Michelle Quiroz

EDU 214

9 December 9, 2017

Lesson Plan Title: The Grid Method: Meaningful objects

Concept / Topic to Teach: How to use the Grid Method in Art

General Goal(s): Teach students how to understand the Grid Method and create their own grids

by using measurements, rulers, and basic math in order to enlarge an image photo realistically.

Specific Objectives: Students will learn and master the grid method in order to create a

proportionate, photorealistic, drawing or painting of an object meaningful to them in order to

demonstrate what conceptual art is.

Required Materials: 12x16 paper, 5x7 paper copy of referencing image, ruler, pencils, eraser,

colored pencils, sharpies, paint, and iPads (for my 2 students with special needs).

Anticipatory Set (Lead-In): I will refer to the previous lessons before the grid project (which

are going to be value scales and shading methods) so that students understand that they will be

applying these techniques to their projects. We will begin by a brief discussion of the previous

lessons and a run down on what the Grid method is before the presentation. I have activities on

the iPads for my special students on an app called Fine Arts Games. The activities are similar to

jigsaw puzzles, whereas the puzzle piece options are labeled with letters and numbers to graph.
The outcome shall be the reference photo. It is great for students with physical and mental

disabilities. I saw this exercise to be fit for my student with a broken arm and severe autism.

Step-By-Step Procedures: Since the reference photos are 5x7”, the grid must be created

accordingly. Each box for the grid must be an inch. That means 35 boxes (or square inches) in

total. Mark every inch to indicate where you will draw your lines with the rulers. This will be

done for every side of the outer image.

Double check that the markings are exactly an inch apart. If there is extra space, crop the

image. These measurements must be exact to get a perfect ratio when enlarging the image. Grids

must be of the same ratio. In other words: multiply our reference image measurement in small

increments until we find one to fit the page. If our image is 5x7, and we need to make it fit onto a

paper that is 12x16, then we would need to crop our paper to a size 10x14. This is the ideal ratio

to 5x7.

The paper is 12x16, and it is going to be cropped down to 10x14. Mark an inch off of

each end of the page. In total, you are removing 2” from the length and width of the paper.

Connect the markings to create a smaller rectangle inside of the page. The squares in the larger

grid will need to be 2 square inches, because 10x14 is double the size of 5x7. When drawing the

squares, this time instead of marking them at every inch, they will be marked at every 2 inches

with the rulers. Then connect your lines, lightly, once again. There still must be exactly 35

squares when finished.

I find that it's easier to keep track of where I am amongst all those little squares by

marking them numerically and alphabetically along the edges of the paper and canvas. This way

if you get lost, especially within a much larger painting with many more squares, I can easily
locate where I want to be. I write the numbers and letters very small and lightly, so that they can

be easily erased.

Transfer what is seen in the reference photo, block by block, onto the canvas or paper.

When I use the grid method, I always start at the top left corner, and work my way across and

down. Since Square A1 is blank in the reference photo, we'll move on to A2. Draw in A2 exactly

as you see it. Focus on one block at a time.

Copy exactly what is seen in that little square in the photo to the corresponding square on

your paper or canvas. Focus on getting the placement of each line just right! Take time and

focus on the details of each square, while making sure the lines and shapes match the squares

surrounding each other. If done correctly, it should be perfectly proportionate. When the transfer

is complete, you can erase the lines and begin shading or coloring.

Plan for Independent Practice: Allow students to take projects home to work on them to

provide ample time for detail and creativity. Aside from this project, I will provide an

opportunity for extra credit grid method worksheets. These do not have a reference photo, but are

styled as the app I chose for my 2 special students. They will have several puzzle options, but

instead they will have to draw each individual box until they have completed the image. If they

can name the famous painting and artist that is used as the outcome of the grid drawing, they will

get 10 points extra credit. Their knowledge of previously learned artists and art works will be put

to the test, while further understanding the grid method.

Closure (Reflect Anticipatory Set): By the end of this project, students will have applied

knowledge collected from earlier in the year. They will learn a simple form of creating
photorealistic drawings and paintings, while applying the basic elements of art such as line

variation, texture, space, and value.

Assessment Based on Objectives: If the outcome of my student’s projects is proportionate and

close to the original image, they will receive credit. They must demonstrate the use of shading

and a variety of value transitions as well as the understanding of conceptual art for full credit.

Rubric for the Grid Method

 Grading Rubric
Categories 30 25 20-0
Grid Method ratio Shows mastery of the There is an Shows little to no
Grid Method. understanding of the understanding of the
Measurements are Grid Method and the Grid method.
accurate, and there is measurements are Measurements are
a perfectly almost accurate, and inaccurate and the
proportionate there is a somewhat outcome is
outcome. proportionate unproportioned.
outcome.
Value scale Demonstrates Demonstrates Demonstrates little to
understanding of a understanding of at no understanding of
wide range of tones least 3 tones and tones and value.
and values. values.
Shading techniques There is a clear There is a clear There is little to no
shading technique shading technique shading, or depth and
that is identifiable that creates some dimension.
that gives the illusion depth throughout
of depth and most of the work.
dimension throughout
the work.
Meaningful object Student brought an Student brought an Student didn’t bring
image of a image of an object the image of the
meaningful object at with little to no object on time.
the time it was due, meaning.
and it had a clear
meaning or the
message can be
explained.