D11-DOI-Visual Arts, 1st Grade Art

District 11 Division of Operations & Instruction
Visual Arts

Grade 3, Quarter 1 Art: Three Dimensional Shapes and Symmetry

Overview
There is considerable research on the academic value of students receiving instruction in the Visual Arts. All District 11 art classes are taught by qualified art teachers. Students will learn the elements of art and principles of design. They will learn about art in relation to history, culture, and the community. They will also recognize and use the visual arts as a form of communication, and will critique works of art through analysis, assessment, and evaluation. As we progress into the second quarter, more formalized assessments of each student's level of mastery begin and continue throughout the year. "Art isn't everything, it is about everything."
~ Gertrude Stein

Curriculum Integration: This is an Integrated Unit for Math and Art.

For Teachers

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Daily Lessons

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

People and cultures communicate through visual arts.
Visual arts tell stories with mood and emotion through images.
Visual arts inform us about our culture, history and society.
Line defines shape and adds meaning.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

What is art?
What makes a piece of artwork good?
How can I communicate my ideas thoughts and feelings effectively through art?

Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.

District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities.

A	Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C	Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H	High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I	Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E	Effective Use of Information Technology: a core competency for 21st Century Skills
V	Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E	Effective Communication Skills: a core competency for 21st Century Skills

Lessons 1-2: Color Wheel Name
Duration: 2 class periods

Visual Art Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Math Standard 4: Geometry
Identify, describe, draw, and compare geometric shapes
Explore and describe attributes
Use geometric figures to create and reproduce designs
Learn common polygons
Recognize and identify basic geometry terminology
Identify parallel lines, line segments, arrays, and symmetry
Enduring Understanding: People and cultures communicate through visual arts.
Essential Questions: What is art?
Assessment: Third Grade Grading RUBRIC
Materials: pencil, sketchbook, bent wire for the drawing ritual, blinder card (8x8 card with slit in the middle for the pencil to be inserted through), 12"x18" white paper, oil pastels, watercolors, brush, water container, paper towels, newspaper to cover the table, color wheel
Vocabulary: primary, secondary colors
Activities

Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put a date in the sketchbook.
Try this Triangular Color Wheel Lesson. It's color mixing theory at it's most basic, an easier-to-understand version than the traditional color wheel. PRINT the Triangle out and trace it onto a sheet of watercolor paper or, if your printer has waterproof ink in it, print the color mixing triangle directly onto a sheet of watercolor paper. Complete this primary and secondary color lesson.
If you've ever noticed a rainbow these colors are always in an order. The color wheel mirrors the colors of the rainbow or spectrum of light. Discuss the color wheel and why the colors are arranged in the order in which they appear. Next time you see a rainbow observe the colors on top and the bottom.
Look at this 3rd grade Color Wheel Name Lesson: Mrs. Browns Art Class. Draw your name in bubble letters. You may fold your paper lengthwise to find the center line. Use a ruler to draw this line and add two diagonal lines from corners to corners. Your drawing should be divided into six sections (one for each color on the color wheel).
Draw your name across the page in bubble letters.
Use you triangular color wheel or another color wheel to look at. Use Red, Yellow, and Blue watercolor paint only and paint your primary and secondary colors IN ORDER of the color wheel. Each of the six sections drawn will represent one color on the wheel. Color each section of the color wheel using your watercolors. Color the part of the bubble letters in each section a lighter or darker hue (by using more or less paint with your water) than the background so the letters can easily be seen.
For a variation you may color your letters first using primary and secondary color oil pastels in the correct part of the picture. Then add primary and secondary watercolors on top. Use red, blue, and yellow only to mix your secondary colors.

Differentiation
Support: In pencil, write the colors to be painted in the appropriate boxes first. Then use oil pastels, then watercolors. You may use scrap paper to paint the mixed secondary color before painting it on the larger paper.
Try this fun Interactive Color Toolkit to review your colors.
Another Primary and Secondary Colors review site.

Extension: Color by Betty Edwards available through your resource person in D-11 (This is for the more advanced learner) Edwards, Betty. Color. New York: Tarcher/Penquin Books, 2004. Chapter 12: have students use color to express meaning, and then paint using tempera paint.
Discuss the shapes that are formed when 3 of the triangles are combined. What shape is made when all 6 triangles are combined? Using a protractor, measure the angle of each corner of a triangle.
Supplementary Resources: Color wheel examples:
The Color Wheel
Elements of Art: Color
History Behind the Color Wheel pages 1, 2, and 4 Additive color
Complementary Color Information

Lesson 3: A Two-Dimensional Geometric Shapes Picture
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC
Materials: pencil, sketchbook, bent wire for the drawing ritual, blinder card (8x8 card with slit in the middle for the pencil to be inserted through, 9"x12" or 12"x18" black paper, same sized grid paper and acetate, clear tape, oil pastels, black sharpie, ruler
Vocabulary: Geometric shapes, Two-Dimensional (2D), overlap, skyline

Activities

Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put a date in the sketchbook.
Can you name some geometric shapes? These are shapes that are used in math class. Some are: Circle, square, rectangle, triangle, oval...etc. Can you find some around the room?
Draw some geometric shapes on the board. FLAT drawn shapes or flat paper shapes are called Two-dimensional. They have no height or depth. We will be drawing two-dimensional shapes for this lesson a little later.
You've looked at Wassily Kandinsky and his line art.
Here is a Swiss artist from the early 1900's who liked to turn things he saw into simple geometric shapes. His name is Paul Klee. In fact, Paul Klee and Kandinsky had similar modernist ideas about art. Both artists taught at a special school of design, The Bauhaus School. (The Bauhaus School was founded in Germany in 1919. Its signature modernist style, integrating Expressionist art with the fields of architecture and design, was enormously influential throughout the world.) Take a look at a few of Paul Klee's paintings: Cityscape with Yellow Windows Pick one of the paintings. What geometric shapes do you see? You will be using geometric shapes as well for your next lesson.
Follow this Paul Klee Geometric Lesson using acetate, oil pastels and black paper: Click "Paul Klee" on the right side of the page for this lesson plan.
Create or buy grid paper and show students how to draw a simplified city skyline with lots of squares, rectangles and triangles.
When the students finish their skyline and shapes on the grid paper, have the students tape a piece of acetate to the front of their grid drawing and show them how to trace their drawing to the acetate with a black Sharpie marker.
The students are to color in the building shapes with oil pastels on the back side of acetate. Overlap colors to create new colors.
Lastly, the acetate drawing is placed in front of a piece of black paper and taped.
Put your name on the lower right corner of the 2D geometric city to be displayed and enjoyed!

Differentiation
Support:
Extension: There are more Paul Klee Geometric Lessons to try. Click "Paul Klee" on the right side of the page for these. The last one uses water to bleed color from tissue paper onto white paper.

Lessons 4-5: A Three-Dimensional Shapes Construction (Part 1)
Duration: 2 class periods

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC
Materials: pencil, sketchbook, bent wire for the drawing ritual, blinder card (8x8 card with slit in the middle for the pencil to be inserted through), toothpicks OR popsicle sticks (recommended)-at least 32 per student, clay balls (smaller than grapes) 21 per student-the following lesson plan requires gumdrops but instead clay balls (use modeling clay or clay that does not harden) will be used,
small lunch baggies to place clay balls and popsicle sticks in before you pass them out to the students-1 per student, plastic knives, SHAPES document to print: SHAPE DOCUMENT- one per student, 10"x12" cardboard to lay the handout and created shapes on top. A class helper would be very helpful for this activity.
Vocabulary: Two-Dimension or 2D, Three-Dimension or 3D shapes

Activities

Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put a date in the sketchbook.
Review some two-dimensional geometric shapes on the board or hold up geometric shapes cut from paper. What makes them Two-Dimensional?
Look at this Three-Dimensional Shapes video: You Tube: 3D Shapes PROJECT
Use this lesson to play Hunt for Your Shapes Game.
What is a 3D shape? What is the difference between a 2D shape and a 3D shape? A Two-Dimensional or 2D shape is flat. There is no height nor depth to it. A drawing is 2D. A Three-Dimensional or 3D shape is not flat. There is height and depth. A sculpture is 3D. You can look at it from many sides or angles. You will be creating a sculpture using 3D Geometric shapes.
SHAPE DOCUMENT: Each child will receive a handout with the page divided into 6 sections and the name of a 3D shape in each box : cube, cuboid, pyramid, cone, a sphere, cylinder Write your name on the paper.
Look at the INTRODUCTORY ACTIVITY and make three-dimensional shapes one at a time from toothpicks or popsicle sticks and clay balls. Use larger clay pieces for the cylinder and sphere. This is a teacher directed activity with the students observing and constructing each shape, one side at a time. As one side of a shape is made, lay it in front of you until all the sides are complete. Then put all the sides together to create the shape. Lay the completed shape in the proper box on the paper.
3D Shapes Big List.
Ask questions such as, "What is this shape that we made? (Cuboid or rectangular prism) What shapes make up the cuboid? (squares and rectangles ) How many sides does it have? How many edges? Use your cuboid to count them. How many corners?..etc.
What three-dimensional shapes did you make so far? A sphere, cylinder, cube, cuboid, cone, and pyramid.
You will continue making the 3D shapes in the next art class if you have not finished.

Differentiation
Support: The student needs to have a helper to construct the three-dimensional shapes. Look through the pictures of 3d Shapes in My World and see how many you can identify.

Extension: This is a 2D and 3D Shape Website
Click on the octahedron on the 3D Shapes Big List. Watch it rotate. How many dies are found in an octahedron? Print a copy of Making an Octohedron. Cut out the octahedron, Write the word "octahedron" and your name on one side. Decorate the cone using the art technique your teacher suggests. You could draw an octopus or a different colored 8 on each side to remind you that octahedrons have eight sides like an octopus has eight legs. Now fold it and glue the edges to make our 3D octahedron.
To create 3D paper shapes to cut, fold and tape print a copy of Making a Cube. Making a Cuboid, Making a Pyramid, Making a Prism, Making a Cone

Lesson 6: A Three-Dimensional Shapes Construction (Part 2)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC
Materials: pencil, sketchbook, bent wire for the drawing ritual, blinder card (8x8 card with slit in the middle for the pencil to be inserted through), toothpicks-at least 32 per student, clay balls (smaller than grapes) 21 per student-the following lesson plan requires gumdrops but instead clay balls will be used,
small lunch baggies to place clay balls and toothpicks in before you pass them out to the students-1 per student, plastic knives, SHAPE DOCUMENT - one per student, 10"x12" cardboard to lay the handout and created shapes on top. A class helper would be very helpful for this activity.
Vocabulary: Two-Dimension or 2D, Three-Dimension or 3D, cube, cuboid (rectangular prism), sphere, cone, cylinder, and pyramid
Activities

Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put a date in the sketchbook.
Continue making the 3D shapes using this Introductory Activity until all six of the 3D shapes are made: Hunt for 3D Shapes Introductory Activity.
TIP: When one side of a clay and popsicle stick shape is made, lay it down in front of you until all the sides have been created. Then put all the sides together to complete the 3D shape.
Lay all 6 shapes onto the appropriate box on your paper. You should have a cube, cuboid (rectangular prism), cone, sphere, cylinder, pyramid.
You may make paper shapes if you haven't done so. Look at the lesson above for the templates. Place the completed paper shapes near your clay shapes as well.
You can make more popsicle and clay shapes if you'd like.
You will use your 3D shapes for your next assignment in the next art class.

Differentiation
Support:
Extension: This is a 2D and 3D Shape Website to explore.

Lesson 7: A Three-Dimensional Shapes Construction (Part 3)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC
Materials: pencil, sketchbook, bent wire for the drawing ritual, blinder card (8x8 card with slit in the middle for the pencil to be inserted through)
plastic knives, shapes document with completed shapes from last class, approximately one 12"x18" piece of cardboard per group
Vocabulary: Two-Dimension or 2D, Three-Dimension or 3D, cube, cuboid (rectangular prism), sphere, cone, cylinder, and pyramid

Activities

Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing. Put a date in the sketchbook.
Review some two-dimensional geometric shapes on the board or hold up geometric shapes cut from paper. What makes them Two Dimensional?
You may look at this Three-Dimensional Shapes video: You Tube: 3D Shapes PROJECT voice if you want to review some 3D shapes.
Collect your papers with the 3D shapes. What shapes did you make? You should have a sphere, cylinder, cube, cuboid, cone, and pyramid. What was the easiest to form? The hardest?
The teacher will hold up one 2D shape and compare it to on of the 3D shapes. What is the difference? Do this for all of the 3D shapes.
The kids will get into small groups and use one sheet of cardboard per group. Put the 3D shapes together to construct some type of building or form. The clay shapes should stick together nicely, but be careful when laying one shape on top of another. The heaviest shapes are best on the bottom.
What construction did you make? What is it supposed to be? What would it be used for? (Of course, this could be imaginary.)
Take a photo of your group's 3D construction. Save the photos to display outside the art room or for an end of the year art exhibit.
Display the constructions on a table outside the art room for all to see.

Differentiation
Support:
Extension: This is a 2D and 3D Shape Website to explore.

Lesson 8: Cezanne and The Still-Life (Part 1)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC
Materials: Teacher Preparation for this lesson: A Still-Life needs to be displayed on a table with a tablecloth and at least four objects of varying sizes that have a sphere, cone, cylinder, and cube shape- for example: a fruit bowl with apples or other fruit would represent the sphere, a large cone shaped vase, a cylinder shaped water container, and a small decorative box, drawing paper with four drawn sections (or boxes) of varying sizes drawn on it correlating with the dimensions of the four still-life objects (for example: a lemon from the still-life is drawn in a 3"x2" box prepared on the drawing paper for the student, the large vase may be 10"x6" so a 10"x6" box would be drawn on an area of the drawing paper and so on)
Vocabulary: Still-Life, sphere, cone, cylinder, cube, proportion, contour line, edge,

Activities

No drawing ritual is needed today since you will be drawing all class period.
For the teacher: Here is a Demo vrs. Hands on Learning reading before beginning this unit.
A Still-Life is a picture of inanimate objects usually placed on a table. Common still-life subjects include vessels, food, flowers, books, and clothing. French painter, Paul Cézanne usually painted still-lifes and developed the style of using geometric shapes as the basis for his paintings. He believed that everything in the world was made up of either a SPHERE, a CONE, a CYLINDER or a CUBE. He began many of his works with these basic shapes layering thick paint with strong outlines to build form. Pablo Picasso labeled Cezanne as the "Father of Modern Art" for this new idea. This style of painting influenced artists who came after Cézanne such as Braque and Picasso who painted in a style known as Cubism.
You may look at some of Paul Cezanne's Still-Lifes. Look at the painting, Still-Life with Commode and enlarge it. Are there any SPHERES in this painting? What objects would have a sphere shape? The apples! Can you find an object that has a CYLINDER shape? There are two open mouthed containers and one that has a lid. Can you find any other geometric shapes in this painting? What basic shape would the table be? A cube. See if you can spot some geometric shapes in the tablecloth.
Choose another painting and find some geometric shapes in it.
A table should be arranged with a tablecloth and at least four objects of various sizes to represent a SPHERE, a CONE, a CUBE, and CYLINDER. For example: apples or other fruit to represent the sphere in a fruit bowl, a large cone shaped vase with flowers, a cylinder shaped water container, and a small decorative box to represent the cube. Arrange whatever can be collected for the still-life and more objects can be set on the table as well.
Each student should receive drawing paper with four boxes that represent the dimensions of the four still-life objects. They will work on one object at a time and draw the contour lines of the first object in the correlating sized box on the drawing paper. This will help the student draw the object in proper proportions. The student will draw the contour line of the fruit that comes close or bumps into the sides of box on the drawing paper. The second object is to be drawn in another area of the drawing paper that comes close to or bumps into the edges. There should be four objects drawn on the drawing paper of similar proportions to the real still-life objects.
The students can now draw more still-life objects one at time on another sheet of drawing paper (without boxes) to add to the four objects, such as more fruit for example. They will also need to add a fruit bowl and may use a very large oval or circle shape similar in size to the actual bowl. Then they can finish the fruit bowl with any additional contour lines. These lines should be as close to the actual dimensions of the still-life object as possible.
Write your name on the back of all your drawing papers.
We will save the drawing papers for next class.

View the ART GALLERY for great student still-lifes.

Differentiation
Support:
Extension: Here is a Biography of Paul Cezanne for more information. This is more information on the Life of Cezanne and assorted paintings.

Lessons 9-10: Cezanne and The Still-Life (Part 2)
Duration: 2 class periods

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, found object for the drawing ritual, projects from last class, black and colored markers for the still-life objects, 12"x18" black construction paper for background, approx. 9"x12" colored construction paper, glue, scissors, still-life on the table from last class, Optional: chalk or oil pastels
Vocabulary: Still-Life, sphere, cone, cylinder, cube, proportion, contour line, edge, depth, symmetry, pattern, primary and secondary colors

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line.
Pass out the drawing papers from last class. Each student should have at least four still-life objects representing a sphere, cone, cylinder and cube. Outline these drawn objects in black marker. Trace over the rest of your contour lines in your still-life.
Next, draw PATTERNS (click "Patterns" for a review) in each object with the black markers. You may use the board for the students to draw some patterns and to show what they know. Fill in the patterns in the still-life objects using other marker colors.
For the Teacher: As the students are filling in shapes with color, reinforce primary and secondary colors. "Who has used all three primary colors? What are they? Who has used a secondary color? What is it? How is it made?" ...etc.
Cut out the still-life objects and write your name on the back of each if you haven't already. Choose one of your still-life objects. Do you notice that one side is the mirror image of the other? Drinking glasses, bottles and boxes have REFLECTIVE (like a mirror) or LINE SYMMETRY. You may review line or reflective symmetry using this Symmetry Website. Save these still-life drawings for later.
Pass out black construction paper and write your name on the back. Hold this paper vertically or up and down.
Choose a colored piece of construction paper and glue this on the bottom of your black paper. This represents the table top.
Optional: Use chalk or oil pastels and draw a patterned wallpaper design on the black paper (this represents the wall behind the table). Use scrap paper to lean on and to cover the colored paper so it will not collect chalk dust.
Take out your still-life objects. Arrange them on the lower half of the picture on the colored construction paper. The bottom of the objects should be placed on the tabletop and not above it. OVERLAP at least one object on another. When you do make sure that the BOTTOM of the object placed in front is LOWER on the page than the BOTTOM of the object it is overlapping. This will give the illusion of DEPTH-the apparent distance from front to back or near to far in an artwork.
When you are satisfied glue your still-life objects on your paper. Does your still-life appear to have some DEPTH?
In a well ventilated area spray your project with a sealant to protect the chalk from smearing.
You may glue or staple your completed project onto a larger colored piece of construction paper. Write your name on the lower right hand corner. Great job!
Display the completed still-life projects outside the art room for all to view!

View the ART GALLERY for great student still-lifes.

Differentiation
Support:
Extension: Here is a fabulous VARIATION: Do not use markers. You will use white or clear liquid glue and chalk pastels. Trace drawn and cut out still-life objects on the black or colored background paper. The objects in front of other objects should be placed lower on the page and overlap some objects to create depth. Draw a table line in chalk on the black or colored paper behind the still-life objects. Use a white or clear glue and outline ALL your still-life objects and the table line. Outline the wallpaper pattern and any objects like windows or clocks that are in the background with the glue bottle as well. Let this dry overnight. Next time, fill in all areas in chalk pastels and spray. These are very beautiful.

View these still-lifes on the bottom portion of the ART GALLERY.

Lesson 11: Drawing the Still-Life with Values (Part 1)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, found object for the drawing ritual, quarter or value scale worksheet (1 per student), still-life, drawing pencil, 12"x18" white paper
Vocabulary: value scale
Teacher Preparation for this lesson: A Still-Life needs to be displayed on a table with a tablecloth

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. T Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line.
For this next drawing, you will be using values or shading. Values turn flat contour line drawings into drawings that have DEPTH. We will begin this lesson with a VALUE SCALE in your sketchbook. Value is the lightness or darkness of a color and includes white, gray and black. A value scale using white, gray and black is sometimes called a GRAY SCALE. Here is a photo of a 5 step Value Scale that a young student created with overlapping circles, although value scales can be 10 steps or more: Student VALUE SCALE. Look at this webpage to complete a Five Step Value Scale. Use a quarter to trace the five circles in a row in your sketchbook. You do not need to overlap the circles (like in the student value scale) to show the values in between. OR print out this simple 5 step value scale worksheet to tape into your sketchbook: 5 STEP VALUE SCALE WORKSHEET To print set printer to landscape setting.
You drew still-life objects one by one and rearranged them in your last project. What is a still-life? You may look again at Paul Cezanne's Still-Lifes for a reminder. What kinds of objects did he use in his still-lifes? What did you use in your last still-life? What does your still-life and Paul Cezanne's still-lifes have in common?
This project will allow you to draw most of the still-life on your drawing paper. Look at the objects in your still-life that is in front of you. What geometric shapes do they remind you of? Do you see any spheres, cones, cylinders or cubes?
Use a soft drawing pencil such as 2B or 4B. You do NOT need to draw the entire sill-life. Some of your still-life may come off the page. Begin with the object that is CLOSEST TO YOU. The BOTTOM of this object should begin LOW on the page. Just like in your drawing rituals of the wire, you used your finger to outline the contour of the wire first. Use your finger to outline your first object in the air. This is the way to draw your object on your paper: Follow the outlines of the object carefully with your eyes and draw exactly what you SEE with your pencil on your paper and not what you think it should look like!! Draw light lines and when you are satisfied with your contour lines you can outline them darker with your pencil. Draw the contour lines of this object so it is a decent size- do not draw this too small.
The next object to draw is the one closest to the first. Here is one of the keys to drawing...ready? COMPARE the sizes of the objects with each other! Which one is taller or wider? Does the first object OVERLAP the second? If the second object is overlapped by the first OR farther away than the first, then the BOTTOM of the second object should begin HIGHER up on the page. How much taller does it appear than the first? Would this second object come off the page? COMPARE the height and width of the second object to the first. Draw your second object using light lines and when you are satisfied darken your contour lines with your pencil.
Finish your still-life by comparing the object you are drawing with the height and width of your first object. Some of your objects may come off the page or not fit into your page. This is fine!
Complete your tablecloth. Draw any patterns your see. Do you see any wrinkle lines and shapes? Draw what you see. Do not worry about VALUES yet.
Put your name on the bottom right corner of the still-life. We will add our VALUES next time. Great job!

Differentiation
Support: Student may choose to draw only one or two objects from the still-life. Include the tablecloth.
Extension:

Lesson 12: Drawing the Still-Life with Values (Part 2)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, found object for the drawing ritual,
Teacher Preparation for this lesson: Still-Life displayed on a table with a tablecloth from last class

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line. Only look down on your paper to reposition your pencil. Finish the drawing using your blinder. Remove the blinder and use your VALUE SCALE to add values to your found object. If you squint at your object the lightest and darkest values seem to "pop" out. Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
Your still-life should be complete. If it is not, finish all contour lines of your objects and tablecloth.
Open your sketchbook to your value scale. Your #1 is white and #5 is black with your other values in between. Squint at your real life still-life and your darkest and lightest values will "pop" out. (Do not squint when your look at your drawing.) On your drawing you will outline (using VERY light lines) all of your WHITE values. Squint and they will "pop" out and will be easy to find. Do not fill these outlined area in. with any value. These areas are to remain WHITE! Outline as much as you need to!
IMPORTANT: It is appropriate to say that the rest of your still-life will have some sort of values added to it since you have framed all of your white areas not to be touched.
Squint at the real still-life again to observe your BLACK or #5 value. Using your soft pencil begin to shade in the #5 value all over your drawing where you see it. Keep referring back to your real still-life and squint. Continue adding all your darkest values where they belong all over your picture. Do not touch the outlined white areas! Use scrap paper to lean on since the soft pencils can smear.
Add your middle values where you see it using lighter strokes.
For spheres, cones and cylinders: You can blend your black value to your middle value by gradually decreasing the darkness to the lighter areas. You can use criss-cross strokes (called cross-hatching) to gradually increase the middle values to black. Your shapes should begin to look rounded.
Also, from your white area, gradually increase the darkness from your #1 value to #2 and #3 by overlapping light strokes to create depth and roundness. Do not add value to your white areas that you had outlined in step #2.
If you have added too much value to an area and you need to lighten it, use a kneaded eraser to erase the areas. You can also add highlights that you see in your still-life by erasing them out in your drawing.

Differentiation
Support: Student may choose to draw only one or two objects from the still-life. Include the tablecloth. Then add darkest value (black), middle value (gray). Leave areas of white value showing.
Extension:

Lessons 13-14: Line or Mirror Symmetry Boards
Duration: 2 class periods

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, small found object for the drawing ritual, styro-foam tray or 9"x12" cardboard with a line drawn down the middle vertically with permanent marker, dry beans, macaroni, yarn, cheerios, other materials, tacky glue, spray paint: white, black or metallic
Vocabulary: Line (Bilateral) Symmetry, pattern

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line. Only look down on your paper to reposition your pencil. Finish the drawing using your blinder. Remove the blinder and use your VALUE SCALE to add values to your found object. If you squint at your object the lightest and darkest values seem to "pop" out. Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
A shape has line symmetry when one half of it is the mirror image of the other half. Look at examples of Mirror or Line Symmetry (also called Bilateral Symmetry). Use this Symmetry Website to look at insects and animals that have line symmetry. Can you think of letters that have Mirror Symmetry?
You are going to create a Line symmetry board using many different materials. Write your name on the back of a styro-foam tray or board. A line should be drawn down the middle.
Each table should be set up with numerous materials in cups. Take two of one material and place one on one side of line and the other on the other side of the line making sure it is placed symmetrically. Glue this down and take two more objects and do the same. Continue gluing your materials, two at a time until you have filled your board.
Try a border PATTERN as well. Is your design symmetrical?
Place the project on newspaper in a well ventilated area. Spray paint the entire surface keeping the spray can about 8 inches from the project. Use a back and forth motion and spray evenly until the board is covered in spray. Let this dry overnight.
Display these great Mirror or Line Symmetry Boards outside the art room for everyone to see. Great job!

Differentiation
Support: You may look at a Symmetry Website. Look at the "Best Symmetry Animation" and you will see a Butterfly example. There are many other Line symmetry examples as well.
Extension: You may look at a Symmetry Website. There are many interesting things to look at and learn!
Here is a Kindergarten class that explores math and symmetry: Mokapu Elementary School

Lesson 15: Rotational Symmetry Hex Sign (Part 1)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, small found object for the drawing ritual, paper plates, cut slice templates that are 1/6 of the plate (one per student), charcoal or graphite to rub behind the slice template
Vocabulary: Rotational Symmetry, Line Symmetry, hexagon

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line. Only look down on your paper to reposition your pencil. Finish the drawing using your blinder. Remove the blinder and use your VALUE SCALE to add values to your found object. If you squint at your object the lightest and darkest values seem to "pop" out. Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
Remember our Line Symmetry boards from last art class? Why is this kind of symmetry called line (mirror and bilateral) symmetry? What other things have line symmetry?
Look at this Symmetry Website and click "What is ROTATIONAL symmetry?" You will find some examples here as well. An image has Rotational Symmetry if there is a centre point around which the object is turned a certain number of degrees and the object still looks the same, ie it matches itself a number of times while it is being rotated.
Look at this Dutch Hex Sign website to learn a little about the Pennsylvania Dutch signs commonly found at the peaks of barns in PA and the surrounding area. Hex designs have six sections, just like hexagons have six sides! These circular hex signs may have been "painted prayers" asking God for the blessing of protection for home and farm, good fortune, abundance and prosperity or inviting guests to be welcome.
Mrs. Brown had her students design their own Hex signs. Look at these Pennsylvania Dutch Rotational Hex Sign Examples.
To create your own rotational design that repeats six times, trace the outside of a paper plate on white paper and press your pencil point through the hole in the middle of the plate so that the mark shows up as the center point of your circle on your paper. Write your name on the back of the paper.
Use a template of a "pie slice" that is one-sixth of the plate. Lay this template inside the drawn circle making sure the outside edge rests along the circle edge and the point of the pie slice rests on the center point of your paper. Trace the template six times to create a six sliced pie or pizza.
Hex sign using precut geometric shapes to trace or draw.
Use this template and draw your design in pencil. Turn the slice over and on the back of the slice rub charcoal or graphite to cover the entire back side.
Turn this template right side up and place it onto one of the drawn slices of the circle. Trace your image onto your 1st slice of the circle on your paper pressing hard so the image is duplicated onto the circle.
TIP: Instead of tracing the template six times onto the paper circle, you may draw the image six times onto your circle. To create the design, you can use some precut shapes to trace if you'd like.
Trace this image five more times inside your circle. You may need to rub more charcoal or graphite on the back of the template.
We will finish up this Rotational Symmetry Hex Design next art period. So far, so good!

Differentiation
Support: Have the circle already prepped with six equal "slices." You may decrease the number of rotations to four and keep the shapes very simple. Use precut shapes to trace onto each slice. Keep the design VERY simple.
You may review line or reflective and rotational symmetry and create your own on-line: Symmetry On-Line
Extension: Turn this circle into a rotational PIZZA PIE or make this Pizza Pie into a collage of cut paper pepperoni, anchovies, peppers...etc
You may review line or reflective and rotational symmetry and create your own on-line: Symmetry On-Line

Lesson 16: Rotational Symmetry Hex Sign (Part 2)
Duration: 1class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Third Grade Grading RUBRIC or Grading Rubric
Materials: pencil, sketchbook, blinder card, small found object for the drawing ritual, black markers, assorted markers, scissors, glue, black construction paper for mounting (optional)
Vocabulary: Rotational Symmetry, Line Symmetry, hexagon

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line. Only look down on your paper to reposition your pencil. Finish the drawing using your blinder. Remove the blinder and use your VALUE SCALE to add values to your found object. If you squint at your object the lightest and darkest values seem to "pop" out. Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
Do you remember what Rotational Symmetry is? How is this different than Line or Mirror Symmetry?
Describe what the Hex signs of the Pennsylvania Dutch were used for. Where did they place their Hex signs?
Let's continue our Rotational Hex signs. Go over all your lines with a black marker.
Use chisel tip markers to fill in all your shapes. Make sure your colors are the same in each slice.
You may cut out your completed circle and glue this onto black construction paper. Write your name on the bottom right corner of the paper.
Display the Hex signs outside the art room for all to see and admire! Wonderful!

Differentiation
Support: Have the circle already prepped with six equal "slices." You may decrease the number of rotations to four and keep the shapes very simple. Use precut shapes to trace onto each slice. Keep the design VERY simple.
You may review line or reflective and rotational symmetry and create your own on-line: Symmetry On-Line

Extension: Turn this circle into a rotational PIZZA PIE or make this Pizza Pie into a Rotational collage of cut paper pepperoni, anchovies, peppers...etc
You may review line or reflective and rotational symmetry and create your own on-line: Symmetry On-Line

Lesson 17: Symmetry In My World
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Line defines shape and adds meaning.
Essential Question: How can I communicate my ideas thoughts and feelings effectively through art?
Materials: pencil, sketchbook, blinder card, small found object for the drawing ritual, white paper folded in half, black oil pastel or crayon, watercolors, warm iron, water container, brushes, paper towel, newspaper to cover table, magazine photos

Activities

Warm up with a five minute Drawing Ritual in your sketchbook- Look at this site for Rituals to Start an Art Class. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card). The blinder will keep you from looking at your paper while drawing. You make look at your paper only to reposition your pencil when you begin a new line. Only look down on your paper to reposition your pencil. Finish the drawing using your blinder. Remove the blinder and use your VALUE SCALE to add values to your found object. If you squint at your object the lightest and darkest values seem to "pop" out. Outline you white value lightly and do not add values to this area. Color the darkest or #5 value. Finish adding your other values. Put the date in your sketchbook.
Symmetry Art Lesson Plans