: concrete → pictorial). Teacher draws a 5-step value bar on the board/paper (light, light-mid, mid, dark-mid, dark). Students create their own value scale on the side of their page. Teacher checks: correct pressure and gradual change across steps.

4. 20–33 min · Main task: shade a section of your journey sketch (pictorial → abstract). Students choose one area of their Hugo-inspired journey sketch (e.g., doorway, pathway, character edge, luggage) and shade it to show form. Teacher sets a clear method:

• Lightest areas: light hatching only
• Mid-tones: slightly heavier hatching or tighter spacing
• Dark areas: cross-hatching and/or 2B blending for smooth dark transitions Students work with HB first, then add 2B for darkest values.

5. 33–40 min · Share and refine (formative check). Students complete a quick “value check” using a partner look:

• Can I point to at least three values?
• What method did you use (hatching/cross-hatching/blending)?
• Where is the darkest value placed and why does it suggest depth? Teacher collects 2–3 examples (projected or on desks) to highlight one effective technique.

6. 40–45 min · Exit reflection (dyslexia-friendly option). Students circle one option and write one short sentence (or use a sentence starter strip):

• Today I used: hatching / cross-hatching / blending
• I improved my sketch by: ____________________ Teacher scans quickly for mastery of the 3-value requirement.

Resources

• HB and 2B graphite pencils (one set per student)
• Optional blending stump (small group access or optional station)
• Sketching paper (A4 or in sketchbooks)
• Demonstration value-scale sheet (teacher prepared)
• Visual cards with definitions: value, light, mid-tone, dark, hatching, cross-hatching, blending
• Scrap paper for practise strokes
• Clipboards or desks for quick sharing
• Dyslexia-friendly sentence starters (printed strips)
• Timer and a simple checklist on the board

Assessment

• During guided practice: teacher observes value scale accuracy (progression light→dark, controlled strokes).
• During main task: teacher circulates with a quick checklist (at least three values; at least one shading method used; direction of strokes supports form).
• Exit reflection: quick evidence of student choice and one improvement statement.

Differentiation

• Support for students needing scaffolding:
• Provide a “3-value template” (light/mid/dark boxes) to map where values go on their sketch.
• Offer sentence starters: “My darkest value is near… because…”
• Offer teacher check-in at the 20-minute mark to confirm they are using HB for light and 2B for dark.
• Clear step-by-step model:
• Students follow a staged approach: practise value scale first, then shade one section only (reduce overload).
• Extension for advanced learners:
• Add a second shaded area showing a different type of form (e.g., round object vs edge/crease) using blending for smoother transitions and hatching for texture.
• Challenge: create a sharp shadow edge (hard edge) in one place and a soft shadow edge (soft blending) in another.
• Dyslexia-friendly reading options:
• Definitions presented as visual cards, not long text.
• Use minimal writing; allow circling and short responses; provide sentence starter strips and a one-word bank (light, mid-tone, dark, hatch, blend, shadow).