INSPIRED BY C. W. JEFFERYS – Line, Value, Contrast

Students will be able to:

• identify characteristics of C. W. Jefferys' style;
• create a drawing that expresses their own ideas in the style of C. W. Jefferys; 
• use a variety of lines and patterns to create different values;
• demonstrate technical accomplishment and creativity; 
• support their ideas with evidence found in the works.

Have students:

• research the life and career of C. W. Jefferys, or another Canadian artist of the same period;
• organize their research into an electronic format to share with classmates;
• compare the work of C. W. Jefferys with that of another Canadian artist of the same period;
• create a 3-dimensional artifact to represent the artist they have researched;
• create a display that explains why and how the artifacts represent the artists.

1. Prior to this lesson have students complete:
   - Analyze A Historical Image – C. W. Jefferys worksheet to learn about Jefferys and the image. (Downloads - AnalyzeHistoricalImage.pdf)
   - Draw in the Style of C. W Jefferys worksheet - one per student. (Downloads - DrawStyleJefferys.pdf)
2. Download and display the Line, Pattern and Contrast posters available on this website.
3. Provide time for students to take or find a photo to use as a source image for their drawing.

1. Discuss and record on a chart paper what students have learned about C. W. Jeffreys' style by completing the worksheets.
   - repetition of lines and patterns create different values 
   - contrast creates the illusion of depth 
   - different line patterns add variety to the drawing
2. Review the importance of pressure when using a fine line marker.
   - the greater the pressure the thicker the lines
   - the closer the lines are together the darker the value
3. Review and have students demonstrate how to create different values with lines and patterns.
4. Introduce the challenge. 

1. Display the drawings as a body of work. 
2. Ask them to gather in front of the display and discuss the things that are especially effective and why.
   Talk about:
   - what is interesting about the subject of the drawing
   - how the drawings show the influence of C. W. Jefferys
   - how they made the style their own
   - how they might use this style in other projects
3. Ask students to tell how they felt about doing this project.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their drawings – speaks with a clear voice, looks at audience while speaking, holds drawing to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the drawing.
4. Use a checklist to track progress. (Downloads – Jefferys_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads – InspiredByJefferys_self-assessment.pdf)