Title – Janet Fish And Her Stunning Still-Lifes

By – Hollie Regalo

Subject – Art

Grade Level – 3rd-5th

In this lesson, students will become familiar with the work of Janet Fish and create a watercolored still-life.

Time Needed: Four 45-minute class periods.

Objectives:

1. TLW define the terms “realistic”, “still-life”, and “Janet Fish”.

2. TLW identify the work of Janet Fish.

3. TLW draw cylinders three-dimensionally.

4. TLW create a watercolored still-life.

Supplies:

12″ x 18″ 60# drawing paper

pencils

black or brown crayons

watercolors

watercolor brushes

cups of water

paper towels

newspapers or tablecloths

various containers and objects to fill them

examples of Janet Fish’s work

Set:

I have my older students keep a list of terms we use in art class. After copying terms and their definitions, students read them aloud and we discuss them briefly (realistic: art that looks like real life; still-life: a picture of objects grouped together; Janet Fish: [1938 - present]an American artist who paints still-lifes full of color, light, and reflections). I have also found a set of postcards with some of Fish’s work pictured on them, so I distribute these for students to sort, classify, and to find similarities/differences. You could also display works such as “Hunt’s Vase” that have a recognizable vase, bowl, or other cylindrical form. Have students list objects that they see, and note Fish’s extensive use of shiny and reflective objects.

Instruction:

1. Tell students that they will be drawing a still-life. Beginning-level students should focus on drawing a cylindrical object, while more advanced students can set up and draw their own still-life with teacher guidance.

2. Note that Fish uses lots of containers in her still-lifes, and that they are basically cylinders. Explain that as the top of a cylinder tilts away from us, it becomes an oval. Demonstrate this to the class, or have students try it themselves.

3. Ask students to decide on the direction of their drawing. If it is vertical, they may draw a tall container like a vase. If it is horizontal, they may draw a wide container like a bowl. You may choose to have a variety of containers available for students to refer to.

4. Demonstrate to the class, beginning with an oval for the top of the container and an oval for the bottom. Some tips:

-Note how some containers are longer or shorter at the tops or bottoms, and decide how many options you will give your students. I demonstrate many combinations before allowing students to draw, then allow them to choose.

-The bottom oval must be drawn lightly, as half of it will get erased.

-Note that the wider the oval, the higher the angle at which you are viewing the container. Demonstrate this or allow students to investigate it themselves.

-BOTH OVALS MUST MATCH IN WIDTH! This is tricky for many, so encourage them to draw lightly and emphasize that it need not be absolutely perfect.

-Remind students to leave room at the top of the page for objects that will be in the container.

5. Demonstrate how to create sides for the container by joining the tips of each oval with curving lines. Again, there are many possibilities. A common mistake for students is not to begin the sides at the very tips of the ovals, but rather begin farther inside the ovals. This ruins the illusion of a 3-D object. I demonstrate the “right way” and the “wrong way” so students are aware of the difference.

6. Have students erase the half of the bottom oval that falls inside their newly-drawn containers. To illustrate a clear glass container, instead of totally erasing that half of the oval students may change it to a broken or segmented line.

7. When containers are drawn, have students fill their containers with objects such as flowers, pencils, paintbrushes, umbrellas, lollipops, etc. By this time, my students’ patience is wearing thin, so I allow them to choose their own objects. You may want to keep some artificial flowers, candy canes, or such on hand if some students need ideas.

8. Show students that these objects will overlap the top of the upper oval as they extend out of the container. Sections of the oval that fall inside drawn objects must be erased or their flowers/pencils/whatever will appear to be transparent.

9. Emphasize proportion: objects must extend a good ways out of the container to look convincing, and should be big enough to appear to fill the container.

10. When objects are completed, have students add a table-line. This should fall BEHIND the container, not directly under it, or the container will appear to be balancing on a fence. I then have students add a pattern to the table, to the wall behind, or both. Windows, shelving, or pictures on the wall are also acceptable, as long as there is a visible difference between the wall and table. This helps students see the dimensionality of the drawing. Some higher-ability students may want to add other containers or objects to the table setting.

11. When the entire drawing is completed, have students trace their pencil lines with a black or brown crayon. Other colors can be used, but this shouldn’t be a time-consuming step.

12. Begin painting with watercolors when the entire drawing is traced. The wax in the crayon will help to contain the watery paint. You may choose to limit students to a color scheme such as analogous, complementary, monochromatic, etc.

13. Some tips for painting with watercolors:

-The brush should be kept dripping wet, but avoid puddles.

-More water = lighter colors, less water = saturated colors, color + black = darker colors. With pan-type paints, the amount of stirring will also affect color saturation.

-Brushes should be rinsed and wiped between colors to avoid dirtying the paint.

-Brush gently back and forth; watercolor brushes despise scrubbing or coloring motions.

-If the painted area begins to look “scratchy”, the brush needs to be rewetted.

-If paint drips onto an unwanted area, quickly clean and dry the brush; roll it over the drip; allow area to dry, then repaint.

-The lack of white in school-grade pans of watercolors is a problem for some students. If an area must be white, have them leave it unpainted. They could also color it heavily with white crayon, as in a resist. I encourage my students to at least paint with the dirty water in their cups so the area doesn’t appear to be forgotten.

-To create the appearance of reflections a la Janet Fish, have students use the above techniques, or: paint a background color and allow to dry; add stripes of darker color in appropriate areas, following the curves of the container.

Evaluation:

-Did students follow directions to create the illusion of a 3-D container?

-Did students complete the picture by adding details?

-Did students trace pencil lines completely?

-Did students use correct technique when painting?

-Did students make creative choices as far as color schemes, details, etc.?

A rubric on a scale of 1-10 will help give a “grade-able” number.

NOTE: ArtNews magazine had an article on Janet Fish in the October 1999 edition. It’s a good resource, and your gifted students may like to read it. Plus it has a picture of the artist!

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Hollie Regalo

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