Springfield College

Lesson Plan Guidelines

Teacher: Colleen Keeley
Subject: Art
Title of Lesson: Grid Drawing

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

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Lesson Plan Guidelines
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)

Explanation

PowerPoint:
1. Show them the first image of a normal sized lady
standing next to a Chuck Close Painting. Ask:
Take a look at this painting, you can get a sense of
how large it is when you have a person standing

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Lesson Plan Guidelines

Procedures/Transitio
ns

Closure

next to it. How do you think artists can recreate a

portrait of someone and have to still look so
realistic and such a massive size?
The artist uses a grid method to map out his
drawing step by step. Has anyone ever redrew a
picture using a grid to keep you in line?

2. So this artist is Chuck Close, he is a very successful

artist today, he was a professor who taught at

UMASS so thats kind of cool that he was involved
at a local college. Something about him that I find
really impressive is he is actually paralyzed from
the waist down and still is able to crate such
realistic and large drawings from his wheel chair.
3. He is famous for his paintings, which are created
using a grid, you can see how he is measuring and
mapping everything out using the grid. He takes
photos first and then prints them out and then
grids them.
4. In some of his paintings he does an abstract design
in them, or he just leaves it realistic. But even for
the ones where he does an abstract shape and
color in each box, from far way you can still tell
what the painting is of.
5. Roy Lichtenstein : He was a very popular pop
artist in the 60s, hes famous for his comic book
inspired work. He often stole his ideas directly from
comic books and advertising and made it his own
by giving the pieces a sense of stencil or magnified
look to them. Some of his pieces often show dots
throughout it to show as if you were viewing it from
a magnifying glass.
6. I showed you both of these artists because are next
project is going to incorporate both methods from each
artist.
7. Anyone think they can guess what well be doing?
8. Answer: Enlarging images of cartoons using the grid
method.
9. DEMO: Everyone around on table pass out the
worksheet and show them how I gridded it out for them
but next time they will do it and make it bigger and
then show how each box matches up with the bigger
grid and how to redraw your image.
10.
Work Time: The students will go back to their
seats and for the rest of the class time to work on
redrawing and enlarging their practice image.
11.
Clean up: allow the students to return their work

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Lesson Plan Guidelines
to the drawer and sit quietly

Homework/Extensio
n Activities

Reflection
The Lesson Plan

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?
The introduction PowerPoint, the students were
interested in learning about the two artists that were
introduced, they all had questions about the artist,
and were fully engaged.
What areas of weakness need addressing?
As I presented my powerpoint, I didnt want to be
reading off a piece of paper all of the different facts
and points about the artists so I just talked bout what
I knew about the artists but I feel like I forgot curtail
information. So I feel like I need to maybe use at least
cue card to organize my thoughts.
What could have been done to improve this
lesson?
Ive taught a lesson about chuck close before but on a
different topic and I included a video, that students
were really into, so I think I would include that same
video and maybe add more information on Roy
Lichtenstein.
Which objectives were met? What is the
evidence? Which students did not meet
objectives? Why?
All objectives were met: 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). The students got to practice
using the grid method the first day of the lesson
to enlarge a comic book image. By using the grid
they meet the objective of adjusting their image
to a larger scale while still achieving the
appropriate proportion. Every student was
successful in achieving appropriate scale and
proportion in their practice worksheet.

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Lesson Plan Guidelines
Teaching
Skills

The Students

What did you do well in this lesson?

I was successful in engaging the students in learning
about 2 new artists and breaking down the steps in
creating an accurate drawing using a scale.
What areas of weakness need addressing?
I explained to the class that they were going to be
able to have to the rest of the time to practice using a
grid and enlarging their picture on the worksheet, and
a couple of kids didnt take their time and just quickly
tied to draw it out. But it didnt come out right so, I
think next time I should put more emphasis on taking
your time and having different practice examples in
cause they finish early.
What could be done to provide better
instruction in the future?
Have the steps posted on the white board, even
though I gave a demonstration on what to do, having
the steps posted might be more helpful for the
students to follow.
Were you pleased with the performance of the
students?
Yes, 2 out of the 3 classes took the lesson very
serious and really took their time practicing drawing
using a grid. One group of students in one class
finished early because they didnt take their time
practice and started to fool around. I gave them extra
activates to fill the time, but the performance level
for the activity wasnt there.
What did they do well? What did they struggle
with?
They were very responsive to the PowerPoint and
lesson, and all but one group of students took the
practice period seriously to work on drawing with a
grid.
What can be done to help them do better in the
future?
Have more practice examples available to those who
finished the worksheet early.