Value

We changed the class subject from ‘Shapes’ to ‘Values’ just a few hours prior to the class starting. Although we had decided on a couple of activities, most of the class flow had to be improvised.

Activity 1:  Shading squares with values ascending from 1 to 12. 1 being white and 12 being black. 12 was an arbitrary number, however it stuck with the students. I introduced the concept of bunching values as light (1-4), medium (5-8) and dark (9-12). But the students seemed to prefer the number system.

A range of values in charcoal, by one of our students

I believe all students understood how value is to be observed and represented. Each student was self-motivated enough to re-do the activity till they achieved a desirable outcome, using both charcoal and pencil. In future classes, the light, medium and dark terminology will need to be emphasized further. 

Activity 2: Introduction to still life. We used a paper octahedron to demonstrate how, based on light sources, each visible face of the octahedron was visually of a different value.  Placing the octahedron in direct sunlight, students were introduced to the concept of observing shadows and transitions in value. 

The octahedron was a bad choice of shape for this activity, but I had to use it as it was the only model we had available today. I demonstrated how to render this shape and its shadow. On doing the activity, I realized that it would be too difficult for the students to replicate. Nonetheless, they were all eager to give it a go. None of them were successful. I’m hopeful the activity will at least nudge them towards being active observers of light. This activity can be re-attempted using a simple sphere or cube. The activity was a partial failure but is a good indication that still-life is something that students will take interest in.

I followed this up with a 15-minute demonstration. I sketched a value study, using 3 values, directly observing the premises. Students were asked to simply observe.

The last 20-30 minutes were spent going through student sketchbooks and sharing a couple of sketches from my sketchbook. I used my sketches to show how a value study helps in making a full-colour sketch.

An additional positive observation was that a group of 6-7 policemen stopped by our classroom and appeared genuinely curious to understand the activities I was teaching. Their line of questioning has changed from ‘why are you doing this?’ to ‘how and what do you plan to teach?’.