High School: Art I:Introduction to Art 1 and 2 SOLs

NAI.2: Identify and use steps in creative artmaking processes.

NAI.4: Develop an understanding of craftsmanship and quality to evaluate artwork.
NAI.8: Select and apply elements of art and principles of design to communicate meaning in works of art.
Materials Needed: 2B Pencils, Rulers, 3.5 X 5 Photo

Vocabulary- Proportions, ratio

Essential Questions: How is gridding a successful way of drawing self-portraits?

Learning Objective: Students will grid a self-portrait photo in order to scale bigger onto a
piece of paper 3 times the size.

Anticipatory Set (Hook) Students will first begin to understand how the gridding process works. They will understand the marks on a ruler prior to scaling the photo. Finally, students
will understand how ratios work and how multiplying the length and width of the gridded photo determines the gridding of the paper.

Procedures:

Teacher will introduce measuring to students. They will understand the marks on a ruler for scaling.

Teacher will explain how ratios work and how multiplying the length and width of the gridded photo determines the gridding of the paper.

Teacher will do a quick demonstration of gridding a photo as students follow along.

Demonstration will involve the teacher creating the first horizontal and vertical line that create the grid.

Teacher will also have the students label the bordering squares appropriately. (Vertically numerically, Horizontally alphabetically)
Modeling- There will be a demonstration from the teacher.

Guided Practice- Teacher will first have them follow along as the demonstration is occurring. Eventually the students will follow through on their own as the teacher walks around for
assistance.

Check for Understanding- The photo will be gridded evenly with straight lines that create even squares.

Independent Practice- Students will follow through on their own after the teacher is finished with the demonstration.

Closure- Teacher will remind students on how the same practice will be performed on the larger sheet of paper. The only difference would be that the paper is three times the size of
the photo. This makes it so that the squares on the paper are bigger allowing the students to easily reference their photo for their self-portrait.

Evaluation/Assessment- Students will be measured based on their precision on measuring. They will also be measured based on being able to label the squares appropriately.

Suggestions for Differentiation-How will you scaffold the lesson up or down to support
student learning throughout instruction? Additional assistance will be given to those in need
of support student learning.

Extended Learning Opportunities