Still Life Drawing Focus

Overview

Lesson 3 of 8 in “Creative Makers: Hands-On Art” continues practising careful looking and drawing from observation. Students will observe a real still life arrangement (fruits/objects) and create a drawing that shows at least three objects, correct proportions, and shading for depth.

Learning intentions

• WALT: Observe and draw a still life arrangement using line and shading.
• WALT: Use observation techniques to place objects correctly on the page.
• WALT: Reflect on my drawing choices and explain what I improved.

Success criteria

“I can…”

• Draw at least three objects in the still life.
• Show proper proportions (objects are not all the same size; they look like they belong together).
• Use shading to show depth (some parts are darker because of light).

Curriculum links

• Art and Design (Visual Arts): Make art using a range of materials and techniques, and develop understanding of how observations become artworks.
• Learning through making: Practise planning and creating a drawing from real objects, then sharing and responding to artworks.
• Communication: Use visual and oral language to describe observations and drawing decisions during critique.

Lesson structure (60 minutes)

1. 0–8 min · Hook: Look closely.

• Teacher sets up the still life arrangement on a table and dims distractions so students can focus.
• Students do a quick “look then point” check: each student points to one object and says one feature (shape, size, texture, or colour).

2. 8–18 min · Mini-lesson: Observation techniques.

• Teacher demonstrates a fast “drawing plan” on the board: (1) observe overall shapes, (2) sketch light outlines, (3) place objects before details, (4) add shading last.
• Students follow along with their pencils hovering above the page: they practise a “3-step” plan—big shapes first, then smaller shapes, then shading.

3. 18–40 min · Independent creation: Draw the arrangement.

• Teacher circulates, prompts questions, and checks for the success criteria: three objects, proportion, and shading.
• Students draw in their sketchbooks: start with light pencil outlines for all objects, then refine edges and add shading using simple techniques (side of pencil, gentle blending, or cross-hatching where needed).

Teacher prompts during circulation:

• “Which object is closest to you? How can you show that with size or shading?”
• “Where is the lightest area? Where does it get darker?”
• “Are any objects overlapping? How will you show that?”

4. 40–52 min · Targeted support/small-group check.

• Teacher runs a short table group for students needing support: step-by-step guides for placement and proportion.
• Supported students use a guided drawing strip (three boxes on a page representing object placement) and redraw outlines with teacher assistance, then add one shading area per object.

For students who are ready:

• Add extra details (e.g., a label-like highlight, more than one shading tone, or a stronger shadow under objects).

5. 52–60 min · Reflection: Gallery critique.

• Teacher sets up a “two stars and a wish” routine for group critique: two strengths and one improvement.
• Students display drawings, then in pairs share: one thing they observed well (e.g., proportions) and one shading choice they used.

Resources

• Still life objects (e.g., 2–3 fruits plus a simple container/cup; add 1 textured item such as a small cloth or stone if appropriate)
• Sketchbooks (one per student)
• Pencils (HB/2B), charcoal (optional for shading if your class manages charcoal safely)
• Erasers and pencil sharpeners
• Worksheets or “guided drawing strip” (optional pre-prepared for support)
• Classroom timer
• Space for a mini gallery display (floor/desk area with clear sight lines)

Assessment

• During independent creation, teacher checks:
• At least three objects are drawn (quick scan of sketchbooks).
• Proportions: students have not drawn objects as identical sizes; overlap/relative position is attempted.
• Shading: at least one clear dark area and at least one lighter area are visible.
• During reflection, teacher listens for student explanations using sentence starters:
• “I drew… because it looked…”
• “My shading shows depth by…”

Differentiation

• Support for autistic students and learners needing structure:
• Provide simpler still life option at a small group table (e.g., 2–3 objects with similar shapes).
• Use a step-by-step drawing guide (light outline → refine → shade) with visual steps posted on the wall.
• Offer a “place it” scaffold: three light boxes on the page to help position objects.
• Give limited choices for shading method (choose pencil side shading OR cross-hatching).
• Support for students needing fine-motor help:
• Provide pencil grips and allow a “first draft” using very light marks; students refine once placement is correct.
• Extension for confident artists:
• Ask for a stronger range of tones (3 shades: light, mid, dark) and a shadow cast under/behind objects.
• Add one detail that shows texture (e.g., dots on an orange, ridges on a container).
• Language/communication support:
• Use word bank cards: “lightest, darkest, shadow, overlap, size, shape, edge.”
• Offer sentence starters during critique so students can communicate clearly even if writing is limited.