I.

LessonNumber,GradeLevels,Title,andDuration:
Lesson:3
Grade:11th12th
Title:PhotoorADrawing?
Duration:3Classperiods(90minuteseach)

I. LessonRationale:
Studentswillusethegridmethodtoreplicatethephotooftheirfamilymember.Afterthey
completedtherealismportrait,studentswillusethewordthattheyconstructedfromthealphabet
theymadewithintheirportrait.
III.KeyConcepts:
Realismcanbemixedwithotherstyles.
IV.EssentialQuestion:
Howcanyouaccuratelydepictyourfamilymember,andconveyanassociatedword?
V.LessonObjectives:
Studentswillbeabletoreplicateaphotoofpersonusingapencil.
Studentswillbeabletousethegridmethod.
VI.SpecificArtContent:
Gridmethod Realism Colortheory
VII.Resources&MaterialsforTeacher:
TheGridMethod2minutevideohttps://www.youtube.com/watch?v=JUrGzlfIJfM
TheWorld'sFirstPhotorealistic3dGraffitihttps://www.youtube.com/watch?v=JmJGolJ3OHE
VIII.Resources&MaterialsforStudents:
Illustrationboard(30x40in) Spraypaint Pencils
Rulers Erasers Sharpies Fixative Dustmask
.IX.InstructionandItsSequencing:

Day1oftheLesson
1.Introduction/Motivation:5min
Iplaythe2minutevideoofTheGridMethod.Oncethevideoisover,Iwillmakesure
studentsunderstandthatthemoresquarestheyhaveontheirgridthemoreaccuratetheirimage
willbe.
2.GuidedPractice:2min
Iwillrepeatthestepstocreatingandimage.Theywilltakethetotalheightandwidth,
separately,roundingthenumbertothenearestwholenumberanddivideitbyaevennumber.
Theywillthenusethatnumbertosolvehowmanylineswillbeonthelengthandwidth.Once
theyhavetheirgrid,theywillbegintotransfertheimageboxbybox.
3.IndependentPractice:45min
Studentwillbegintocreatetheirgridandtheirimageusingpencils.
4.Closure:5min
Onceastudenthascompletedtheirportrait,theywillsprayfixativetoensuretheimage
doesnotsmudge.Asstudentsfinishuptheywillbegintoaddtheirwordusingspraypaintto
createthebasicformoftheword.Thentheywilladdlayersofsharpieandspraypainttocreatea
vibrantportrait.
5.FormativeEvaluation:5min
Iwillquicklyglanceatstudentsgriddedillustrationboard,tomakesuretheyunderstoodhow
tocreateagrid.Studentswillbegiventhenameofthevideo,sothattheycanrememberhowto
createthegridandtransfertheimage.Iwillremindstudentsthatnextclasswewillcontinueto
workontheportraitandaddthewordtoourpieces.
6.ClassroomManagementProcedures:
Iwillwalkaroundtheclassroomtomakesurestudentsarebehavingandare
workingontheirportraits.Whenusingthespraypaint,Iwillbeoutsidewithstudenttomake
surestudentsaresafelyhandlingthepaint.

Day2oftheLesson
1.Introduction/Motivation:2min
Openwithphotorealismvideograffitiartistvideo.Thiswillsimplybetokeepstudents
interestfueledtocontinuetheirwork.
2.GuidedPractice:1min
Howfaralongareyou?Isyourgridmatchingupwithyourphoto?
3.IndependentPractice:80min
Studentsarefinishingtheirpiecesandsprayingpaintingtheirwordintheirimage.
4.Closure:4min
Showanexampleofafinalpiecefinished,andtheallowthemtoseehowthemeaning
flowsthroughfromthewordintothepiece.
5.FormativeEvaluation:3min
Studentswillslowlybegintofinishuptheassignmentatdifferentrates,assomemay
takemoretimethanotherstocreatetherealismportrait.Studentswillberemindedthatthey
haveonemoreclasstofinishthispiece.
6.ClassroomManagementProcedures:
 Iwillwalkaroundtheclassroomtomakesurestudentsarebehavingandareworkingon
theirportraits.Whenusingthespraypaint,Iwillbeoutsidewithstudenttomakesurestudents
aresafelyhandlingthepaint.

Day3oftheLesson
1.Introduction/Motivation:2min
Studentswillcomeinandbegintoworkontheirrealismportraiture.Thiswillbetheir
finaldaytofinishthepiece,andwillbedueattheendofclass.
2.GuidedPractice:1min
Studentswillbeaskedtomakealltheirfinaladjustmentsandfinishuptheirpieces.
3.IndependentPractice:75min
Studentsarefinishingtheirpiecesandsprayingpaintingtheirwordintheirimage.
4.Closure:6min
Showanexampleofafinalpiecefinished,andtheallowthemtoseehowthemeaning
flowsthroughfromthewordintothepiece.
5.FormativeEvaluation:10min
Studentswillslowlybegintofinishuptheassignmentatdifferentrates,assomemay
takemoretimethanotherstocreatetherealismportrait.Attheendofclass,wewillhaveaquick
lookaroundateveryonespieces.
6.ClassroomManagementProcedures:
Iwillwalkaroundtheclassroomtomakesurestudentsarebehavingandareworkingon
theirportraits.Whenusingthespraypaint,Iwillbeoutsidewithstudenttomakesurestudents
aresafelyhandlingthepaint.

X.SummativeAssessmentandEvaluation:

Studentswillbeassessedfortheircraftsmanship,realisticportrait,andcohesivestyleoftheir
word.Theywillbeassessedusingtherubricbelow.
 1 2 3

Craftsmanship Grid marks Faint grid marks are No grid marks or

appear, stray seen, stray marks stray marks can
marks are visible are also faint be seen

Portrait Matches Portraitdoesnot Portrait resembles Portrait is almost

Photo resemblethe photo in certain identical to
photo areas image

Cohesive Word None of the Some letters are Word is fully

letters are cohesive cohesive
cohesive

XI.InterdisciplinaryConnections:
Studentwillbeusingarulertomeasuretheincrementsinwhichtheydecidetodivide
theirpieceuptotransferanimageoftheirfamilymember.
XII.References&Resources:
https://www.youtube.com/watch?v=JUrGzlfIJfM
https://www.youtube.com/watch?v=JmJGolJ3OHE
XIII.ArtTEKS
Knowledge and skills:
(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and
explore the world by learning about, understanding, and applying the elements of art,
principles of design, and expressive qualities. The student uses what the student sees,
knows, and has experienced as sources for examining, understanding, and creating
original artwork. The student is expected to:

A) analyze visual characteristics of sources to illustrate concepts, demonstrate

flexibility in solving problems, create multiple solutions, and think imaginatively;

(B) compare and contrast the elements of art, including line, shape, color, texture,
form, space, and value, as the fundamentals of art in personal artwork;

(C) compare and contrast the principles of design, including emphasis,

repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and
unity, in personal artwork; and
 (D) explore the suitability of art media and processes and select those appropriate
to express specific ideas such as content, meaning, message, and metaphor
relating to visual themes to interpret the expressive qualities of artwork.

(2) Creative expression. The student communicates ideas through original artwork using
a variety of media with appropriate skills. The student expresses thoughts and ideas
creatively while challenging the imagination, fostering reflective thinking, and
developing disciplined effort and progressive problem-solving skills. The student is
expected to:

(A) create original artwork using multiple solutions from direct observation,
original sources, experiences, and imagination in order to expand personal themes
that demonstrate artistic intent;

XIV.NationalArtStandards
AnchorStandard1:Generateandconceptualizeartisticideasandwork

EnduringUnderstanding:Creativityandinnovativethinkingareessentiallifeskillsthatcanbe
developed.
HSProficientVA:Cr1.1.ia:Usemultipleapproachestobegincreativeendeavors.