Lesson Plan #1 Shannon

Hagerman
Title:
Monochromatic Portraiture
Grade Level:
Intro Level High School Course (9th & 10th)
Timeline:
Class Instruction/Project Set-up 1 class
Student work time 3-4 classes
90 minute block schedule

Objectives:
- Students will understand how to mix shades and tone in order to create
a monochromatic portrait.
- Students will be able to identify the application of gradation in an
artwork.

Intro/Motivation:
Hand students a piece of paper and ask them one-by-one to write down their
favorite in these categories; musical artists, actors, actresses, birds, pets,
zoo animals, family members, friends, hero. This allows them to think about
their interests and doing something of value to them. The collection of these
things will be a brainstorm for picking the subject of their final project.

Preparation/Set-up:
- The two lessons before this students learned about black to white value and
shade and tint.
o Students were asked to create black to white value scale.
o Students were asked to create two color shade to tint value scales.
These are the two colors students will be asked to choose
between for their monochromatic portrait. They have displayed
their ability to create gradation of these colors successfully. If
they wish to use a different color, they will need to create
another shade to tint value scale for reference on their final
work.
- Have photos examples of monochromatic portraits to show the class.
- Paper for students to write favorite things, tempera paint, paper plates, paint
brushes, paper cut to correct size, projector, printer, and laptops before class
starts.
Procedure:
- Start class with introduction.
- Show examples of monochromatic artwork and hopefully an example of a
monochromatic piece that I have created for this project.
- Ask students to pick three of their favorites from the list they created in the
introduction.
- Students will have about 15 minutes to look through photos on the internet
and pick their favorite from what they have selected. It can be any of their
favorites; person, animal, car etc.
- Students will then edit picture by posteizing it. This will create distinct lines of
gradation for their final piece and make tracing the image easier.
- Students will take pre-cut 18x24 paper and trace the outline and gradations
of their image using a projector. (Projector/Smartboard will allow them to
trace an image large enough to fit their paper.) If they student would like a
different paper format, it will be allowed. Alternative format must be
equivalent or larger in square inches.
- The value scale the student has already created will be used directly when
selecting colors for the sections in portrait. This can done more easily by
labeling each transition with numbers and then labeling the sections on the
portrait.
Example:

1 2 3 4 5 6 7

- Students will mix tempera paint to make tints and shades that will be applied
to the sections on the final piece.
- This will take approximately 3 days to complete in class. One extra day may
be needed, but this will only be allowed if most students are not finished and
have been on task during the previous work days.
- We will view and critique final project as a class. Students will be able to
change elements of final piece if they wish to, after critique.

Materials:
- Computer (to get photos from)
- Photo editing program (to posteize photo)
- Projector (student can trace lines of image)
- Tempera paint
- Paint brushes
- Thick paper (can handle paint)
- Drawing pencils (for tracing)
- Tint and Shade value scale (made in previous assignment)

Visual References/Resources:
- Tint and Shade Value Scale (students made in previous lesson)
- Online Photo Resources
 - Examples of Monochromatic Portraiture

Assessment/Evaluation:
- Rubric
o Does piece display all values of gradation? (from students personal
value scale)
o Was piece completed on time? If not, was student on task most of class
time?
o Does piece show students understanding of assignment?
o Does piece reflect the abilities of student?