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Pre-service Grade(s): School/Mentor Teacher:

Teacher: 6th Grade Mrs. Bennett


Ms. Genesis Hernandez

Subject area(s): Unit Topic/ Lesson Title:


Art Theme: Cropped Candy Still Life
Color, Cropping,
Gridding, Contour

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:


117.202. Art, Middle School 1. 74.4. English Language Mathematics Standards
(c) Knowledge and skills. Proficiency Standards. I. Numeric Reasoning
(1) Foundations: observation (c) Cross-curricular second A. Number representation
and perception. language acquisition 1. Compare real numbers.
(B) understand and apply the essential knowledge and B. Number operations
elements of art. skills. 1. Perform computations with real and complex
(C) understand and apply the (1) numbers.
principles of design. (A), (B), (C), (D), (E), (F), C. Number sense and number concepts
(2) Creative expression. (G), (H) 1. Use estimation to check for errors and
(A) create original artworks (2) reasonableness of solutions.
based on direct observations (A), (B), (C), (D), (E), (F), IV. Measurement Reasoning
(B) apply the art-making (G), (H), (I) A. Measurement involving physical and natural
process to solve problems and attributes
generate design solutions. 1. Select or use the appropriate type of unit for the
(3) Historical and cultural attribute being measured.
relevance. B. Systems of measurement
(B) identify examples of art that 1. Convert from one measurement system to another.
convey universal themes... 2. Convert within a single measurement system.

Lesson Objective(s)/Performance Outcomes


Student will be able to measure and construct a grid pattern on 9 x 12 drawing
paper.
Student will use observational skills to recreate a still life image from 4.5 x 6 to 9 x
12.
Student will be able to choose a color scheme for their final piece.

Assessment (Description/Criteria)
See evaluation rubric attached on separate page.

Materials and Resources


- Google Arts & Culture Project (The Starry Night, Mona Lisa, American Gothic)
- PowerPoint Presentation (Daryl Gortner, Douglas Newton, Margaret Morrison)
- Grid Making Program, griddrawingtool.com
- Grid Making Tutorial, youtube.com/watch?v=T0AK09TTE-w

Management of the Instructional Environment


- Seating chart
- Organized/restricted supplies
- Monitoring studio time
Technology Integration
- Computer and projector to display video tutorial
- Online grid making program
- Projector to demo grid making process
- Projector to demo color pencil exercise

Diversity and Equity (Accommodations, Modifications, Adaptations)


- Verbal and visual instructions
- Seating chart
- Simplified image
- Pre-gridded reference images
- Pre-gridded drawing paper
- 1-on-1 instruction
- Ruler assistance

Activities/Procedures
Gridding
- Demo gridding with video tutorial
- Grid 9 x 12 drawing paper with 1grid intervals
- Practice drawing contour lines from observation in sketchbook
Drawing
- Color pencil demo and exercise
- Draw from gridded 4.5 x 6 reference image (.5 grid intervals) to gridded 9 x 12 (1
grid intervals) drawing paper
- Outline contour lines in thin Sharpie, erase grid lines, and color in drawing
- Choose background color scheme and color background

Reflections and Documentation/Evidence of Lesson Effectiveness


- Assess after lesson; what worked? What didnt work?
- Closure questions
When have you seen/used the grid method previously? (coloring
books, etc.)
How do you read a ruler (inches)?
What is the purpose of numbering/lettering the perimeter of the grid?
What is a contour line/contour line drawing?
What purpose does a viewfinder serve?
How do you blend/fade color pencils?

CANDY STILL LIFE EVALUATION:

STUDENT: _____________________________
PERIOD: __________
Grading Category: LITTLE/NO BELOW AVERAGE: EXCELLENT:
ATTEMPT AVERAGE 10-14 pts. 16-20 pts.
0-4 pts. 5-9 pts.

1. DID THE
STUDENT EXHIBIT
CORRECT
TECHNIQUES
WHEN GRIDDING?
(Did the student
exhibit skill when
transferring the
image using the
grid method? Did
he/she use their
photo grid to draw
the 9x12 piece?)
2. DID STUDENT
INCLUDE COLORS
AND TECHNIQUES
APPROPRIATELY?
(fading, blending,
use of
complementary
colors, etc?)

3. DID STUDENT
INCLUDE VALUE
TECHNIQUES
APPROPRIATELY?
(5-1 value scale
included, highlights
present, etc?)

3. EVALUATE THE
STUDENTS
CRAFTSMANSHIP
AND NEATNESS.
(Are the lines crisp,
pencil lines
covered, Sharpie
used effectively,
etc?)

4.COMPLETION.
(Did the student
finish the project,
or are some
sections
incomplete or
rushed?)

TOTAL: ___________________
Comments:

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