Grade Level: 9th Grade

Subject: Art, 4x Day Lesson (45 min.) Prepared By: Benjamin E. Hoffman, Student Art Teacher

Close Relationships: Chuck Close

Lesson Summary: Students will have completed a self-portrait image transfer in which they can reuse their existing image to construct a Chuck Close
inspired portrait. Upon the completion of the Color Wheel Worksheet that emphasizes Tints & Shades, students would collaboratively construct a
larger image using Post-It notes. Using a pre-constructed grid, students will apply their understanding of value and resizing an image to reveal their
schools logo. For students final artwork, each student will first divide their initial color wheel in half at whichever point they would like. Students
will then use the two sets of analogous colors as the contrast between positive and negative space to expose their self-portrait.

Big Idea: Throughout time and across cultures, artists have used the grid to reconstruct, resize and redesign artwork.

Key Concepts:

The way in which an image is divided can transform its overall appearance and understanding.

Collaboration is an essential tool that many artists have used to construct large scale artworks.

The way lines are presented can alter the meaning within a work of art.

The size of an image can impact its meaning.

Essential Questions:

What is a Grid? What is its purpose and how has it influenced other artists?

How can scale affect an artwork? What does its difference in scale do or impact?

How can using a different mark making technique impact our artwork? What relevance do artists have
for using multiple mark making techniques in a singular artwork?

Does using a Grid diminish the overall quality of a work of so? If so, why?

What challenges are presented when working collaboratively to construct a single image?
Specific Objectives:

Students will complete a Color Wheel Worksheet using Colored Pencil that emphasizes Tints & Shades.

Students will collaboratively construct an unknown image using the techniques demonstrated by the
educator to reveal their schools logo. Each student will be responsible to complete 2x Post-It Notes.

Students will retake a photo of themselves to create a stenciled portrait if their previous image no longer
exits using the following site: http://www.stencilgram.com/

Students will trace their printed image onto their final artwork. Upon the completion of tracing,
students will construct a 5 x 7 grid on top of their 5 x 7 Image.
o Each block will be 1 x 1 with a total of 35x Squares
o Using 2x Pairs of Analogous Colors (Including Tints & Shades), students will complete their final
artwork as inspired by the work of Chuck Close differentiating Positive & Negative Space
o Each block should include a minimum of 4x Colors with each surrounding block differing
Standards Addressed:
9.1.12.A Shape, Line, Proportion/Scale & Contrast
9.1.12.B Recognize/Demonstrate Elements & Principles of Art

Verification/Assessment:

Pre-Assessment:

9.1.12.E Unifying theme of Drawing in a Particular Style

9.3.12.E Respond Critically & Evaluate Progress

Instructional Procedures

Motivation/Engagement/The Hook:

Students will first complete research

on a Contemporary artist in
preparation for this art making activity.
Students would be asked to share their
previous knowledge on Color Theory
before completing the Color Wheel
Worksheet.

Every other day, students will complete a Bell Ringer which will allow students to
settle down as they enter the classroom. Examples include writing a reflection
in response to the tutorial video they will have watched on Chuck Close and his
artmaking process. This constant review would act as a formative assessment
for the teacher. Upon the completion of this activity, students will begin with
the Color Wheel Worksheet in preparation for their final artwork.

Evaluate students interpersonal skills,

work habits & attitudes as they work.
In addition to students individual final
artwork, students will be assessed on
their completion of 2x Post-It Notes
that will be a part of a collaborative
artwork.

Following the completion of the Color Wheel Worksheet, students would each
be given two blocks of an unknown image to collaboratively construct an
artwork with one another. Upon completion, students will arrange their pieces
to reveal their schools logo. Following, students will begin their final artwork by
tracing their image onto white drawing paper. Students will then construct a 5 x
7 grid on top of their 5 x 7 Image. Using 2x Pairs of Analogous Colors
(Including Tints & Shades), students will complete their final artwork as inspired
by the work of Chuck Close differentiating Positive & Negative Space.

Formative Assessment:

Summative:

Students will create both an individual

artwork as well as have taken part in a
larger collaborative artwork using PostIt Notes. Students will be assessed on
completion and ability to follow
directions as stated in the objectives.

Development:

Culmination/Close:

The culmination of this lesson will result in a collaborative art piece as well as
individual artwork that will resemble the many hands that go into constructing a
large scale artwork or reproduction process as mimicked by Chuck Close.
The goal is to promote a collective art community where students can make
decisions based on one anothers responses rather than that of the teachers.
Students will participate in a gallery walk before submitting for a grade.

Teacher Research &

Preparation:

Student Laptops with Camera

http://www.stencilgram.com/

Post-It Notes (Sticky Notes)

5 x 7 White Drawing Paper
Light Tables for Tracing
Colored Pencils
Rulers
Scissors

Instructional Resources:

Chuck Close Video

https://youtu.be/GxR3ELuZjLw

School Logo Grid (PreConstructed)

Color Wheel Worksheet
Exemplars (Reference as
needed)

__Student Supplies: __

Pencil

_____Vocabulary:____

Tints & Shades

Positive & Negative Space
Analogous Color Scheme