This lesson plan outlines a 45-minute lesson for 9th-12th grade students on value and collaborative grid drawings. Students will learn about value and its importance in art by creating their own section of a pre-gridded collaborative drawing. Each student will be assigned a square to recreate based on a master image, focusing on accurate values from light to dark. The lesson will include a demonstration and class work time for students to work on their assigned squares and receive feedback.
This lesson plan outlines a 45-minute lesson for 9th-12th grade students on value and collaborative grid drawings. Students will learn about value and its importance in art by creating their own section of a pre-gridded collaborative drawing. Each student will be assigned a square to recreate based on a master image, focusing on accurate values from light to dark. The lesson will include a demonstration and class work time for students to work on their assigned squares and receive feedback.
This lesson plan outlines a 45-minute lesson for 9th-12th grade students on value and collaborative grid drawings. Students will learn about value and its importance in art by creating their own section of a pre-gridded collaborative drawing. Each student will be assigned a square to recreate based on a master image, focusing on accurate values from light to dark. The lesson will include a demonstration and class work time for students to work on their assigned squares and receive feedback.
This lesson plan outlines a 45-minute lesson for 9th-12th grade students on value and collaborative grid drawings. Students will learn about value and its importance in art by creating their own section of a pre-gridded collaborative drawing. Each student will be assigned a square to recreate based on a master image, focusing on accurate values from light to dark. The lesson will include a demonstration and class work time for students to work on their assigned squares and receive feedback.
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Springfield College
Lesson Plan Guidelines
Teacher: Colleen Keeley Subject: 2D Foundations Title of Lesson: Value:, Power Point, Collaborative Grid Drawing
Date: November 6, 2015
Grade Level: 9-12 Lesson Length: 45 mins
Overview of the Lesson
Lesson Summary: In this lesson, students will continue to learn the importance of value used in art. Starting their next activity in the value unit, the students will create a collaborative grid drawing. They will see how the grid method is used in such a large scale, and then as a class create their own collaborative grid drawing. Each student will be assigned a square of a pre-gridded image and they will be responsible of using their knowledge of identifying and creating value to recreate their square, what corresponds to their assigned square on the master image. Massachusetts Framework Standards:
1.9 Demonstrate the ability to create 2D and 3D works that show
knowledge of unique characteristics of particular media, materials, and tools 1.11 Explore a single subject through a series of works, varying the medium or techniques Lesson Objectives: The students will be able to
By the end of this project, each student will have contributed a portion (at least one square) to an enlarged, collaborative grid drawing emphasizing the effective use of value.
Materials/Equipment to be Used in Teaching the Lesson:
PowerPoint Worksheet responding to video 2x2 Image 8 x 8 drawing square Pencil, Eraser, Photocopies of master images Enduring Understandings: These are the ideas students will remember forever. Big Ideas:
I can create a gradation of values from light to dark in pencil.
Springfield College Lesson Plan Guidelines
I can distinguish between a range of values and understand how they
work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect upon what I did well and how I might improve my work.
Concepts: Proportion, Grid, Scale, Collaborative
Essential Questions: How can you apply your skill of creating value to make an enlarged, collaborative drawing? In visual art, what is value? What is the function of value in works of art? How can you practice creating value in a drawing? Why is value important? Where do we see value in everyday life? How can you apply your skill of creating value to make an enlarged, collaborative drawing? Content Factual Content: The students will learn about value and how it is an important element used in art, with creating any composition. Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation, Transition, Grid, Proportion, Tier 1: Black, White Tier 2: Scale, Grid Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion Critical Thinking Skills Reading, Writing, Speech, Listening, Other Critical Thinking Skills The students will practice making value scales, to help them better identify different values through an object or composition. The students will be able to identify different values used in a composition. Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal) Assessment: (Reading, Writing, Speaking, Listening)
Springfield College Lesson Plan Guidelines Performance Task: The students will work as a class to contribute a square of the collaborative grid drawing. They will use what they learned about value and collaborative grid drawing to complete their square of the project. Informal Assessments: After the student completes the project they will fill out a self-assessment rubric and grade themselves based on how they think they did. They will also fill out a response part reflecting on the project and if they successfully used the proper element intended in the project (meeting the objective). They will then show us the rubric and their project and we will have a conversation about if the graded they gave them selves and if we agree.
Action/Instructional Procedures Phase Anticipatory Set (Hook)
Explanation
Attendance
Go over what we are doing in class today, and
when they can finish their other project if they need to. Procedures/Transitio Procedures: ns PowerPoint: Introducing Collaborative grid drawing 1. Title 2. Image of the tiger crated by students at Holyoke community collage. a. This is a really successful image of what we are going to be creating, it is done by collage student but after seeing how great your half portraits came out you all will have no problem with this. 3. Essential Questions: How can you apply your skill of creating value to make an enlarged, collaborative drawing? 4. Example of one of chuck closes drawings recreated in a collaborative grid drawing. a. It may look really strange to you and weird but I think its really cool how everyone is able to add their own style into one drawing by adding their own piece to it. 5. Example of MLK real picture 6. Example of drawing a. Again in this example you can see how everyone add their own technique and style to their square and when it comes together it kind of looks a bit off, I I just think that it give it its own unique style to a over all image. You can also see how if everyone were to stay consistent with their values it would have maybe worked a bit better but
Springfield College Lesson Plan Guidelines over all I think it came out pretty well for being a collaborative grid drawing. 7. Learning objective: By the end of this project, each student will have contributed a portion (at least two squares) to an enlarged, collaborative grid drawing emphasizing the effective use of value. 8. Real example of Diner: 9. Drawing example of diner a. Heres another example of this project created by students from WSHS, this gives you an good sense of how big they are. 10. Up close Diner example. a. Again you can get the over all sense of what the image is and hw everyone addend in their own style. 11. Real Example School Boys: 12. Drawing example of school boys: a. This is a good example of how important of how you really need to try and accurately draw proportions correctly and refer back to the main image to match things up with in your own square, other then that you can still get the overall idea and sense of what the image is, and again it adds a cool style to the image with everyones style added. 13. Example Bus 14. Drawing Bus: a. Same points that Ive gone over, I think this one does work pretty well though because a lot of the different values throughout it is consistent. If everyone had just aligned their drawings to the appropriate proportions then it would have came together perfectly. 16 -22: Examples of pictures: a. I think we can be really successful at creating our collaborative grid drawings with these images because if you think about it they are pretty similar to our portrait images, these are just animals, and your only creating one section. Demonstration: I will bring the class around on table to discuss the steps when starting their square. They will flip over their big piece of paper and write their names and the code that corresponds to the code on their little square. They will divide their little square and big square into 4 sections just by eyeballing it. They can then start drawing out their big square, making sure that everything lines up to how it does on their little square. If they finish their first square they will be assigned another
Springfield College Lesson Plan Guidelines square that will be a lot easier.
Class Work: Students at this time will be able to finish working on the last project or start the new one we just went over. I will be going around and assigning each student a specific piece of the grid. This process may take sometime but it needs to be done in an organized fashion where I mark who has what piece.
Closure
Students will have applied what they just learned
through crating their square image.
Clean up: Students will return any supplies that they
used to the proper place, and put their work back I the bin. Homework/Extensio n Activities
Reflection The Lesson Plan
Teaching Skills
The Students
Sketch Book: #2 due Friday,19th:
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?
