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.

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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)

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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

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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

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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?