Lesson Plan
Course Title:
Graphic Design & Illustration
Session Title:
Micrography Portrait
Lesson Duration: Approximately five 90-minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective: Upon completion of this lesson, students will draw a portrait using
Micrography, or words, to shade the drawing.
Specific Objectives:
1. Define “Micrography.”
2. Compile three-word list to describe their personality.
3. Review proportions for drawing a face.
4. List the guidelines for drawing and evaluating the portrait.
5. Evaluate projects according to specific criteria.
Preparation
TEKS Correlations:
130.88(c)
(1) The student applies academic knowledge and skills in art and design projects. The student
is expected to:
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and
fractions applied to measurement and scale; demonstrating knowledge of arithmetic
operations; using conversion methods such as fractions to decimals and inches to
points; and applying measurement to solve a problem.
(2)
The student understands professional communications strategies. The student is expected
to:
(D) present formal and informal presentations.
(11) The student develops an increasing understanding of graphic design and illustration. The
student is expected to:
(C) interpret, evaluate, and justify design decisions;
(D) conduct oral or written critiques of designs by:
(i) applying a critical method of evaluation;
(ii) communicating an oral or written defense; and
(iii) evaluating oral or written feedback.
(E) analyze and apply art elements and principles; and
(F) employ a creative design process to create original two- or three-dimensional projects
by:
(iv) using good composition; and
(v) demonstrating anatomical figure drawing.
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Interdisciplinary Correlations
Art, Level I:
117.52 (C)
(1) Perception. The student develops and organizes ideas from the environment. The student
is expected to:
(A) illustrate ideas for artworks from direct observation, experiences, and imagination;
(2)
Creative expression/performance. The student expresses ideas through original artworks,
using a variety of media with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating on direct observation, experiences, and
imagination; and
(C) demonstrate effective use of art media and tools in design, drawing, painting,
printmaking, and sculpture.
Instructor/Trainer
References:
http://www.jtsa.edu/prebuilt/exhib/microg/01.shtml
http://www.swsd.k12.pa.us/~julie_morrette/advdp.htm
http://concept.avu.cz/studijni-texty-study-scripts/collatanea-prosperova-knihovna/slovo-aobraz/kaligram/lang/cz-cs/
Research additional online resources for micrography, images made from micrography,
and both ancient and modern Jewish art of micrography
Instructional Aids:
 Micrography Portrait slide presentation.
 Micrographic Portrait Rubric.
Materials Needed:
 Scrap drawing paper for sketching.
 Note paper for notes.
 Various drawing pencils (4B, 2B).
 Art Erasers
 Color markers.
 Illustration board, or quality drawing paper for final drawing.
 Dictionary and thesaurus (or online dictionary and thesaurus).
 Mat material for final critique.
Equipment Needed:
 Digital camera.
 Neutral backdrop (sheet).
 Light source (lamp).
 Printer.
 Projector for slide presentation.
 Computer with software to adjust and crop photos.
 Music player.

Selection of music
Learner
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Previous practice with Self Portrait lesson. (http://www.cte.unt.edu/arts/curriculum-graphic.html)
Students will need to bring props they want in self-portraits such as: sports memorabilia, hats,
scarves, stuffed animals, etc… .
Introduction
MI
Introduction (LSI Quadrant I):
“Micrography,” which comes from Greek, literally small-writing, is also
called microcalligraphy. It is a Jewish form of calligrams developed in
the ninth century, with parallels in Christianity and Islam - utilizing minute
Hebrew letters to form representational, geometric and abstract designs.
SAY:
The artwork is created from text that forms an image when viewed at a
distance, creating an interplay between the text and image.
The connection between this form of art and religious restrictions placed
on images by religious leaders is significant. Micrography provides a
unique solution to the visual artist who wishes to remain devout in
observation of Jewish law, by using only text to express thoughts. Since
similar restrictions exist in certain Muslim societies, this solution has been
adapted in Islamic calligraphy as well.
SHOW:
Show the first part of the presentation (through slide 9).
Stop on Slide 9 and ask students to think about words that are important
to them.
ASK:
Do these words inspire any images? [Allow students to share thoughts
and ideas.]
ASK:
What is a descriptor? How are descriptors used in a sentence? [Have
students brainstorm descriptive words and list on board.]
SAY:
In this lesson we are going to combine words and images to create a
micrographic portrait.
Outline
MI
Outline (LSI Quadrant II):
I. Define micrography visually.
A. Discuss compositions used in student
examples.
B. Discuss shading examples in student work.
Instructor Notes:
NOTE: Use presentation
slides to discuss this topic.
Students should understand
the use of space
(positive/negative) to create
an interesting composition.
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
3
II. Compile three-word list to describe their
personality.
A. Positive descriptors
B. Minimum of five words
C. Use a thesaurus
D. Refine the list
E. Minimum of ten words
F. Select final list of three words
There must be a strong
emphasis on keeping the
words clean and positive.
Students must not be allowed
to use negative terms or put
others down.
III. Proportions for drawing the face.
A. Begin with an egg shaped oval. Use very
light pressure on the pencil so that you can
erase and change your marks.
B. Position the oval carefully on the paper and
sketch in the guide lines and neck,
shoulders, and any props very lightly, with no
detail – only as generic shapes. This is to
check your use of space.
C. With very light outlines in place, start
sketching in the features on the guide lines.
The eye line MUST be halfway down the
oval!
D. Do not add shading or details until all the
features have been sketched in.
1. The eyes are ‘one eye width’ apart.
2. The nares of the nose line up with the tear
ducts of the eyes.
3. The edges of the mouth line up with the
pupils of the eyes.
E. Continue to refine the shapes then begin to
add shading.
Have students practice
sketching face and features
on scrap paper before
starting on final drawing.
Begin formal drawing by
drawing an arc for the top of
the head. Then draw the
sides tapering down to the
chin, finally, firm up the
shape – trying to draw the
oval in one pencil mark is
difficult.
Students question the
halfway mark for the eyes.
Remind them that the oval
represents the entire HEAD
not just the face!
Have the students pick up
the mirror and look straight
into it. Have them notice how
much of the top of their head
and hair they see.
Rather than using a grid as a
crutch, help the students
develop an ‘eye’ by referring
to the photo and the mirror
frequently.
To keep the students from
drawing eyes on their
foreheads, have them sketch
in their hair and forehead.
The top of the oval will have
hair slightly above it as well
as the sides of the oval.
Keep a mirror handy to
reference the shapes of their
eyes, nose, and mouth.
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
4
IV. Guidelines for drawing a portrait.
A. Composition
1. Interest
2. Full use of space
3. Flow
4. Dynamic
B. Shading
1. Full drawing shaded with words
2. Clean highlights
3. Well defined features
4. No smudges
C. Proportions
1. Face
2. Neck
D. Class participation
1. Works consistently
2. Prepared for class
3. Works outside of class as necessary
4. Seeks to improve skill
E. Timeliness of submission
1. Deadline met
2. Matted
3. Ready to hang/evaluate
Show examples of completed
projects that meet all
requirements.
V. Evaluate.
A. Composition
B. Shading
C. Proportions
D. Class participation
E. Timeliness of submission
NOTE: Distribute and
discuss scoring rubric. Make
sure to thoroughly cover
each cell in the rubric so that
students know what is
required to demonstrate
proficiency.
Handout and discuss rubric
so students have a clear idea
of how projects will be
evaluated.
Application
MI
Guided Practice (LSI Quadrant III):
 Have students select and modify list of words to describe themselves.
Have students work in small groups of four or five. On a piece of note paper,
have the students place their names with room below for a list of words.
Students will brainstorm positive descriptors of each other and write down at
least five words for each student.
Move about the room helping students brainstorm their strengths. Ask about
clubs, talents, hobbies, and sports with which they are involved.
Students may use a thesaurus for new words when the words become
repetitive.
Have the students cut apart the paper, leaving each student with their list.
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
5
 Combine a photo session with a practice, simple landscape Micrography
drawing, using favorite lyrics and color markers.
Put the examples from the presentation slides up for the students to see the
examples of the simple images filled with words.
While the students are working on the photos, play music and let the students
sketch out a simple landscape scene and fill the landscape with words/lyrics
from a favorite song using color markers.
MI
Independent Practice (LSI Quadrant III):

Students will brainstorm, select and refine a three-word list of self-descriptive
words.
Students will refine their list of words. Have students add words until each
student has a list of ten words.
Students will narrow the list of words to the three words they favor best.

Students will design and photograph their own portrait to use as a basis for the
micrographic portrait.
Set up a neutral backdrop, using clip on lights or lamps without a lamp shade to
create dramatic lighting. Have students pose with their props and take each
other’s photos.

Using the words they have selected, they will shade the drawing, using pressure
and word size to create a wide range of shadows and tones.
Print out photographs and have students use mirrors and photographs to sketch
out their portraits on good paper. Continue to refine portrait and proportions.
Once composition is set up and sketches are done, students will fill in shading
using the three words they select for themselves. Have students continue to
shade and check their work.
Demonstrate how the pressure on the pencil and the overlapping of the words
will make shading appear lighter and darker. Larger loops in the words will make
a lighter area. Smaller and denser writing will make dark areas.
Summary
MI
Review (LSI Quadrants I and IV):
Q&A
Q: What is Micrography?
A: It is a Jewish form of calligrams developed in the ninth century, with parallels in
Christianity and Islam - utilizing minute Hebrew letters to form representational,
geometric and abstract designs.
Q: How was it used historically?
A: The connection between this form of art and religious restrictions placed on
images by religious leaders is significant. Micrography provides a unique
solution to the visual artist who wishes to remain devout in observation of
Jewish law, by using only text to express thoughts. Since similar restrictions
exist in certain Muslim societies, this solution has been adapted in Islamic
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
6
calligraphy also.
Q: Can words selected have an impact on the drawing?
A: The artwork is created from text that forms an image when viewed at a distance,
creating interplay between the text and image.
Q: How does changing the size of the words and the pressure on the pencil
affect the tone produced?
A: Larger words with lighter pressure will produce the lightest tone while smaller,
denser words with heavier pressure will produce the darkest tone.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Students conduct a self-check critique while working: hang art up and step back a
few feet and judge tonal range.
Students should review peers’ work periodically, noting specifically how other
students are solving problems with shading.
Teacher can review student examples in a slide presentation for inspiration and
redirection as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
Students and teacher use the Micrographic Portrait Rubric to evaluate projects
during formal critique.
Students review and reflect on peer feedback, recording notes in a reflective journal.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):

Create a family portrait with words to encourage and complement each other.

Use a drawing program on the computer to create a portrait with the type tool.

Create advertisements using micrography.
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Micrographic Portrait Rubric
Average
16 pts
Below Average
14 pts
Poor
12 pts
Traditional
composition, full
use of space,
limited flow.
Traditional
composition but
lacking full use of
space, average
flow, lacking
dynamics.
Lacking thought
in composition,
too much/little
negative/positive
space, lacking
flow and
dynamics.
No thought to
composition or
use of space.
Student draws
where ever pencil
falls.
Full shading on
drawing done with
words. Clean
highlights and
well-defined
features. No
smudging.
Drawing looks
good but shading
could be pushed
further. Clean
highlights.
Features are
defined.
Shading with
words could be
pushed much
further. Smudged
words and
highlights are
muddy. Lack of
detail in features.
Bland shading
with few dark
areas and lack of
detail in features.
Words repeated
with no variation
in pressure.
Shading is mostly
in the light to
non-existent
range. Features
are crude and
undefined. No
thought to words
used or to the
pressure needed
to create
shadows.
Accurate
proportions in face
features and neck.
Proportions in
face features and
neck are good
but there are
minor flaws.
Proportions in
face features and
neck are slightly
off.
Proportions in
face features and
neck are off.
Some features
either too large or
too small.
Features left
unfinished and
proportions are
way off. Work
shows little care
for accuracy.
Hard-working
student: goes
beyond class time
to create work,
works throughout
class time; is
prepared for class.
Student works
throughout class
period and is
always prepared
for class.
Student has to
borrow some
supplies. Student
does not remain
on task for entire
class period.
Student chooses
not to work
during class
period. Loses or
breaks supplies.
Is frequently
disruptive.
Lack of
participation. No
supplies in class.
Is almost always
disruptive.
Art work is
finished on time
and turned in
clean and ready to
hang.
Art work is turned
in clean and
ready to hang but
may be a day
late.
Art work is turned
in clean and
ready to hang but
may be more
than a day late.
Art work is
several days late
and turned in
messy.
Art work is
unfinished, late,
and turned in
messy and/or
torn.
Proportions
Shading
Composition
Interesting
composition, full
use of space,
great flow,
dynamic.
Participation
Good
18 pts
Timeliness
Exceptional
20 pts
TOTAL POINTS:
AAVTC: GDI: Micrography Portrait
Copyright © Texas Education Agency, 2012. All rights reserved.
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