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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 Pencil, Colored Pencils, Magazines, Glue, Scissors, ruler,
photo reference

Vocabulary- Ratio, Proportions, Value, Shading , Expression

Essential Questions: How can you create a background that represents yourself?
How does value impact a drawing?

Learning Objective Students will create a self-portrait using the gridding process. They will
then create a background that best represents them.

Anticipatory Set (Hook) Teacher will present the gridding process. Teacher will then have the students create a value scale. Teacher will show a presentation of ideas for a
background.

Procedures:

DAY 1: Students will create grids for their photo/paper.


DAY 2: Students will begin self-portrait mapping out their features
DAY 3: Students will create value scale/begin putting value in self-portrait
DAY 4: Students will brainstorm ideas for a background/begin background
DAY 5: Students will complete self-portrait and begin lesson on rule of thirds.

Modeling- What examples will be provided for the student? Teacher will demonstrate gridding/value/value scale and have a presentation for background ideas.

Guided Practice- Teacher will walk around and support the students as needed.

Check for Understanding- Students should be able to understand different ways a background can represent the self. They should also understand how to create value using lines
instead of smudging.

Independent Practice- What will students do to independently practice the concept or skill? Student needs to come up with different ideas on their own for their self-portrait.
They understand that the background can reflect on culture, native roots, expression, political views, music, and other inspirational ideas.

Closure- How will the lesson be summarized? Students will grade their own work to self-assess how successful their self-portrait was.

Evaluation/Assessment- How will you measure the students success? The self-portrait will be graded on craftsmanship, 5 levels of value, creative and clean background, successful
placement on paper based on grid, and finally showing NO grid for the end result.

Suggestions for Differentiation-How will you scaffold the lesson up or down to support
student learning throughout instruction? I will be sure to have another assignment to help
students understand what they learned from the value scale and transition that knowledge
onto their self-portrait.

Extended Learning Opportunities