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Sample Lesson
Grade 3

Cube, Cylinder, Sphere, Cone

lesson12image1

Visual Art Standards:

2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

Elements and Principles of Art demonstrated in lesson:

dotValue
dotForm


Curriculum related to lesson:

dotScience
dotMath


Introduction:


This lesson will show you how to draw and shade various shapes. You will understand form and dimension. You will "see" these shapes all around you in your own environment.


Materials:


dotvalue
dotform
dot3D
dotshading
dotshadow


Materials:


dot12" x 18" drawing paper
dotpencil
doteraser

Directions:

Fold your paper in half, one half is for shapes and one for a picture.

Cube:

Step 1. Draw 2 horizontal lines and 2 vertical lines to make a square.
Step 2. Draw 3 diagonal lines at the upper right corners. Try to make the 3 lines about the same length and in the same direction.

Step 3. Finish the cube with a horizontal line at the top and a vertical line at the side.

(If it looks wrong, check the angles of your diagonal lines.)

Step 4.
To shade the cube:
Leave the top white, as this area usually receives most of the light.
The front of the cube can be in partial light, shade it lightly.
The right side of the cube is in shadow, shade it dark.

As students finish shading the cube, have them look around the room to find objects that are cubes. If they find one have them raise 1 finger, 2 fingers for two objects, etc. Have students tell everyone what cubes are in the room. (The room is a cube too.) A cube must have depth, it is different from a square. Rectangular cube shapes are fine.
 
Step 5. To add the shadow: Draw 2 horizontal lines at the right bottom corners. The lines should be the same length.
Step 6. Draw one diagonal line to finish shape.
Step 7. Fill in dark.
To draw a tall rectangular cube, just start with a rectangle.
   

Cylinder:

Step 1. Draw an oval
Step 2. Draw two vertical lines at the outer edges of the oval.
Step 3. Draw a curved line like a smile at the bottom of the vertical lines.

Step 4. To shade the cylinder:
The top of the cylinder receives the most light, leave it white.
The left side is in partial light, shade it lightly.
The right side of the cylinder is in the dark, shade it dark.
Try to blend from dark to the light.


As students finish shading the cylinder, have them look around the room to find objects that are cylinders. If they find one have them raise 1 finger, 2 fingers for two objects, etc. Have students tell everyone what cylinders are in the room. A cylinder must have depth, it is different from a circle. A cylinder can be tall or short. Cylinders can be cups, pencils, pipes.
 

Step 5.
To add the shadow:

Make a curved line starting at the center of the bottom of the cylinder. Fill in dark.

Step 6. Draw a short cylinder.
Add shading and a shadow too. These short cylinders resemble coins, checkers, clocks, hockey pucks, etc.
   

Sphere:

Step 1. Draw a circle.
Step 2. Add a curved line to the right side of the circle.Fill in the crescent moon shape dark.
Step 3. Draw another light curved line, smaller this time like the hole in an olive. Leaving left side white, shade from dark to light in the middle shape.
As students finish shading the sphere, have them look around the room to find objects that are spheres. If they find one have them raise 1 finger, 2 fingers for two objects, etc. Have students tell everyone what spheres are in the room. Have students tell everyone what spheres are not in the room. A sphere must have depth, it is different from a circle. A sphere can be tall or short. spheres can be balls, tip of flagpole, the planet Earth.  
Step 4. To add a shadow, make an oval starting at center of bottom of the sphere. Fill in dark.
   

Cone:

Step 1. Draw 2 diagonal lines, like an upside down V.
Step 2. Add a curved line to the bottom like a smile.
Step 3. Draw 2 light diagonal lines on the cone from top to bottom.
Step 4. To shade: leave the left side white. Shade the right side dark. Blend the middle shape from dark to light. This is a gradient.
As students finish shading the cone, have them look around the room to find objects that are cones. If they find one have them raise 1 finger, 2 fingers for two objects, etc. Have students tell everyone what cones are in the room. Have students tell everyone what cones are not in the room. A cone must have depth. A cone can be tall or short. Cones can be an ice cream cone, tip of a pencil, etc.  
Step 5. To add a shadow: Draw a horizontal line at the bottom of the cone starting in the center. Draw a diagonal line from the side of the cone to make a point.
   

Now it's time to draw your own picture. To reinforce the forms and shading, draw at least 3 different shapes with shading. Don't forget the shadows. If the sun is shining from the top left, your shadows will be on the right.

 



Look at the students artwork.
Do their drawing have shading and shadows?
Do the shadows look logical for the objects?