Sample Lesson Plans

Lesson title:

Grid Self Portrait

Estimated time for completion:

3 weeks

State or national standards addressed:

VA:Cr1.1.1 a. Use multiple approaches to begin creative endeavors.

VA:Cr1.2.I a. Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.

VA:Re8.1.I a. Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.

VA:Cn11.1.I a. Describe how knowledge of culture, traditions, and history may influence personal responses to art.

Measurable student objectives (“I can” statements):

I can draw a proportionate human face.

I can draw using the grid method.

I can draw using a reference photo of myself.

I can plan and create a self-portrait using examples from artists in history and

Materials:

Drawing pencils

Large kneaded erasers

T square rulers

Acetate paper

Black ultra-thin sharpie

16 x 22 white drawing paper for final copy

16 x 22 white drawing paper for rough copy

8 x 11 student photos printed after using 1:1 devices.

PowerPoint presentation

Masking tape

Magazines

Student Handouts:

Grid method packet with examples, steps, and practice

How to draw facial features packet

How to use different shading techniques

Grading rubric

Peer Review

Self Reflection

Curriculum integration areas:

Connecting Mathematics with Art. Grid drawing involves measuring and making ratios of 1:2 for the scale and size of the grid. Multiplication and division will be used to make the grid larger or smaller.

Motivation or anticipatory set:

Artists and their Self Portraits video clip in Intro PowerPoint

Curriculum integration areas:

Connecting Mathematics with Art. Grid drawing involves measuring and making ratios of 1:2 for the scale and size of the grid. Multiplication and division will be used to make the grid larger or smaller.

Motivation or anticipatory set:

Artists and their Self Portraits video clip in Intro PowerPoint

Procedures:

Day 1

·       Introduce the students to the Unit plan with the motivation PowerPoint followed by the Art History Mini Lesson on Chuck Close.

·       Have students discuss what they learned from the mini lesson and discuss what they would rate their self portrait drawing skills at 1-10 and how they feel about drawing self portraits.

·       Then handout the facial drawing packet out. Start with explaining head shapes and drawing heads.

·       Have students practice different heads. Including their own and those at their art table in their drawing packet.

·       After practice instruct students on how to draw the proportionate lines on a face to have correct proportions. Which they will practice adding to the 5+ heads they have drawn. Students should then practice using the whole back page of the packet to draw a full head and proportion lines.

·       Have students then use their device to take selfies in multiple appropriate poses showing different emotions

        Day 2

·       Start the class with the Selfie Art Production 1 mini lesson

·       Instruct on how to draw eyes and eyebrows.

·       Have students practice 6 different eyes and eyebrows in the packet

·       Instruct on how to draw eyes and eyebrows on a proportionate face with the full head they drew last class on the back of the packet.

·       If there is extra time have the students practice drawing another student in class’s realistic eyes and eyebrows.

·       While the students are practicing call them up one at a time to discuss their selfies and which one they feel is there strongest.

Day 3

·       Start the class with the Art Criticism 1 mini lesson

·       Introduce how to draw lips

·       Have students practice drawing 6 pairs of realistic lips showing different emotions. Using magazine examples and their packets.

·       Once practice is done in their packet have students then add a mouth to the proportionate head on the back of their packet that they have drawn.

·       If time have students practice modeling for their classmates and drawing their classmates mouths.

·       While students are practicing continues to meet 1 on 1 with students to discuss their chosen selfie

Day 4

·       Start the class with the Aesthetic 1 mini lesson

·       Instruct students how to draw realistic noses.

·       Have the students practice in their drawing packets 5 different noses.

·       Then have them draw a final practice on the back of their packet on the large proportionate face.

·       If time have students study a classmates’ nose and practice from a live model.

Day 5

·       Start the class with the Creativity 1 mini lesson

·       Instruct students on how to draw hair.

·       Using magazines students will practice drawing hair on the 5 given heads in their packet.

·       Once done students are to add hair to their proportionate head on the back of the packet.

·       If there is time students will practice drawing the hair of a classmates or that from a celebrity in a magazine.

Day 6

·       Start the class with the Art History Vincent Van Gogh mini lesson

·       Have students discuss what they think the grid method is at their table giving an example and explain it.

·       Students will receive a grid drawing packet.

·       Instruct students how to create a view finder and it’s importance

·       Have students create their own 1inch by 1inch view finder

·       Instruct students on how a grid is used and the short history behind it. Recall students learning about Chuck Close and how he used a grid at this time.

·       Instruct and show an example of how to use a grid to copy a photographed image.

·       Have the students practice grid drawing in the packet number 1 and 2.

·       Walk around the room to help students and provide feedback.

·       If there is time students can practice Number 3 or take it for practice at home.

Day 7

·       Start the class with the Art Production 2 mini lesson

·       Instruct students on a 1:2 ratio provide examples and ask students for others

·       Instruct students how to create a grid on their printed chosen selfies 1inch by 1inch

·       Have students create the grid on the acetate paper that will go on top of their selfies

·       Instruct students how to create their grid on the final larger paper.

·       Help students that may need assistance

Day 8

·       Start the class with the Art Criticism 2 mini lesson

·       Review with students their final project with the grading rubric

·       Make sure that all students have their grids complete on both the final paper and acetate paper over their chosen selfie.

·       Instruct students on how to start at the bottom left corner of their picture and using a pencil draw the contour lines of their selfie

·       Students start to draw on their final paper

·       Walk around to take note of students that need more guidance and verbally comment on the positive things students are doing in their work. Example drawing lightly, using the view finder to focus just on one square, etc.

·       For the rest of class have students continue to work on transferring their contour lines in their selfies from the photograph to the final paper.

Day 9

·       Start the class with the Aesthetic 2 mini lesson

·       Check in with students as a class to see how far they have gotten with their contour lines.

·       Have students work for the class period on contour lines.

·       Visit with each student to see where they are and what they may need help with fine tuning.

Day 10

·       Start the class with the Creativity 2 mini lesson

·       Check in with students as a class to see how far they have gotten with their contour lines.

·       Have students work for the class period on contour lines.

·       Visit with each student to see where they are and what they may need help with fine tuning.

Day 11

·       Start the class with the Art History Frida Kahlo mini lesson

·       Check in with students as a class to see how far they have gotten with their contour lines.

·       Have students finish their work for the majority of the class period on contour lines.

·       With the last ten minutes of class have the students complete a gallery walk. Walking around and peer reviewing. Providing feedback in the student’s journal next to the work of art.

·       Remind students to be respectful while critiquing this exercise is to be helpful not hurtful.

Day 12

·       Start the class with the Art Production 3 mini lesson

·       Allow the first 10 minutes to be used to fine tune any areas of the contour using the peer feedback from last class.

·       Instruct and give examples to the students on the different techniques of shading.

·       Have students practice the different shading techniques using a value bar.

·       By the end of the class students should know which shading technique they will be using on their final selfie.

Day 13

·       Start the class with the Art Criticism 3 mini lesson

·       Instruct students on the importance of starting light with their value in shading. It is easier to add to go dark but hard to go back to light.

·       For the remaining of the class period students should work on adding their shading to their selfies.

Day 14

·       Start the class with the Aesthetic 3 mini lesson

·       Instruct students to use the class period to continue to work on their shading

·       Walk around and check on students who need help and provide small group instruction to practice the shading skills.

Day 15

·       Start the class with the Creativity 3 mini lesson

·       Instruct students to use the class period to continue to work on and finish their shading.

·       When students are done have then hang their work and picture on the wall and take a few steps back and review their work.

·       If students finish early they can begin the reflection worksheet reflecting back on the project and self grading.

Vocabulary (with definitions):

 

Shape- A closed line creating an object.

Value- Difference in hue or neutral ranging from the lightest to darkest, for example, white to black.

Grid- A pattern of horizontal and vertical lines spaced out at regular intervals forming squares.

Portrait- A portrait is a painting, photograph, sculpture, or other artistic representation of a person, in which the face and its expression is predominant. The intent is to display the likeness, personality, and even the mood of the person.

Grayscale- A scale made up of equal gradations ranging from white to gray to black.

Texture- The visual feeling of a surface.

Photorealism- an art movement of paintings which resemble photography with the amount of detail.

Color- created by light. There are three properties of color: Hue (name) Value (shades and tints) and intensity (brightness).

Unity- the harmony of all the visual elements in a composition.

Emphasis- a center of interest, which might be the largest, brightest, or lightest subject.

Contrast- shows differences between the elements of art, which are line, color, shape, value, space, and texture.

Repetition- the use of line, color or a motif, in more than one place in a composition.

Line- is the path of a moving point

Visual aids/resources:

Photos of artists

Artist websites

Grid examples large

Example of final project

Assessments:

Class Gallery Walk Peer Review using a student rubric

Student Rubric for scoring by the teacher

Closure:

Have students finish their Self Reflection.

Complete a class gallery walk with artwork hanging on the walls and have students critique the work.

Ask students to rate how they now feel about self portraits compared to at the beginning of the unit.

Have the students turn in their finished grid self portrait and teacher will grade them with the rubric.

Students artwork will then be put on display in the school hallway.

Accommodations to address the needs of exceptional children (remediation and extension):

Remediation:

Allow students to pick an easier photo

Allow students to use larger square grid or draw the grid for them.

Allow students to do simpler facial features

Scaffold for students on head shape and size, facial features and shading.

Provide small group and one on one instruction

Allow students to use large pencils

Modified readings and size of text

Extension:

Allow students to include hands in their poses to make it more challenging

Allow students to not use the grid method

Offer students a harder shading technique (stippling)

Technology resources:

https://www.youtube.com/watch?v=7EE4sD-5YRU

https://www.youtube.com/watch?v=9K6fvon-ghY

Online Grid Paint Drawing Tool

Pixilart Online Program

Chuckclose.com

Technology tools:

Teacher Computer

1:1 student device

Overhead projector

Smartboard

Document Camera

PowerPoint

Sample Unit Plan:

Color, Line, Texture

Summary:

(Brief overview of lesson/unit.)

Students in this unit will complete lessons on the three elements of art: color, line, and texture.

Standards:

(What standards will the lesson/unit address?)

VA:Cr2.1.K ,1.1, 1.2

VA:Re7.2.K, 2.1, 2.2

VA:Cn11.1.K, 1.1, 1.2

Objectives:

(Brief overview of lesson/unit.)

Students in this unit will identify, explain, and explore three of the elements or art in different art projects.

Learning Targets:

(What will students be able to do? )

K- SWBAT: explore and create ROYGBIV paintings and use different lines. SWBAT: draw and identify different lines. SWBAT: identify and explain the two types of texture implied and actual and use them in their art. 1st - SWBAT explain and use warm and cool colors in a piece of art. SWBAT define and use zentangles in a fall pumpkin. 2nd - SWBAT explore and create a color wheel showing primary, secondary and tertiary colors while learning about three different ocean animals.

Technology:

(How will technology be integrated in the lesson/unit?)

Technology will be integrated throughout the unit in each lesson through PowerPoints, using the document camera for demonstrations, as well as through videos.

Assessments:

(Evidence of student learning. ? How will feedback and recognition be provided? Identify if formative or summative by either a (F) or (S))

Students will be assessed through formative observations during practice drawings as well as in discussions with teacher questions checking in. At the end of class students are asked check out questions to assess what they have learned and are walking away with. Students are also assessed (f) through gallery walks and responding to student art work. Students are assessed (s) at the end of each unit by their final project by themselves using a rubric as well as the teacher.

H.O.T Questions:

(What Higher Order Thinking Questions do you want your students to be able to answer at the end of the lesson/ unit?)

What did you create? Why did you create your art like this? What makes your art look different than other art you have seen? What if you could change your art what would you change? How would you describe your work to someone who cannot see it?

Summary:

(Brief overview of lesson/unit.)

Students in this unit will be learning about and exploring color value and value scales. Students in 3rd grade will be learning what value is and how one can add white and black to make multiple tints and shades with one primary and secondary color. 4th grade will review what value is and learn how to add value to an object to make it 3D. Both classes will complete 1 project on value along with a gallery walk/art talk as the summative assessments and also complete formative assessments throughout the lesson on exit slips and observations.

Standards:

(What standards will the lesson/unit address?)

VA:Cr2 .2.3, 2.4

VA: Re 9. 2.3, 2.4

VA:Cn10.1.3, 1.4

VA:Cn11.1.3, 1.4

Sample Unit Plan:

Color, Line, Texture

Objectives:

(Brief overview of lesson/unit.)

Students will be learning about and exploring with the element of art of value. They are to participate in the art activity and project that shows a value scale (3rd) and creates a 2D shape into 3D using value.

Learning Targets:

(What will students be able to do?)

3rd SWBAT explain and identify the properties of tints and shades by creating a silhouette painting with a color scale sky. 4th SWBAT create a value scale ocean perspective using multiple materials and tools to show a 3D fish.

Technology:

(How will technology be integrated in the lesson/unit?)

Technology will be used in this lesson throughout through Power Points, as well as the document camera, and how to videos.

Assessments:

(Evidence of student learning. ? How will feedback and recognition be provided? Identify if formative or summative by either a (F) or (S))

Evidence of student learning will be from their summative assessments of their final project and art talk with our gallery walk. Evidence will also be from the formative assessments given at the end of class as the observational and verbal checkout as well as the exit slips. Students will receive verbal feedback as they are working on their project from observations from me as well as from myself and fellow classmates when discussing their art in art talks and a gallery walk.

H.O.T Questions:

(What Higher Order Thinking Questions do you want your students to be able to answer at the end of the lesson/ unit?)

What is value? How is value in the world around us? What have you created? Why did you create this? What if you could change this what would you change and why? What elements and principles did you use? How would you describe your work to someone who cannot see it?