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Lesson Plan

Candidate’s Name: Amanda Boyer Date: 11/27/2017

Site Support Supervisor Janine McKeon USP: Jim Lee
Subject: Art 1 Grade: 9-12 Lesson Topic: Grid Method in Drawing

Lesson Purpose/Objective:
Visual Arts CA Standards:
1.1 Identify and use the principles of design to discuss, analyze, and write about
visual aspects in the environment and in works of art, including their own.
2.0 Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
2.4 Review and refine observational drawing skills.

Objectives:
• Students will brainstorm a self-portrait composition that they will then
recreate with charcoal.
• Students will learn about proportion
• Students will create work that demonstrates shape, volume, depth,
proportion and dimension

Domain A – Organization and Preparation

Students spent part of the prior class working on a mystery grid and will
continue to finish it today. Today we will use them as examples of proportion
using the grid method because some students did not create grids with squares
but rather rectangles, so their drawings will be skewed and disproportionate in
relation to others. They will also see the application of scale through the grid
method as we see examples of students who did the same size grid versus those
who drew bigger grids.

Domain B - Assessment
Pre-Assessment and Progress Monitoring: Throughout the worksheet I have been
monitoring the students while they work and providing encouragement. This also
lets me see which examples I will use for the discussion. Students get frustrated
when they cannot figure out what the drawing is of, but then motivated at the
same time to finish so that they can see the picture. They will apply what they
learned with the worksheet to the formal lesson as it explores what they have
already completed and experienced. This will also prepare them for the upcoming
project where they will use the grid method to draw a composition.
Domain C – Engagement (list relevant instructional strategies)
Activities:
- Students will have an opportunity to finish their worksheet that they
began in the prior class or complete the daily sketch as a warm up
exercise.
- I will walk around the class room and provide recognition or reinforce
effort to motivate the students to complete the worksheet grid task.
- In a group discussion, we will look at a few examples of student work and
identify similarities and differences, and then note the cause of the
differences in proportion and scale.
- Direct Instruction will take place where the students see a powerpoint
presentation and review some of the points talked about in group
discussion, as well as learn new elements of the grid method. There will
be some questions and answers intermittently.
- The objectives for the next drawing project will be listed in the
powerpoint presentation so that the students are clear on expectations.
- The lesson will conclude with the assignment for the drawing project.
Students will be instructed to brainstorm for their project and what they
will bring to their next class to enhance their project.

Domain D - Planning
I made the plans for this lesson based on the assessment after the last drawing
project that we did and the need for students to continue to develop their
abilities to draw, but also the lack of knowledge on how to create accurate
proportions. They will also continue to work on the power of value in creating
the impression of volume and depth. The project was created to be relevant to
them and something that they would be interested in recreating.

Domain E – Classroom Management and Learning Environment

Routines and Procedures that have been established in the Classroom:
- Students will enter the room, take down their chairs, get their art kit, and
look to the board for instructions on what they will be working on for the
warm-up exercise.
- Students have chosen their seats at the beginning of school but know
that they must sit in the same place every day.
- Students must give their attention to the front of the classroom when
the teacher is speaking.
- Students know that they must clean up their area and return their art kits
at the end of class.

Domain F – Professional
I will be professional in the way I speak to students; build relationships and
rapport with them; present myself in the way I dress; and through open
communication with students and colleagues. I will also be professional in the
tasks I must complete to track students in danger of failing due to lack of effort
or attendance.
 Name _________________________________________ Period _____

Charcoal Realism Portrait

Assignment/Objectives: ​Create a realistic portrait of a person whom you admire or are inspired by using a high-quality
black and white photograph as a reference. You must correctly enlarge your image by using a grid and use correct
proportions. Add VALUE to your image to create the illusion of FORM with a big EMPHASIS on CONTRAST. Drawing
should look as close to a photograph as possible. ​100 points.

Instructions:
1. Think about and decide on a person to represent in this portrait. You need to choose a person whom you admire.
Admire means that you regard this person with respect and warm approval.
2. Choose a clear image that is a large file (file that has large numbers indicating the amount of pixels). You can scan
and print out a small photograph from personal albums if you like. Print size should be as close to ​8” x 10”​ as
possible. Print needs to be ​Black and White.​ ​Print 2 of the same​ ​portrait photo.
3. Fold ONE of the printed images to create a roughly 1” grid of creased lines. You may want to use a pencil and ruler to
draw over the lines if t they are hard to see.
4. Fold a grid on a 9x12” piece of newsprint paper with the exact same number of squares as on your picture.
5. Label the grid (A, B, C, D, etc across the top and 1, 2, 3, 4, etc down the side) on the image and the newsprint.
6. Start to transfer your image onto the newsprint square by square. Pay attention to the positive and negative space,
relationships and proportions of lines and shapes.
7. LIGHTLY trace your rough draft on to a piece of drawing paper
8. Once you have your image correctly transferred be sure to lay in all the correct values. There should be complete
whites, complete blacks and all the values in between. It should look as close to a photograph as possible when you
are done.
9. Make sure to complete the written portion of the assessment. Turn in your work with assessment questions and
PLEASE - Remember to include your name, period, teacher AND title on the back of your final drawing.

Who is the person in your picture? _____________________________________________________________________

WHY do you admire them? ___________________________________________________________________________
_________________________________________________________________________________________________
In what ways were you successful with this project? _______________________________________________________
_________________________________________________________________________________________________
What could be improved? ____________________________________________________________________________

Grading Criteria: Poor Fair Avg. Good Excellent

Quality and accuracy of drawing
Includes high contrast with DARK darks & LIGHT lights (and lots of
in-betweens)
Value changes establish the edges, NOT OUTLINES
Detailed attention to highlights and shadows
No pencil lines OR streaks from blending stump
Values are well & neatly blended, but not overdone
Display of skill & effort, use of class time
Overall neatness and good craftsmanship
Turned in on time
**Name and title written on the back of drawing**