1. Display students' completed still-life paintings and artist's statements in the classroom.
2. In the classroom, post the criteria for a still-life painting that the students developed in Lesson 1. Have each student
choose the two paintings created by one classmate and write an evaluation of the artworks in their journals. They should address
Give an example of good use of color. Explain why it is good in your opinion.
Give an example of good use of line. Explain why it is good in your opinion.
Give an example of good use of shading. Explain why it is good in your opinion.
Compare the work to one of the still-life paintings from the Getty Museum.
Did the artist achieve a sense of three-dimensional space in the paintings?
How do the two mediums change your appreciation for the subject?
Summarize the artist's statement in one sentence.
How does the artist's statement change your appreciation for these works of art?
3. After students have finished their written critiques, have volunteers share their evaluations with the class. Use the
students' observations to start a class critique of the paintings. Point out common themes and issues that appear in the works.
4. Photograph the students' works of art and have them add the photographs to their portfolios, along with their journal
sketches and artist's statements.
Students should be able to do the following:
Identify still-life painting and relate it to historic objects.
Describe and analyze a peer's artwork in written form.
Make clear statements about the significance, value, and meaning of their peers' works of art.
Apply previously determined criteria to their analysis of their peers' artwork.
Common Core Standards for English Language Arts
Text Types and Purposes
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Visual Arts Content Standards for California Public Schools
Grades 9–12 Proficient
1.0 Artistic Perception
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in
works of art, including their own.
Analyze Art Elements and Principles of Design
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning
of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
Impact of Media Choice
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
2.0 Creative Expression
Skills, Processes, Materials, and Tools
2.2 Prepare a portfolio of original two- and three-dimensional works of art that reflects refined craftsmanship and
4.0 Aesthetic Valuing
Make Informed Judgments
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position
after considering the views of others.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
National Standards for Visual Arts Education
2. Using knowledge of structures and functions
a. Demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. Evaluate the effectiveness of artworks in terms of organizational structures and functions.
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
a. Identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses
of purposes in particular works.
b. Describe meanings of artworks by analyzing how specific works are created and how they relate to historical
and cultural contexts.
c. Reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.