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Teacher: Colleen Keeley

Subject: Art
Title of Lesson: Grid Drawing Day 2

Date: October 1, 2015


Grade Level: 7th
Lesson Length: 43 mins

Overview of the Lesson


Lesson Summary:
The students will learn about the grid method Chuck Close uses to enlarge his
paintings and about Roy Lichtensteins famous comic styled paintings. The
students will then create an enlarged drawing of a cartoon incorporating the
method and style of both the artists to show scale and proportion in a
drawing.
Massachusetts Framework Standards:
3.4Create2Dand3Drepresentationalartworkfromdirectobservationinorderto
developskillsofperception,discrimination,physicalcoordination,andmemoryof
detail.
1.7Maintaintheworkspace,materials,andtoolsresponsiblyandsafely.
Lesson Objectives: The students will be able to
Students will be able to successfully enlarge their Roy Lichtenstein

inspired images (comic) using the grid method to achieve the


correct scale and proportion (as seen by Chuck Close).
Materials/Equipment to be Used in Teaching the Lesson:
Ruler
Paper
Pencil
Markers
Colored pencils
Pictures of comics
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas: Students will understand how scale and proportion are
important factors in creating a composition in art.
Students will understand the importance of a ruler and learning the
measurements in art when up scaling an image.
Concepts:
Scale
Proportion
Enlarge
Grid
Composition
Symmetry
Balance

Essential Questions:
Where do we see oversized pictures or signs in real life? How do you
think they were created?
What other things in real life use a gird to help it stay on track?
Content
Factual Content: What key knowledge will the student learn about in this
lesson?
The students will know the importance of incorporating math
(measuring with a ruler) into an art project. They will also know how to
upscale a drawing and keep the over all picture proportional.
Vocabulary: Ruler, Scale, proportion, enlarge, Grid, composition, Symmetry,
Balance
Tier 1:Ruler, scale
Tier 2: Grid
Tier 3: Proportion, Enlarge, Composition, Symmetry, Balance
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
The students will practice using a ruler to measure out their grid.
The students will learn how to enlarge an image, while still accurately
recreating it and drawing it proportional.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)

The students will be given a ruler and a image, they will have to grid
their small picture and enlarge the image onto a larger piece of paper.
By correctly gridding out their image, redrawing larger and making it
proportional and to the right scale.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Procedures/Transitio
ns

Explanation

1. REVIEW: Review the project and objective that


they are working toward with this project.
2. DEMO: show them how to gird out their Large
piece of paper
1. Gridding/Measuring out your Big paper: (Demo)
With a ruler you are making 2x2 inch boxes so make a

2.

3.

4.
5.
6.
Closure

7.
8.

Homework/Extensio
n Activities

Reflection
The Lesson Plan

Teaching
Skills

The Students

mark at every even number all the way down the side
of your paper, then turn your paper and measure the
exact same, 2x2inches so make a mark at every even
number, do this all the way around your paper.
Connecting our marks: (Demo) with a ruler you are
going to draw straight lines horizontal matching up with
the mark you made on the opposites side of the paper.
You will do the same thing for your vertical lines up.
Gridding/ measuring out our small comic: the
students will have the choice to pick which image they
want to use out of the comic prints we have available
for them.
(Demo) They will cut out the image right on the lines on
the box, and then tape that to a piece of paper.
(Demo) Then with their ruler they will do the same
steps as gridding out their big piece of paper, they are
just going to make x inch boxes.
I will be circulating around the room for anyone that
needs help or had a question.
Work Time: The students will go back to their seats
and for the rest of the class time to work on gridding
their papers.
Clean up: allow the students to return their work to the
drawer and sit quietly until the bell rings.

State the homework for the evening. Think about the purpose of giving
that particular homework assignment and whether it furthers what you
want the students to be learning. What will students need in order to
complete the homework?

What

did I learn today about:


What went well?
What areas of weakness need addressing?
What could have been done to improve this lesson?
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
What did you do well in this lesson?
What areas of weakness need addressing?
What could be done to provide better instruction in
the future?
Were you pleased with the performance of the
students?
What did they do well? What did they struggle with?
What can be done to help them do better in the
future?

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