Daily Lesson Plan
Student: ____John Siniari___________ Cooperating Teacher’s Approval: ________
Date11/28/09_
Subject: Art Topic: Learning to draw a grid and using it as a basis for creating design using cool and warm
colors.Grade: ___9___
Allocated Time: __60 minutes__
Student Population: Twenty heterogeneous students under sixteen, eight males and twelve females _
State Standards:
Specific Number: _9.1.12AB__
Exact wording
: __A- Know and use the elements and principles of each art form to create works in the arts and humanities.
Visual Arts: • color • form/shape • line • space • texture • value
B- Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review
and revise original works in the arts. Visual Arts: • paint • draw • craft • sculpt • print • design for environment,
communication, multi-media
and/or
Core curriculum, benchmarks, or district standards if required by the district:
Specific Number: _______
Exact wording: _________________________
Goal for Understanding: _ Students will demonstrate the grid method of enlarging images or designs _
Instructional Objective (Statement):
Student Behaviors
Students will be able to produce a
grid on a two dimensional surface
using a ruler and use it as the
structurak basis for a design
contrasting cool and warm colors.
Sources of Evidence
Student work completed according
to instruction..
Teaching to the Objective
Estimated Time:
Teaching to the Objective
10 minutes
5 minutes
Introduction- Instructor will discuss the
concept of using measured marks at
regular(1”) intervals around the edges of a
9” by 12” paper as guide points for the use
of a ruler to draw straight lines to the
corresponding guide points on the opposite
edge of the paper. When this process of
drawing straight lines with a ruler is used to
connect aligned guide points from the top to
the bottom edges and between the two side
Criteria for Evaluation
Visual inspection of student produced
product with regard to comprehension
of the concepts taught as well as to
ability to use rulers to produce straight
lines at measured intervals.. See
Attachment 1 Rubric.
Differentiation: Required for each
Section.
5 minutes
30 minutes
5 minutes
5 minutes
edges a grid is produced. Instructor will
then ask the students to draw a large, simple
outline design (e.g. a star, a heart, etc.) onto
the graph paper they have just made. Finally
the instructor will reintroduce the previously
learned concept of cool and warm colors and
instruct the students to color each square or
portion of a square on the outside of the
design with a cool color without using
identical colors in any two adjacent squares,
followed by coloring each square or portion
of a square on the inside with a warm color,
employing the same color in no two adjacent
squares. Motivation –Presentation of
examples of cool-warm contrast designs
done by other students using paper with
grids superimposed onto simple designs..
Prior Knowledge – Instructor will assess
students’ prior knowledge of identifying
and using method by using introductory
questions about their experience using cool
or warm colors in the past and by showing
examples of work using predominately cool
or warm colors.
Developmental Activities:
1) Instructor provides introduction and
motivation to engage students as
described above.
2) Instructor shares examples of colored
cool/warm gridded designs from
previous students.
3) Instructor verbally explains the steps of
the grid making technique (as described
above) and the concept of contrasting
cool and warm colors. Instructor will
model the technique with the aid of the
document camera.
4) Instructor reviews the steps each student
will demonstrate in the process.
5) Students will be given 9” by 12”
drawing paper. Students will draw a
grid of horizontal and vertical lines
spaced1” apart on the paper to receive
the design using rulers and pencils.
6) Students will then draw a simple outline
design without interior details on top of
the grid they have just made.
7) Students will then color outside their
chosen design using cool colors and
inside the design using warm colors, or
vice versa.
8) Class will share the challenges they
experienced in completing this assignment.
They will identify what was easy, what was
difficult, and what other applications in
which they could use grids as a method for
1, 2) Students with needs for
preferential seating will be seated
near the instructor and projection
areas for computer and document
camera.
3, 5) Instructions for the method will be
posted on the board.
5) Students with special needs who have
been previously assessed as having
extreme difficulty with straight edges
and/or measurement with rulers will be
provided with pre-gridded graph paper.
7, 8)Students who have previously
demonstrated the ability to draw lines from
point to point with a straight edge but who
have demonstrated a need for support with
measuring will have rulers that have
colored dots indicating ¼” and 1’divisions
on the ruler. 6, 7) Students with visual
difficulties will be presented with blank
grids reproduced on a larger scale.
generating design or color patterns.
Assessment: Classmates will informally
critique each grid design identifying a
positive aspect of the manner in which the
technique is employed. The instructor will
assess each student’s enlargement based on
the attached rubric.
Closure: Using the projected computer
screen the instructor will show videos on
cool and warm colors and on grid based
designs.
http://www.youtube.com/watch?v=XiqZLxz
TIUU
http://www.youtube.com/watch?v=L7Suz3OAH8
Follow-up: With skills learned in this lesson, students will plan to have a color photograph taken to be used as the
basis of a larger self-portrait to be executed in acrylic, gouache, or watercolor paints.
Materials: Student photographic black and white digital portrait in 3” x5” format on which to put a grid , 9” x15”
paper, pencils, rulers, 1” grid paper, photographs with pre-drawn ¼” grids superimposed (for differentiation),
rulers with colored dots at 1/4’ and 1’ intervals (also for differentiation).
Resources: Computer to view self-portraits on websites, former students’ successful enlargements (scanned and
transferred to transparencies to be presented on overhead projector). Document camera for instructor modeling of
technique as well as for displaying completed student work from the present session.
References: YouTube videos: ‘Grid Design Project(Speed Art Time Lapse)’ and ‘Color Wheel for Kids:
Demonstrations and Projects’
Books Color theory Made Easy by Jim Ames and Grid Systems in Graphic Designs by Josef Muller-Brockmann
Web sites http://www.youtube.com/watch?v=XiqZLxzTIUU http://www.youtube.com/watch?v=L7-Suz3OAH8
Technology: Document camera for demonstrating method and showing student work, computer with projector to
view videos and website content related to color theory and grid designs.,