Joseph Price
Master Grid Painting
Standard and indicator:
7th/8th Grade Art
September 22, 2015
INVAS 8.2.2
Identify common stylistic features from art of one culture or time period.
INVAS 8.6.6
Demonstrate respect for personal work and the work of others.
INVAS 8.7.4
Demonstrate appropriate use of various media, techniques, and processes to communicate themes and
ideas in artwork.
DRAWING:
Media: pencils, colored pencils, markers, ink, chalks, crayons, oil pastels, charcoals, pastels, conte-crayon
Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one and two point
perspective
Co-teaching Strategy: One Teach, One Assist

Materials
◦ Teacher
▪ Chalk
▪ Pre-gridded artwork of chosen artist
▪ 5 Style Analysis Worksheets (attached)
▪ 1 Large sheet of newsprint
▪ 1 Black Marker
◦ Student
▪ 12”x12” sheet of paper (numbered based on gridded artwork)
▪ HB pencil
▪ Oil Pastels
▪ 1 Grid Drawing worksheet
◦ References/resources
▪ Artwork, based on student choice:

Claude Monet artwork:
◦ “Haystacks”
◦ “Japanese bridge”
◦ “Water Lillies”
◦ “Field of Poppies”
◦ “Flower Field”

Edvard Munch artwork:
◦ “Anxiety”
◦ “Death in the Sick Room”
◦ “Separation”
◦ “Melancholy”
◦ “The Scream”

George Seurat artwork:
◦ “A Sunday on La Grande Jatte”
◦ “Circus”
◦ “Eiffel Tower”
◦ “Circus Sideshow”
◦ “The Seine and La Grande Jatte”

Henri Matisse artwork:
◦ “Dishes and Fruit on a Red and Black Carpet”
◦ “Portrait of Madame Matisse Green Stripe”
◦ “Purple Robe and Anemones”
◦ “Red Room”
◦ “Trees”

Vincent Van Gogh artwork
◦ “Wheat Field with Cypresses”
◦ “Country Road in Provence by Night”
◦ “Starry Night”
◦ “Cafe Terrace at Night”
◦ “Wheat Field with Crows”

Objective
◦ Students will identify the style of a selected artist and work collaboratively to recreate one
of that artist's work in the same style.

Motivation/engagement/set/focus
◦ Students will vote on which of the five selected artists they want to work from (done in
advance of lesson)
▪ Show the students artwork from each of the following artists and have them vote using
pieces of paper:


Claude Monet

Edvard Munch

George Seurat

Henri Matisse

Vincent Van Gogh
Goal for learner
◦ Be able to identify the components of an artistic style.
◦ Understand how a grid can be used to enlarge an artwork
◦ Apply knowledge of an artistic style to create a cohesive artwork with other students.

Content and Procedures
◦ Present the students with the problems:
▪ The project is going to be a collaborative work to create a large artwork by the artist
they chose. We first want to make sure all the students are working the same way, or it
will look like a bunch of different artworks smashed together, rather than one whole
artwork.
▪ Next, we're working with a small image for our artwork (display image that the students
will be using). We want it to be much larger than that when it's done.
◦
Let's tackle the first problem. (Ask students to identify what they think it means when
something has a “style.”)
▪ A style is when multiple artworks share many of the same characteristics, such as media,
use of media, subject matter, composition, theme, etc.
◦ Using the selected artist, the students will perform a style analysis of that artist's work. With
practice, a style analysis can be done without any support, but it's expected that the students
haven't done this kind of activity. Because of this, the students are given a worksheet with
some of the things they should look for. Everything in a style analysis will fall into five
categories: Sensory properties, formal properties, expressive properties, technical
properties, and functional properties.
▪ Divide the students into 5 groups (can be adjusted based on class size), and give each
group a different artwork by the same artist, along with a style analysis worksheet.
▪ Create a table on the chalk board (in advance of the lesson) that looks like this (an
expanded version of the worksheet):
Group 1
Media
Use of Media
Group 2
Group 3
Group 4
Group 5
(Technique)
Subject
Matter
Composition
Use of Color
Abstraction
Theme
Anything
Else?
▪ Explain each category, explicitly saying what kinds of things you want to see in each
one.


Media (technical): what is the artwork made of? Is it on paper? Wood? Is it pencil?
Colored pencil? Clay?

Use of Media (technical): Can you see where the artist made a brush stroke, or a
pencil line? Can you see the marks from their tools? Or did the artist make it
smooth, and barely noticeable where the strokes were made?

Subject Matter (sensory): What is in the painting? Are there people? Trees? Is it a
landscape? A portrait? A still life?

Composition (formal): How is everything in the artwork arranged? Think about
whether it has symmetry or not, is there depth (think back to the 1-point perspective
drawing), or does it seem flat?

Use of Color (sensory): Is the color being used realisticially? Are they using local
colors? Are they exaggerating the colors?

Abstraction (sensory): Does the painting look realistic? Does it look partially
realistic? If it doesn't look realistic, then why doesn't it? Are the things in the
painting recognizable? Or are they splotches, splatters, and shapes?

Theme (expressive): What is the artwork about? What is happening in the artwork?
Are the subjects in the artwork related to each other?

Anything Else: This is for any other thing you want to point out in the painting that
doesn't fit in the other categories. Anything can go here, as long as it is in the
artwork.
Practice
◦ Have students use the worksheets to analyze the style of their artwork. Emphasize talking
within the group to decide what will go in the spaces. When they've filled out their
worksheets, a representative from each group can go up to the chalk board to fill in their
respective slots on the table.
▪ When all of the groups have filled in their slots on the table, go through the categories
with the class. Identify which ones match across the artworks and which ones do not.
Confirm with the class what they think the style is, then present the artwork that the
students will be using.
▪ Write the style qualities the students are using on a sheet of newsprint and hang it on the
board for the students to reference in future classes.

Content/procedures
◦ Now the second part; we need to enlarge the image. To do that, we need to make a grid over
the image. Move to the demonstration table and have students gather around.
▪ Check student knowledge of how to use a ruler; what the measurements mean, how to
mark regular intervals, creating measured straight lines
▪ Display gridded version of the image the students will be making. This is the image we'll
be making, divided up into equal sections. By increasing the size of each section by the
same amount, we can make the whole image larger.
▪ Show worksheet, and how the grids are used to make the image larger.
▪ Using a piece of the full image and a sheet of the paper students will be using, show
students how to make a grid of their own.

Practice
◦ Hand out the grid enlargement worksheet. Students will use the grid on the drawing to
enlarge the image into the larger grid.

Application
◦ Hand out numbered 12”x12” pieces of paper to students along with a piece of the full
image. The numbers will corrospond with a number on the gridded artwork the students will
be using. Put the artwork (gridded with numbers) up on the projector or send a copy of the
artwork to the students, to be viewed on their iPads for an extra reference.
◦ The students will use the images as reference to make their sections of the drawing using oil
pastels.
▪ Have the students grid their sections of the larger image, and their sheets of paper.
◦ When all of the squares are completed, they will be put together into a single image. Take a
picture of it, and distribute printed pictures to the students (at their request)

Evaluation of student learning
◦ Group worksheets will be evaluated on completion (10 points)
◦ Grid enlargement worksheets will be graded on how accurately the student enlarged the
image. (10 points)
◦ Individual squares of the artwork will be given a holistic grade based on how well the
student adhered to the style they identified at the start of the lesson and how accurately it
was enlarged. (80 points)
Style Analysis Worksheet - 7th and 8th Grade Art
Group Member Names:______________________________________________________________
Fill in the categories below based on what you see in the artwork accompanying this worksheet.
Artwork Name:
Media
what is the artwork made of? Pencil?
Watercolors? Clay?
Technique
Can you see where the artist made a brush
stroke? Or did the artist make it smooth,
and barely noticeable where the strokes
were made?
Subject Matter
What is in the painting? Are there people?
Trees? Is it a landscape? A portrait?
Composition
How is everything in the artwork arranged?
Does it have symmetry or not? is there
depth, or does it seem flat?
Use of Color
Is the color being used realisticially? Is it
mostly local colors? Are the colors
exaggerated?
Realism/Abstraction
Does the painting look realistic? Does it
look partially realistic? Are the things in
the painting recognizable? Or are they
splotches, splatters, and shapes?
Theme
What is the artwork about? What is
happening in the artwork? Are the subjects
in the artwork related to each other?
Anything Else?