Springfield College

Unit Plan Template

Teacher: Colleen Keeley
Subject: 2D Foundations: Value

Date: December,7, 2015

Grade Level: 9-12

Brief Summary of the Unit:

In this introductory unit of the art education course, students will learn about the element value. They
will complete a series of projects after learning about value and how its used and created through a
PowerPoint. It is important for students to learn about value because it is an important element in the
elements of design, it adds to the composition of any art project by adding a sense of definition and depth.
Once the students have achieved an understanding of value it will connect to every lesson from there on,
which includes many of the other elements.
Students will explore and learn the concept of value through multiple activities. The student will first
learn about value through a PowerPoint and complete their first mini project of creating a value scale. Once
they have finished creating their value scales and experimenting with how to create value, the students will
move onto their next activity of creating a half portrait. When the students have completed that project, they
will start to lean about grid drawing, and start working on a collaborative grid drawing. Once they get a sense
of how to use a grid, and once they have finished that project they will move onto creating their own grid
drawing. By the end of the unit they will have incorporated what they have learned in all of art project that
show their understandings.
The techniques used throughout the unit plan are best for giving the student an understanding by reaching
visual, auditory, and kinesthetic learners. The PowerPoint will connect with visual leaners because the key
words will be posted with pictures. The auditory learners will connect because the key words will be read out
loud and each step and detail of the lesson and project will be explained thoroughly. The kinesthetic learners
will connect because they will get hands on experience with creating their projects and the grid drawing allows
them to choose something their interested in and the main propose of the lesson, the value.

Stage One Desired Results

What do we want the students to learn?
Massachusetts Framework Standards:
Standard 1: Methods, Materials, and Techniques- Students will demonstrate knowledge of the

methods, materials, and techniques unique to the visual arts.

1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of
unique characteristics of particular media, materials, and tools
1.11 Explore a single subject through a series of works, varying the medium or
techniques
Standard 2: Elements and Principles of Design- Students will demonstrate knowledge of the Color

wheel focusing on Primary, Secondary, Warm and Cool colors.

2.7 For color, use and be able to identify hues,values,intermediate shades, tints, tones,
complementary,analogous, and monochromatic colorsDemonstrate awareness of color

by painting objective studies from life and free- form abstractions that employ relative
properties of color

Standard4:Drafting,Revising,andExhibiting Students will demonstrate knowledge of the processes

of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit
preparation.

4.4 Produce work that shows an understanding of the concept of craftsmanship

4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize

concepts in clear schematiclayouts;and to organize and complete projects

Enduring Understandings:
Big Ideas:
The students will understand that value is an important element in the elements of design,
because it adds to the composition of any art project by adding weight, light, structure, and
space The students will understand the purpose of the color wheel focusing
on the Primary Colors, Secondary Colors, Warm Colors, and Cool Colors.
Concepts:
Value
Light
Dark
Weight
Structure
Space
Essential

Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?

Content: The element of: Value

Key terms:

Black
White

Contrast
Value
Shading
Value Scale
Gradation
Transition
Half Portrait
Collaborative Grid Drawing
Grid Drawing

Critical Thinking Skills:

The students will practice making value scales, to help them better identify different values through an
object or composition.
The students will be able to identify different values used in a composition.
Students will learn how to work together to create a collaborative grid.
Students will learn how to use a grid to enlarge their image.

Stage Two Assessment Evidence

What will the students have to do in order to demonstrate their
understanding of the material?
Performance Tasks:

Value Scale: Students will create a value scale learning how to create and use value.
Half Portrait: Students will experiment with value by drawing the other half a photocopy of a portrait.
Collaborative Grid Drawing: The students will take what they learned from the other two value
activates and create a square of the collaborative grid drawing.
Grid Drawing: Students will take with they have learned in all the other projects to create an enlarged
grid drawing of a portrait of their choice.

Other Evidence: quizzes, tests, prompts, etc.

Informal Assessment: Video reflections: Students will watch a series of videos
throughout the unit and reflect on it.
Self-Assessments and Reflection:
Reflection: Once a student finishes a project they will fill out a self assessment rubric reflection on
different components through-out the project .

Stage Three Lesson Plans

Teacher: Colleen Keeley
Subject: 2D Foundations
Title of Lesson: Value: Day 1: Video, Note

Date: November 9, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Card, V Scale,
Overview of the Lesson
Lesson Summary:
In this lesson, students will learn the importance of value used in art, learning
first what it is and how to create value through a video, the students will
create a note cards showing three (drawing) examples and 3 vocab words
related to value. Then the students will be able to have hands on practice
creating a value scale. Once they have completed their value scale they will
move on to creating a portrait (pre chosen ones for them to choose from).
They will cut their paper of the portrait in half and glue one half down onto a
piece of paper, they will then draw and recreate the other half using what they
learned about value to achieve contrast and accurate use of value.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, students will be able to identify, define and
apply value. They will create a range of values in a value scale and in
half of a portrait (copying the values from a photocopied image).
I can create a gradation of values from light to dark in pencil.
I can distinguish between a range of values and understand
how they work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio
work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect
upon what I did well and how I might improve my work.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Ruler
Note Card

9x 12 paper
Pencil, eraser, soft paper
Scissors
Glue stick
Photocopies of faces

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas: large transferable insights we want our students to acquire
Examples of Big Ideas: The greatest artists often break with
established traditions
and techniques to better express what they see and feel.
Democracy requires a free and courageous press willing to question
authority.
Mathematics allows us to see patterns that might have remained
unseen
Concepts: transferable big ideas expressed in one word
Examples of Concepts: abundance, scarcity, creativity, technology,
revolution
Essential Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition
Tier 1: Black, White
Tier 2: Scale
Tier 3: Value, Contrast, Shading , Gradation, Transition
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will watch a quick video about value and write down three
works related to value, and draw three examples of value being used.
Performance Task: The students will create a value scale using a ruler, and dividing their
rectangle into 10 boxes, then shading them in from dark to light.
Performance Task: The students will create a portrait (pre printed): they will cut the image in half
and clue one of the half to a full sheet of paper, they will then take the other have of the cut portrait
and use that as a reference to redraw the other half of the portrait on the full paper, matching up to
the other half of the face.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over sketch books:

Procedures/Transitio
ns

Pass out new sketch books

Pass out list of assignments
Go over each assignment briefly
Tape the list of assignments into the cover of
the sketchbook.

Procedures:
PowerPoint: Introducing Class activities Value/ Projects

Video: Value Video

https://www.youtube.com/watch?v=AAwYHNo31ZQ
Pass out note cards
Like you all have done in the past, we are going to
watch a video on our new element Value and you are
going to fill out your note card with three words that go

Closure

along with value and three image examples of value.

Ask questions about what they have just watched
Questions:
What is Contrast?
What is the difference between high and low contrast?
How can we create texture using value?
Ask the students to share what they put on their card
Collect note cards

Value Scales:
o Demo on creating a value scale:
9 x 12 piece of paper
Using a ruler just outline the ruler (rectangle)
Create 10 boxes
Value is all about seeing the shading of light to dark so
using a pencil in each box you are going to fade from
dark to light. Showing a different value in each box.
Start by filling in the darkest box, and then choosing
the 4th or 5th box and lightly shade in your middle
value, then work on using that as a half way point
guide to fill in your other value boxes.
Your lightest value will be left white. Below your
value scale you will write this definition:
Value: the lightness or darkness of a color.
Value describes weight, light, structure, and
space.

Students will have applied what they just learned

through crating their note card, and value scale.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Homework/Extensio
n Activities

Sketch Book: #1 due Friday13th: Create at least 20

forms- cubes, spheres, pyramids, cylinders, cones- that
exist in a space (show foreground, middle ground and
background space).

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day 2, V Scale,
Continued

Date: November 10, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will learn the importance of value used in art, learning
first what it is and how to create value through a video, the students will
create a note cards showing three (drawing) examples and 3 vocab words
related to value. Then the students will be able to have hands on practice
creating a value scale. Once they have completed their value scale they will
move on to creating a portrait (pre chosen ones for them to choose from).
They will cut their paper of the portrait in half and glue one half down onto a
piece of paper, they will then draw and recreate the other half using what they
learned about value to achieve contrast and accurate use of value.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, students will be able to identify, define and
apply value. They will create a range of values in a value scale and in
half of a portrait (copying the values from a photocopied image).
I can create a gradation of values from light to dark in pencil.
I can distinguish between a range of values and understand
how they work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio

work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect
upon what I did well and how I might improve my work.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Ruler
Note Card
9x 12 paper
Pencil, eraser, soft paper
Scissors
Glue stick
Photocopies of faces
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas: large transferable insights we want our students to acquire
Examples of Big Ideas: The greatest artists often break with
established traditions
and techniques to better express what they see and feel.
Democracy requires a free and courageous press willing to question
authority.
Mathematics allows us to see patterns that might have remained
unseen
Concepts: transferable big ideas expressed in one word
Examples of Concepts: abundance, scarcity, creativity, technology,
revolution
Essential Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition

Tier 1: Black, White

Tier 2: Scale
Tier 3: Value, Contrast, Shading , Gradation, Transition
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will watch a quick video about value and write down three
works related to value, and draw three examples of value being used.
Performance Task: The students will create a value scale using a ruler, and dividing their
rectangle into 10 boxes, then shading them in from dark to light.
Performance Task: The students will create a portrait (pre printed): they will cut the image in half
and clue one of the half to a full sheet of paper, they will then take the other have of the cut portrait
and use that as a reference to redraw the other half of the portrait on the full paper, matching up to
the other half of the face.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Procedures/Transitio
ns

Explanation

Attendance

Go over sketch books:

Procedures:

Value Scales:

o Demo on creating a value scale:

9 x 12 piece of paper
Using a ruler just outline the ruler (rectangle)
Create 10 boxes
Value is all about seeing the shading of light to dark so using a
pencil in each box you are going to fade from dark to light.
Showing a different value in each box.
Start by filling in the darkest box, and then choosing the 4 th or 5th
box and lightly shade in your middle value, then work on using
that as a half way point guide to fill in your other value boxes.
Your lightest value will be left white. Below your value
scale you will write this definition: Value: the
lightness or darkness of a color. Value describes
weight, light, structure, and space.

Closure

Clean up: Students will return any supplies that they used to
the proper place, and put their work back I the bin.
Homework/Extensio
n Activities

Sketch Book: #1 due Friday13th: Create at least 20 formscubes, spheres, pyramids, cylinders, cones- that exist in a space
(show foreground, middle ground and background space).

Teacher: Colleen Keeley

Date: November 11, 2015
Subject: 2D Foundations
Grade Level: 9-12
Title of Lesson: Value: Day 3, Finish V Scale, Lesson Length: 45 mins
Start Half Portrait
Overview of the Lesson
Lesson Summary:
In this lesson, students will learn the importance of value used in art, students
will be able to have hands on practice creating a value scale. Once they have
completed their value scale they will move on to creating a portrait (pre
chosen ones for them to choose from). They will cut their paper of the portrait
in half and glue one half down onto a piece of paper, they will then draw and
recreate the other half using what they learned about value to achieve
contrast and accurate use of value.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and

tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, students will be able to identify, define and
apply value. They will create a range of values in a value scale and in
half of a portrait (copying the values from a photocopied image).
I can create a gradation of values from light to dark in pencil.
I can distinguish between a range of values and understand
how they work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio
work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect
upon what I did well and how I might improve my work.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Ruler
Note Card
9x 12 paper
Pencil, eraser, soft paper
Scissors
Glue stick
Photocopies of faces
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas: large transferable insights we want our students to acquire
Examples of Big Ideas: The greatest artists often break with
established traditions
and techniques to better express what they see and feel.
Democracy requires a free and courageous press willing to question
authority.
Mathematics allows us to see patterns that might have remained
unseen

Concepts: transferable big ideas expressed in one word

Examples of Concepts: abundance, scarcity, creativity, technology,
revolution
Essential Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition
Tier 1: Black, White
Tier 2: Scale
Tier 3: Value, Contrast, Shading , Gradation, Transition
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will watch a quick video about value and write down three
works related to value, and draw three examples of value being used.
Performance Task: The students will create a value scale using a ruler, and dividing their
rectangle into 10 boxes, then shading them in from dark to light.
Performance Task: The students will create a portrait (pre printed): they will cut the image in half
and clue one of the half to a full sheet of paper, they will then take the other have of the cut portrait
and use that as a reference to redraw the other half of the portrait on the full paper, matching up to
the other half of the face.
Informal Assessments: After the student completes the project they will fill out a self-assessment

rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over sketch books: for this week

Procedures/Transitio Procedures:
ns

Value Scales: (FINISH)

o Demo on creating a value scale:
9 x 12 piece of paper
Using a ruler just outline the ruler (rectangle)
Create 10 boxes
Value is all about seeing the shading of light to dark so
using a pencil in each box you are going to fade from
dark to light. Showing a different value in each box.
Start by filling in the darkest box, and then choosing
the 4th or 5th box and lightly shade in your middle
value, then work on using that as a half way point
guide to fill in your other value boxes.
Your lightest value will be left white. Below your
value scale you will write this definition:
Value: the lightness or darkness of a color.
Value describes weight, light, structure, and
space.

Half Portraits: Showing value (START)

Select a photocopied black and white
portrait.
Using a ruler, divide the photocopy in half by
marking the top and bottom at 4 1/8 and
connect the two marks. Cut the photocopy
along the line that you drew.
Glue one half of the photocopy onto a piece

of drawing paper.
Keep the other half of the image as
reference- this is the part that you will draw
onto the drawing paper.
Draw and match the variety of value that is
in the image.
Hand in both the value scale and portrait
as one project grade.
Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #1 due Friday13th: Create at least 20

forms- cubes, spheres, pyramids, cylinders, cones- that
exist in a space (show foreground, middle ground and
background space).

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day 4, Half Portrait
Continued

Date: November 12, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will learn the importance of value used in art, creating
a portrait (pre chosen ones for them to choose from). They will cut their paper
of the portrait in half and glue one half down onto a piece of paper, they will
then draw and recreate the other half using what they learned about value to
achieve contrast and accurate use of value.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques

Lesson Objectives: The students will be able to

By the end of this project, students will be able to identify, define and
apply value. They will create a range of values in a value scale and in
half of a portrait (copying the values from a photocopied image).
I can create a gradation of values from light to dark in pencil.
I can distinguish between a range of values and understand
how they work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio
work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect
upon what I did well and how I might improve my work.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Ruler
Note Card
9x 12 paper
Pencil, eraser, soft paper
Scissors
Glue stick
Photocopies of faces
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas: large transferable insights we want our students to acquire
Examples of Big Ideas: The greatest artists often break with
established traditions
and techniques to better express what they see and feel.
Democracy requires a free and courageous press willing to question
authority.
Mathematics allows us to see patterns that might have remained
unseen
Concepts: transferable big ideas expressed in one word
Examples of Concepts: abundance, scarcity, creativity, technology,
revolution

Essential Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition
Tier 1: Black, White
Tier 2: Scale
Tier 3: Value, Contrast, Shading , Gradation, Transition
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will watch a quick video about value and write down three
works related to value, and draw three examples of value being used.
Performance Task: The students will create a value scale using a ruler, and dividing their
rectangle into 10 boxes, then shading them in from dark to light.
Performance Task: The students will create a portrait (pre printed): they will cut the image in half
and clue one of the half to a full sheet of paper, they will then take the other have of the cut portrait
and use that as a reference to redraw the other half of the portrait on the full paper, matching up to
the other half of the face.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over sketch books: for this week

Procedures/Transitio Procedures:
ns

Continue
Half Portraits: Showing value
Select a photocopied black and white
portrait.
Using a ruler, divide the photocopy in half by
marking the top and bottom at 4 1/8 and
connect the two marks. Cut the photocopy
along the line that you drew.
Glue one half of the photocopy onto a piece
of drawing paper.
Keep the other half of the image as
reference- this is the part that you will draw
onto the drawing paper.
Draw and match the variety of value that is
in the image.
Hand in both the value scale and portrait
as one project grade.
Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #1 due Friday13th: Create at least 20

forms- cubes, spheres, pyramids, cylinders, cones- that
exist in a space (show foreground, middle ground and
background space).

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day 5, Continue Half
Portrait

Date: November 13, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will learn the importance of value used in art, creating
a portrait (pre chosen ones for them to choose from). They will cut their paper
of the portrait in half and glue one half down onto a piece of paper, they will
then draw and recreate the other half using what they learned about value to
achieve contrast and accurate use of value.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, students will be able to identify, define and
apply value. They will create a range of values in a value scale and in
half of a portrait (copying the values from a photocopied image).
I can create a gradation of values from light to dark in pencil.
I can distinguish between a range of values and understand
how they work to create an image.
I can use value effectively in the creation of half of a portrait.
I can work productively and independently during the studio
work time on the value scale, and the value half portrait.
I can assess my completed work with the teacher to reflect
upon what I did well and how I might improve my work.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Ruler
Note Card

9x 12 paper
Pencil, eraser, soft paper
Scissors
Glue stick
Photocopies of faces

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas: large transferable insights we want our students to acquire
Examples of Big Ideas: The greatest artists often break with
established traditions
and techniques to better express what they see and feel.
Democracy requires a free and courageous press willing to question
authority.
Mathematics allows us to see patterns that might have remained
unseen
Concepts: transferable big ideas expressed in one word
Examples of Concepts: abundance, scarcity, creativity, technology,
revolution
Essential Questions:
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition
Tier 1: Black, White
Tier 2: Scale
Tier 3: Value, Contrast, Shading , Gradation, Transition
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks: The students will watch a quick video about value and write down three
works related to value, and draw three examples of value being used.
Performance Task: The students will create a value scale using a ruler, and dividing their
rectangle into 10 boxes, then shading them in from dark to light.
Performance Task: The students will create a portrait (pre printed): they will cut the image in half
and clue one of the half to a full sheet of paper, they will then take the other have of the cut portrait
and use that as a reference to redraw the other half of the portrait on the full paper, matching up to
the other half of the face.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over sketch books: for this week

Procedures/Transitio Procedures:
ns

Value Scales: (FINISH)

o Demo on creating a value scale:
9 x 12 piece of paper
Using a ruler just outline the ruler (rectangle)
Create 10 boxes
Value is all about seeing the shading of light to dark so
using a pencil in each box you are going to fade from
dark to light. Showing a different value in each box.
Start by filling in the darkest box, and then choosing
the 4th or 5th box and lightly shade in your middle
value, then work on using that as a half way point
guide to fill in your other value boxes.

 Your lightest value will be left white. Below your

value scale you will write this definition:
Value: the lightness or darkness of a color.
Value describes weight, light, structure, and
space.

Half Portraits: Showing value (START)

Select a photocopied black and white
portrait.
Using a ruler, divide the photocopy in half by
marking the top and bottom at 4 1/8 and
connect the two marks. Cut the photocopy
along the line that you drew.
Glue one half of the photocopy onto a piece
of drawing paper.
Keep the other half of the image as
reference- this is the part that you will draw
onto the drawing paper.
Draw and match the variety of value that is
in the image.
Hand in both the value scale and portrait
as one project grade.

Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #1 due Friday13th: Create at least 20

forms- cubes, spheres, pyramids, cylinders, cones- that
exist in a space (show foreground, middle ground and
background space).

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value:,Day 6: Power Point,

Date: November 16, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Collaborative Grid Drawing

Overview of the Lesson
Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. Starting their next activity in the value unit, the students will create a
collaborative grid drawing. They will see how the grid method is used in such
a large scale, and then as a class create their own collaborative grid drawing.
Each student will be assigned a square of a pre-gridded image and they will be
responsible of using their knowledge of identifying and creating value to
recreate their square, what corresponds to their assigned square on the
master image.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, each student will have contributed a portion
(at least one square) to an enlarged, collaborative grid drawing
emphasizing the effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to

complete their square of the project.

Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over what we are doing in class today, and

when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns
PowerPoint: Introducing Collaborative grid drawing
1. Title
2. Image of the tiger crated by students at Holyoke community
collage.
a. This is a really successful image of what we are going to
be creating, it is done by collage student but after seeing
how great your half portraits came out you all will have
no problem with this.
3. Essential Questions: How can you apply your skill of creating
value to make an enlarged, collaborative drawing?
4. Example of one of chuck closes drawings recreated in a
collaborative grid drawing.
a. It may look really strange to you and weird but I think its
really cool how everyone is able to add their own style
into one drawing by adding their own piece to it.
5. Example of MLK real picture
6. Example of drawing
a. Again in this example you can see how everyone add
their own technique and style to their square and when it
comes together it kind of looks a bit off, I I just think that
it give it its own unique style to a over all image. You
can also see how if everyone were to stay consistent with
their values it would have maybe worked a bit better but
over all I think it came out pretty well for being a
collaborative grid drawing.
7. Learning objective: By the end of this project, each student

will have contributed a portion (at least two squares) to an

enlarged, collaborative grid drawing emphasizing the effective
use of value.
8. Real example of Diner:
9. Drawing example of diner
a. Heres another example of this project created by
students from WSHS, this gives you an good sense of
how big they are.
10. Up close Diner example.
a. Again you can get the over all sense of what the image is
and hw everyone addend in their own style.
11. Real Example School Boys:
12. Drawing example of school boys:
a. This is a good example of how important of how you
really need to try and accurately draw proportions
correctly and refer back to the main image to match
things up with in your own square, other then that you
can still get the overall idea and sense of what the image
is, and again it adds a cool style to the image with
everyones style added.
13. Example Bus
14. Drawing Bus:
a. Same points that Ive gone over, I think this one does
work pretty well though because a lot of the different
values throughout it is consistent. If everyone had just
aligned their drawings to the appropriate proportions
then it would have came together perfectly.
16 -22: Examples of pictures:
a. I think we can be really successful at creating our
collaborative grid drawings with these images because if
you think about it they are pretty similar to our portrait
images, these are just animals, and your only creating
one section.
Demonstration:
I will bring the class around on table to discuss the steps when
starting their square.
They will flip over their big piece of paper and write their names
and the code that corresponds to the code on their little square.
They will divide their little square and big square into 4 sections
just by eyeballing it.
They can then start drawing out their big square, making sure
that everything lines up to how it does on their little square.
If they finish their first square they will be assigned another
square that will be a lot easier.

Class Work:
Students at this time will be able to finish working on the last
project or start the new one we just went over.
I will be going around and assigning each student a specific
piece of the grid.
This process may take sometime but it needs to be done in an
organized fashion where I mark who has what piece.

Closure

Students will have applied what they just learned

through crating their square image.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #2 due Friday,19th:

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 7, Collaborative
Grid Drawing Continued

Date: November 17, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. Starting their next activity in the value unit, the students will create a
collaborative grid drawing. They will see how the grid method is used in such
a large scale, and then as a class create their own collaborative grid drawing.
Each student will be assigned a square of a pre-gridded image and they will be
responsible of using their knowledge of identifying and creating value to
recreate their square, what corresponds to their assigned square on the
master image.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, each student will have contributed a portion
(at least one square) to an enlarged, collaborative grid drawing
emphasizing the effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?

Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over what we are doing in class today, and

when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Class Work:

Closure

Students will continue to work on their piece of the

collaborative grid drawing that was assigned to them.
Using their new knowledge of how to enlarge an image, and
using a grid
Also using the proper value to make their piece match up
with other students in their grid.

Students will have applied what they just learned

through crating their square image.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #2 due Friday,19th:

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 8, Collaborative
Grid Drawing Continued, City Band Video

Date: November 18, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. Starting their next activity in the value unit, the students will create a
collaborative grid drawing. They will see how the grid method is used in such
a large scale, and then as a class create their own collaborative grid drawing.
Each student will be assigned a square of a pre-gridded image and they will be
responsible of using their knowledge of identifying and creating value to
recreate their square, what corresponds to their assigned square on the
master image.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, each student will have contributed a portion
(at least one square) to an enlarged, collaborative grid drawing

emphasizing the effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:

The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance

Go over what we are doing in class today, and

when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Video: City Band:

Students will be shown a quick 7 min video on the artist Chris
LaPorte who used a grid to enlarge photos.
They will watch the video and then respond to questions on a

Google forum that was assigned in their class folder.

Class Work:
Students will continue to work on their piece of the
collaborative grid drawing that was assigned to them.
Using their new knowledge of how to enlarge an image, and
using a grid
Also using the proper value to make their piece match up
with other students in their grid.
Closure

Students will have applied what they just learned

through crating their square image.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.
Homework/Extensio
n Activities

Sketch Book: #2 due Friday,19th:

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 9, Collaborative
Grid Drawing Continued,

Date: November 19, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. Starting their next activity in the value unit, the students will create a
collaborative grid drawing. They will see how the grid method is used in such
a large scale, and then as a class create their own collaborative grid drawing.
Each student will be assigned a square of a pre-gridded image and they will be
responsible of using their knowledge of identifying and creating value to
recreate their square, what corresponds to their assigned square on the
master image.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, each student will have contributed a portion
(at least one square) to an enlarged, collaborative grid drawing
emphasizing the effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?

Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Class Work:
Students will continue to work on their piece of the
collaborative grid drawing that was assigned to them.
Using their new knowledge of how to enlarge an image, and
using a grid
Also using the proper value to make their piece match up
with other students in their grid.
Closure

Students will have applied what they just learned

through crating their square image.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 10,
Collaborative Grid Drawing Continued

Date: November 20, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. Starting their next activity in the value unit, the students will create a
collaborative grid drawing. They will see how the grid method is used in such
a large scale, and then as a class create their own collaborative grid drawing.
Each student will be assigned a square of a pre-gridded image and they will be
responsible of using their knowledge of identifying and creating value to
recreate their square, what corresponds to their assigned square on the
master image.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to

By the end of this project, each student will have contributed a portion
(at least one square) to an enlarged, collaborative grid drawing
emphasizing the effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.

Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,

Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Class Work:
Students will continue to work on their piece of the
collaborative grid drawing that was assigned to them.
Using their new knowledge of how to enlarge an image, and
using a grid
Also using the proper value to make their piece match up

with other students in their grid.

Closure

Students will have applied what they just learned

through crating their square image.

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 11: Chuck Close
Grid Drawings

Date: November 23, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,

Photocopies of master images

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills -

The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

PowerPoint:
Grid drawing portrait: review Power point that
includes examples of work by Chuck Close, look at
student exemplars.

Each student will choose a photocopied image that

they would like to draw.

An accurate grid needs to be applied to the

photocopied image and large paper (photocopied
image: 1 square grid, 18 x 24 paper: 2: grid).
Demonstration:
Recreate the information that is in each square
section onto the large piece. Notice the proportions
and relationships of shapes and values within each

square, how things connect to one another, and

how lines meet. Utilize your skill of creating value
(making lights and darks) to make your drawing
dynamic.
Show how to grid small image 1 X 1 and then
creating their grid on their large paper 2x 2

Class work: Students will start to work on their grid drawings.

Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 14: Chuck Close
Grid Drawings Continued

Date: November,24, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint

Worksheet responding to video

2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White

Tier 2: Scale, Grid

Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Class work: Students will continue to work on their grid drawings.

Circulate the room to check in with students to see if anyone
needs help or has a question.
Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 13: Chuck Close
Grid Drawings Continued, Video

Date: November 30, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative

grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Video: Students will watch the videos and then

respond to questions on the Google forum that
was shared with them on their computers.
View Chuck Close videos (3)
Why portraits? https://www.youtube.com/watch?
v=zmEf7MKDFd4 (1:44)
On his physical challenges (3:58)
https://www.youtube.com/watch?v=TlwCC6bIDDs
Why he follows a grid
https://www.youtube.com/watch?v=_e-p5M0vhZI
(3:16)

Write key idea, three details for each

Class work: Students will continue to work on their grid drawings.

Circulate the room to check in with students to see if anyone
needs help or has a question.
Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 12: Chuck Close
Grid Drawings Continued

Date: December,1 , 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative

grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and when they
can finish their other project if they need to.
Procedures/Transitio Procedures:
ns

Class work: Students will continue to work on their grid drawings.

Circulate the room to check in with students to see if anyone needs help
or has a question.
Closure

Clean up: Students will return any supplies that they used to
the proper place, and put their work back I the bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 15: Chuck Close
Grid Drawings Continued

Date: December,2 , 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools

1.11 Explore a single subject through a series of works, varying the

medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image
8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images
Enduring Understandings: These are the ideas students will remember
forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?

Where do we see value in everyday life?

How can you apply your skill of creating value to make an enlarged,
collaborative drawing?

Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid
Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they

need to.
Procedures/Transitio Procedures:
ns

Class work: Students will continue to work on their grid drawings.

Circulate the room to check in with students to see if anyone
needs help or has a question.
Closure

Clean up: Students will return any supplies that they

used to the proper place, and put their work back I the
bin.

Teacher: Colleen Keeley

Subject: 2D Foundations
Title of Lesson: Value: Day: 16: Chuck Close
Grid Drawings Continued

Date: December, 3, 2015

Grade Level: 9-12
Lesson Length: 45 mins

Overview of the Lesson

Lesson Summary:
In this lesson, students will continue to learn the importance of value used in
art. The students will be introduced to Chuck Close through a PowerPoint and
we will talk more in depth about using a grid to enlarge an image. The
students will be given a demonstration on how to gird your large paper and
small image, and then how to start drawing.
Massachusetts Framework Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show

knowledge of unique characteristics of particular media, materials, and
tools
1.11 Explore a single subject through a series of works, varying the
medium or techniques
Lesson Objectives: The students will be able to
By the end of this project, each student will have created a portrait drawing
inspired by the work of the artist Chuck Close using a grid along with an
effective use of value.

Materials/Equipment to be Used in Teaching the Lesson:

PowerPoint
Worksheet responding to video
2x2 Image

8 x 8 drawing square
Pencil,
Eraser,
Photocopies of master images

Enduring Understandings: These are the ideas students will remember

forever.
Big Ideas:

I can create a gradation of values from light to dark in pencil.

I can distinguish between a range of values and understand how they

work to create an image.

I can use value effectively in the creation of half of a portrait.

I can work productively and independently during the studio work time
on the value scale, and the value half portrait.

I can assess my completed work with the teacher to reflect upon what I
did well and how I might improve my work.

Concepts: Proportion, Grid, Scale, Collaborative

Essential Questions:
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
In visual art, what is value?
What is the function of value in works of art?
How can you practice creating value in a drawing?
Why is value important?
Where do we see value in everyday life?
How can you apply your skill of creating value to make an enlarged,
collaborative drawing?
Content
Factual Content:
The students will learn about value and how it is an important element
used in art, with creating any composition.
Vocabulary: Black, White, Contrast, Value, Shading, Value Scale, gradation,
Transition, Grid, Proportion,
Tier 1: Black, White
Tier 2: Scale, Grid

Tier 3: Value, Contrast, Shading , Gradation, Transition, Proportion

Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills The students will practice making value scales, to help them better identify different values
through an object or composition.
The students will be able to identify different values used in a composition.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance Task: The students will work as a class to contribute a square of the collaborative
grid drawing. They will use what they learned about value and collaborative grid drawing to
complete their square of the project.
Informal Assessments: After the student completes the project they will fill out a self-assessment
rubric and grade themselves based on how they think they did. They will also fill out a response
part reflecting on the project and if they successfully used the proper element intended in the
project (meeting the objective). They will then show us the rubric and their project and we will
have a conversation about if the graded they gave them selves and if we agree.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

Attendance
Check sketch books
Go over what we are doing in class today, and
when they can finish their other project if they
need to.
Procedures/Transitio Procedures:
ns

Class work: Students will continue to work on their grid drawings.

Circulate the room to check in with students to see if anyone
needs help or has a question.
Closure

Self-Assessment Sheet: One the student has finished

their project they will fill out a self-assessment sheet on
how they think they did on the project. Essentially
grading themselves on specific categories such as, effort,
craftsmens
ship,
responsibility,
creativity,
and
engagement. Then they have to answer 3 reflective

questions about the project.

Clean up: Students will return any supplies that they
used to the proper place, and put their work back I the
bin.