Relation of Forms · SHS1 Art And Design Foundation

Lesson notes

Learning Objectives

Indicator: 1.3.3.LI.2 - Compose appropriate tonal values and hues for forms in drawing.

By the end of the lesson, learners can:

Define tonal value and hue, and distinguish between the two terms with reference to at least two examples from their immediate environment.
Generate a 24-scale tonal value chart for the primary and secondary colours of pigment, working in small groups.
Apply appropriate tonal values and hues to create a composition of at least three objects from the immediate environment, showing light, mid-tone and shadow areas.
Evaluate their own and peers’ compositions by giving a simple appreciation and criticism based on the use of tonal values and hues.
Explain how modern and digital approaches (for example, photo editing software or digital drawing tools) can be used to adjust tonal values and hues in a drawing.

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Curriculum details

Strand: Design for Life (Strand 3)
Sub-strand: Relation of Forms (3.3)
Content standard: 1.3.3.CS.1 - 1.3.3.CS.1 Demonstrate knowledge and skills in relating forms and objective drawing by using available media and techniques for creative expression. 1.3.3.LO.1 Design and create art and design works by relating basic contours and forms in the environment using modern and digital approaches.
Indicator: 1.3.3.LI.2 - Compose appropriate tonal values and hues for forms in drawing.
Suggested placement: Semester 2, Week 19 (Week 39 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 57

Exemplars (from the NaCCA curriculum)

Experiential Learning/ Self-directed Learning: In smaller groups, research, and record how appropriate tonal values and hues have been used to create forms of objects in the immediate environment in drawing.
Experiential Learning/ Self-directed Learning: In small groups, generate a 24-scale tonal value for the primary and secondary colours of pigment and colours of the spectrum.
Problem-Based Learning/ Project-based learning: Working individually and in smaller groups, use the appropriate hues and tonal values to create a composition of objects in the immediate environment for appreciation and criticism.

Assessment (1.3.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Textbooks
- web references
- projector
- computer
- LCD Screens
- flip charts, TLMs on colour theory and application
- posters
- flyers
- buntings
- paintings
- drawings and illustrations