Personal Still Life Drawings

5th grade artists have been studying the concept of value, the lightness and darkness of color. After drawing a value scale to explore lighter and darker values using Ebony pencils, students drew a marshmallow. Even though they are white, once they were set on the table and looked at in natural light, we noticed a range of values. One side was lighter due to the light coming in from the window. 

We also discussed the art of still life. Still life is the art of drawing or painting inanimate objects such as fruit, flowers and household items which are usually arranged on a table or shelf. Traditionally, still life painting was a way for artists to show off their technical skills. We looked at two examples of still life painting and discussed which one looked more realistic and what the artist did that made those objects appear three-dimensional. 

Willem Claesz Heda, Banquet Piece with Mince Pie (1635)

Students noticed that Heda emphasized the lights and darks in his painting, using shading on the tablecloth and adding highlights on things like the glass cup. We also noticed that the objects had shadows underneath that made them look like they were resting on the table, and that the metal objects were shiny and really showed their texture. 

For the next class, students brought in a personal object from home to do a still life drawing. Students shared the object they had chosen to bring in with their class before we began our drawings. Some students brought in a stuffed animal or figurine that they have had for a long time, or received for a birthday or special occasion in their lives. Other students brought in sports equipment. 

Students set up their objects in front of them and began by drawing the shape or shapes in their object. They added details and considered where it was darker or lighter on their object, which depended on where they were sitting in the room in relation to the windows. The following class, students added color using colored pencils. They focused on matching the colors of their object and showing the texture. Below are some examples of our still life drawings.

Adrian, 5th Grade (Bellis)

Anna, 5th Grade (Twomey)

Cammy, 5th Grade (Twomey)

Caroline A., 5th Grade (Domermuth & Fantasia)

Christos, 5th Grade (Domermuth & Fantasia)

Dimitri, 5th Grade (Psychoghios)

Emilio, 5th Grade (Psychoghios)

Gabe C., 5th Grade (Domermuth & Fantasia)

Gio, 5th Grade (Domermuth & Fantasia)

Hazel, 5th Grade (Twomey)

Isiana, 5th Grade (Domermuth & Fantasia)

Jack, 5th Grade (Twomey)

Joey, 5th Grade (Domermuth & Fantasia)

Kate S., 5th Grade (Bellis)

Lucas, 5th Grade (Bellis)

Tessa, 5th Grade (Domermuth & Fantasia)

Xander, 5th Grade (Bellis)

Zach, 5th Grade (Domermuth & Fantasia)

Patrick, 5th Grade (Twomey)

Personal Still Life Drawings

5th grade artists have been studying the concept of value, the lightness and darkness of color. After drawing a value scale to explore lighter and darker values using Ebony pencils, students drew a still life of white styrofoam cups. 

Even though the cups are the same color white throughout, once they were set on the table and looked at in natural light, we noticed a range of values. Some areas were dark like the space inside the cup and where it rested on the table, while one side was lighter due to the light coming in from the window. 

We also discussed the art of still life. Still life is the art of drawing or painting inanimate objects such as fruit, flowers and household items which are usually arranged on a table or shelf. Traditionally, still life painting was a way for artists to show off their technical skills. We looked at two examples of still life painting, one by Matisse and one by Heda (below), and discussed which one looked more realistic and what the artist did that made those objects appear three-dimensional. 

Willem Claesz Heda, Still Life (17th Century)

Students noticed that Heda emphasized the lights and darks in his painting, using shading on the tablecloth and adding highlights on things like the glass cup. We also noticed that the objects had shadows underneath that made them look like they were resting on the table, and that the metal objects were shiny and really showed their texture. For the next class, students brought in a personal object from home to do a still life drawing.

Students shared the object they had chosen to bring in with their class before we began our drawings. Some students brought in a stuffed animal or figurine that they have had for a long time, or received for a birthday or special occasion in their lives. Other students brought in sports memorabilia from a game they attended or a sport that they like. Some students brought a family heirloom or cultural object that has been in their family for a long time. There was a wide variety of still life objects. 

After sharing, students set up their objects in front of them and began by drawing the shape or shapes in their object. They added details, like the eyes of their doll or the design on their necklace. They considered where it was darker or lighter on their object, which depended on where they were sitting in the room in relation to the windows. 

The following class, students added color using colored pencils. They focused on matching the colors of their object and showing the texture. Below are some examples of our still life drawings.

Ava, 5th Grade (Psychoghios)

Kira, 5th Grade (Bellis)

Bianca, 5th Grade (Twomey)

Zuhi, 5th Grade (Twomey)

Arsen, 5th Grade (Domermuth Fantasia)

Bo, 5th Grade (Domermuth Fantasia)

Sandra, 5th Grade (Bellis)

Lara, 5th Grade (Psychoghios)

Marcos, 5th Grade (Bellis)

Still Life Drawings

4th grade artists have been studying value, the lightness and darkness of color. After drawing a value scale to explore lighter and darker values and get used to the Ebony pencils, students learned about the art of still life. 

Still life is the art of drawing or painting inanimate objects such as fruit, flowers and household items which are usually arranged on a table or shelf. Traditionally, still life painting was a way for artists to show off their technical skills.

Ambrosius Bosschaertse, Flower Still Life (1614)

Still life began in the Middle Ages and Greece, and we saw examples of mosaics and paintings from that time. Many still life paintings were influenced by the church, which was an important part of people's everyday lives at that time. As society changed, so did still life painting. Dutch still life paintings often showed the rich possessions of the wealthy owner. Later, modern artists became more interested in showing emotion, as well as abstracting objects.

Willem Kalf, Still Life with Ewer, Vessels and Pomegranate (mid 1640s)

We discussed how the objects chosen for a still life can have meaning, whether it is religious, cultural or personal. For example, with this still life below, many students made connections to life and death. Many students felt that it was about how our time on earth is limited, hence the hourglass, and that we should make the best of life, represented by the flower, before time was up. Other students thought perhaps it was connected to the Day of Dead, which we learned about this fall, and that it was a collection of items honoring someone. Some students also thought that the flower represented life, the skull death, and the hourglass time.

Philippe de Champaigne, Still Life with Skull (17th c.)

After learning about still life, students set about drawing one that was set up at their tables. 

Beginning with the cup on the table, students thought about how to show the different shapes of the objects before adding shading to give the objects a three-dimensional appearance.

Anita, 4th Grade

Kyan, 4th Grade

Armen, 4th Grade

Ricardo, 4th Grade

The following class, students were asked to bring in their own still life objects that had personal meaning to them. There was a wide variety of objects, including stuffed animals, instruments, sports equipment and memorabilia, jewelry and figurines. 

Students approached this still life drawing in the same way, considering shape and form, as well as value. In addition, we discussed positive and negative value, to help students look closely at the relationship between the different parts of their still life object.

Here are some examples of the personal still life drawings:

Zuhi, 4th Grade

Jack, 4th Grade

Catherine, 4th Grade

Anita, 4th Grade

Ana, 4th Grade

Eden, 4th Grade