Drawing with the Grid

Proportions in Drawing and Drawing Exhibits

BIG IDEA:
• Grid exercises: Proportions in drawing
• Collaborative grid: Exhibiting artwork

ESSENTIAL QUESTIONS:
• How does using the grid help the drawing process?
• How does using the grid help enlarge an image when drawing it?
• How can you affect a space by displaying a work of art in it?

GOALS: For students to…

• Practice the grid technique by redrawing an image the same size.
• Practice using the grid to enlarge an image.
• Discuss and choose a specific location and display a work of art.

OBJECTIVES: Students will…

• Learn the process of gridding an image and a blank sheet of paper to redraw an
image in proportion.
• Practice the grid process using basic worksheets.
• Learn the process of enlarging an image using the grid method.
• Practice the enlarging process by participating in a group drawing.
• Learn how a work of art can impact a space and how to choose the best space to
display a work of art.

STANDARDS: [Link]
High School:
• ART:
o Visual Arts/Creating: VA:[Link]: Engage in making a work of art or
design without having a preconceived plan.
o Visual Arts/Creating: VA:Cr2.3HSI: Collaboratively develop a proposal
for an installation, artwork, or space design that transforms the perception
and experience of a particular space.
o Visual Arts/Connecting: VA:[Link]: Document the process of
developing ideas from early stages to fully elaborated ideas.
o Visual Arts/Presenting: VA:[Link]: Analyze and evaluate the reasons
and ways an exhibition is presented.

SUPPLIES:
• Dragon grid worksheet
• Girl grid worksheet
• 8.5”x11” white paper
• Printed image, divided into 1”x1” squares
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."/0/")%/&1(%&(!"#$%&'(#&-(!"#$%&'(23*%4%)1( o On the back of the 1”x1” square will be a letter and a number.
o It is VERY IMPORTANT to write the letter and number on the back of
the blank square.
BIG IDEA:
o Make sure when you start drawing the letter and number are right side up.
• Grid exercises: Proportions in drawing Tell them to check multiple times while drawing that the letter and number
• Collaborative grid: Exhibiting artwork are pointing in the same direction on the small square as the large square.
o This is a necessary step because this is how you know where each square

Collaborative
ESSENTIAL QUESTIONS: goes.
• How does using the grid help the drawing process? o When they finish re-drawing their larger square they must turn in both the
• How does using the grid help enlarge an image when drawing it? small square and the large square to you. If they loose their small square
• How can you affect a space by displaying a work of art in it? they will loose participation points. (Use the back up set of small squares
to pass out just in case one is lost in the drawing process).
GOALS: For students to… • Pass out the small squares and large blank squares.
• Practice the grid technique by redrawing an image the same size. o Constantly remind students to write the letter and number as step one.
• Practice using the grid to enlarge an image. o OPTIONAL: Tell them they can trade their square with a neighbor if they
• Discuss and choose a specific location and display a work of art. want.

Grid Method
o Remind them to take their time and include every detail. They will have at
OBJECTIVES: Students will… least one more to draw.
• Learn the process of gridding an image and a blank sheet of paper to redraw an • The last few minutes of class allow students to clean up. Remind them to keep up
image in proportion. with their small squares, pass out paperclips to attach them to the large squares to
help.
• Practice the grid process using basic worksheets.
• Learn the process of enlarging an image using the grid method. DAY 5-6: Collaborative Grid
• Practice the enlarging process by participating in a group drawing. • Have students get out their squares and keep working.
• Learn how a work of art can impact a space and how to choose the best space to • Once they are finished, collect them. Double check the letter and number are on

PowerPoint
display a work of art. the back and it is pointing the same direction as it is on the small square.
• Give them a second, third, or however many you planned for them to complete.
STANDARDS: [Link] • Check off the completed the squares as the finish. This counts as a participation
High School: grade.
• ART: • Once they are finished with all the squares they can work in their visual journals
o Visual Arts/Creating: VA:[Link]: Engage in making a work of art or until they are all complete.
design without having a preconceived plan. • Allow students to clean up the last few minutes of class.
o Visual Arts/Creating: VA:Cr2.3HSI: Collaboratively develop a proposal

Lesson Plan &

for an installation, artwork, or space design that transforms the perception DAY 7: Wrap and Reveal
and experience of a particular space. • Once all squares are turned in, start piecing together the final image. (This can be
o Visual Arts/Connecting: VA:[Link]: Document the process of done as they are turned in).
developing ideas from early stages to fully elaborated ideas. • Use masking tape to tape the backside of the squares together.
o Visual Arts/Presenting: VA:[Link]: Analyze and evaluate the reasons • Once it is all pieced together reveal it to the class and have them guess what it is.
and ways an exhibition is presented. • The lines will not line up perfectly and it will look like an abstracted version of
the original, but that is what makes it interesting.
SUPPLIES:

Resources
• Show the PowerPoint on installation art and displaying artwork and how artwork
• Dragon grid worksheet can impact a space.
• Girl grid worksheet o Ask students how the size and style of their artwork can impact where it
• 8.5”x11” white paper can be displayed.
• Printed image, divided into 1”x1” squares o Ask students where they think the best places are to display the artwork.

WHAT IS INSTALLATION ART? BRIAN BRUSH AND YONG JU LEE RICHARD SERRA ANDY GOLDSWORTHY
Often designed to be site specific (meant for a particular space ) Born in England and Primarily works in England
Creates large scale sculptures out of sheet metal
Designed to bring attention to the SPACE as well as the 3D work of art Primarily creates work in nature but does interior installations as well
Born in San Francisco
Often refers to sculptures in interior spaces but also relates to exterior spaces, also
Originally worked with fiber glass, but switched to large scale metal sculptures in Focuses on shape and color, most of his work fits into these categories:
referred to as land art
indoor and outdoor spaces Circular
Became popular in the 1970s but can be dated back to artists such as Marcel Duchamp
(early 1900s) His popularity began to rise in the 1970’s Light to dark
When looking at installation art consider: He continues to create work today Arcs
Where it is located
Egg shapes
Why it could be located there based on the material and the space
Holes
How it visually relates to the space
How it transforms the space
What it is bringing attention to

Won a commission to install a work of art in Freedom Park, in Atlanta

Every year a new installation is put up
In 2012 the installation was called “SEAT”

CLAES OLDENBERG
Name: _______________________________

Born in Stockholm but grew up in Chicago

Creates large scale sculptures of everyday, mundane objects Collaborative Grid Critique
His first recorded art sale was in NY in 1956, he sold 5 items for $25.00
1. What is your first impression of the artwork now that you see it on display? What
He is now has artwork all over the world
are the first words that pop into your head?
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• The Installation Art-Displaying Art PowerPoint should be shown at the end of the
collaborative grid assignment.
2. How does the artwork change the space it is hanging in? • The purpose of the PowerPoint is to build a connection between three-
__________________________________________________________________ dimensional art and two-dimensional art in showing examples of ways artwork
__________________________________________________________________ can be displayed. And why specific locations are chosen to display artwork.
__________________________________________________________________ o Richard Serra: The purpose of his work is to make the viewer hyper aware
__________________________________________________________________ of their space. His work is often placed in smaller spaces, to make his steel
__________________________________________________________________ sculptures feel even larger, or they are placed in open spaces making it
__________________________________________________________________ more difficult to move around the space because of the location of the
sculpture.
3. How does the ability to see the artwork up close or far away affect the viewer’s o Andy Goldsworthy: The purpose of his work is to focus on the natural
elements and how art can be temporary. His work is often created in
perception of the piece?
nature and left in nature. People may stumble upon his work or it may
__________________________________________________________________ slowly fall apart without being seen.
__________________________________________________________________ o Claes Oldenberg: The purpose of his work is to bring attention to
DISPLAYING ARTWORK YOUR ASSIGNMENT __________________________________________________________________ mundane, everyday objects by making them larger than life. His work is
__________________________________________________________________ often placed in outdoor, public spaces, which brings his larger than life
Although most two dimensional artwork is not designed for a specific space, the As a team you created a large work of art. __________________________________________________________________ artwork back into the everyday environment.
space can impact how the artwork is viewed. __________________________________________________________________ • The students just completed an oversized collaborative drawing. Like the
Now as a team you will determine the best space to put the work of art on display.
The light, size of the space, size of the artwork, and location of the piece can all installation artists, they must consider where their artwork will be displayed and
Things to consider… why they are choosing that location. There needs to be purpose behind their
impact the viewer’s experience with the artwork. 4. Do you think this was the best way and place to exhibit this work of art?
Foot traffic __________________________________________________________________ decision-making. Things to consider:
__________________________________________________________________ o What the image represents, can it relate to a space in terms of the subject
The size of the artwork in relation to the size of the wall
If a work of art has a lot of detail and is hanging really high on a wall, how does that __________________________________________________________________ matter?
impact the viewer’s experience? Lighting o The size, where is an appropriate place to hang a large work of art?
__________________________________________________________________
Whether or not it can be viewed up close or far away o Lighting, where is the best lighting to bring attention to details?
If a work of art is tiny, placed on a large wall, how can that impact the artwork? __________________________________________________________________ o Foot traffic, where will the most students/staff/faculty see it?
If the lighting is very bright or very dim, what can change in the work of art? What experience do you want viewers to have with your work of art __________________________________________________________________ o Experience, how does the space impact the way the viewer experiences the
Can the color of the wall the artwork is displayed on change anything? work of art?
5. Why do we put artwork on display?
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 Name: _______________________________

Collaborative Grid Critique

1. What is your first impression of the artwork now that you see it on display? What
are the first words that pop into your head?
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2. How does the artwork change the space it is hanging in?

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3. How does the ability to see the artwork up close or far away affect the viewer’s
perception of the piece?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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4. Do you think this was the best way and place to exhibit this work of art?
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
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5. Why do we put artwork on display?

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 Why  use  the  grid?  
• By  drawing  a  grid  
over  an  image,  it  
helps  break  the  
image  down  into  
smaller  sec;ons.    
• Focus  on  each  
individual  box,  
and  where  lines  
intersect  the  box,  
rather  than  the  
image  as  a  whole.     hCps://[Link]/wiki/File:D%C3%BCrer,_Albrecht_-­‐
_Der_Zeichner_des_liegenden_Weibes,_1512%E2%80%[Link]  
 !"#$%&'()*$%+#()%,*"("-#(.% PRINTABLES: o Ask if anyone would be willing to share a person or a few people they feel
,*"("-#(.%*/%0'"*'.% • Critique sheet (attached below) have impacted their life.

preview
• Rubric (attached below) o The person can be a family member, friend, mentor, teacher, celebrity,
BIG IDEA: politician, etc.
• Portraits of Heroes BONUS: • Move to the slide with the project details
• PowerPoint (included in ZIP file) o Explain that their knowledge of using the grid method and realistic
ESSENTIAL QUESTIONS: shading will be put to the test with this assignment.
• How does using the grid help the drawing process? VOCABULARY: o As a homework grade they must bring in a printed picture, e-mail a
• How does using the grid help enlarge an image when drawing it? • Value: The lightness or darkness of tones or colors. White is the lightest value; picture, or bring in a picture to scan of their hero.
• Who do you look up to? Who is your hero? black is the darkest. The value halfway between these extremes is called middle o Encourage them to focus on personal people in their life, rather than
gray. celebrities, but celebrities are okay if they feel strong about it.

Hero Project
GOALS: For students to… o Encourage them to choose pictures that are close up on the face.
• Highlight: the lightest spot or area; any of several spots in a modeled drawing or ! It is easier to draw facial features when they are large rather than
• Use the grid method to enlarge and accurately redraw a portrait. painting that receives the greatest amount of illumination. small.
• Become familiar with how to accurately draw and shade a portrait.
• Ask if they have questions about the assignment or grade break down
• Consider who is an important person in their life, who they look up to. • Contrast: art experts refer to it as the arrangement of opposite elements (light vs. o Remind them they will need to complete an artist statement explaining
dark colors, rough vs. smooth textures, large vs. small shapes, etc.) in a piece, so why they chose this person as their hero.
OBJECTIVES: Students will… as to create visual interest, excitement and drama. Considered a principle of • Allow them to start brainstorming and looking up pictures to use for the
• Show their knowledge of the grid method by correctly gridding the portrait design with variety. assignment.
picture and a blank sheet of paper. • Have students clean up the last few minutes of class.
• Show their knowledge by correctly enlarging the image from the original. • Contour line: a line that defines a form or an edge. The outline or silhouette of a
• Participate in a discussion about role models. given object or figure. Can also be used to show basic details or changes within DAY 2: Drawing the Grid

& Grid Method

• Apply their knowledge of drawing and shading to create a realistic portrait. the plane of an object. • Have students get out their pictures, walk around the room and check them off for
• Participate in a critique of the drawings. a homework grade.
• Line quality: Using a range of types of line to show expression, texture, • Based on the size of the original image, help students decide if they are going to
STANDARDS: [Link] movement, light, space, etc. to add interest to a drawing. make their drawing 1.5x or 2x larger than the original.
High School: • Help them measure and cut their blank sheets of paper.
• ART: • Grid method: A pattern of parallel lines at right angles drawn on top of an image • Help students get started drawing the grid on their original images.
o Visual Arts/Creating: VA:[Link]: Through experimentation, practice, in order to create a guide to redraw or enlarge the image.
• Help students get started drawing the enlarged grid on the blank sheets of paper.
and persistence, demonstrate acquisition of skills and knowledge in a • Have students get started drawing once their grids are correctly placed.
chosen art form. • Elements of art: The building blocks of a work of art. The visual components of
o Pass out viewfinders as needed.

PowerPoint
o Visual Arts/Reflecting: VA:[Link]: Establish relevant criteria in order color, form, line, shape, space, texture, and value.
• The last few minutes of class have students clean up.
to evaluate a work of art or collection of works.
• Principles of design: describe the ways that artists use the elements of art in a
DAY 3-18: Portrait drawing and shading
SUPPLIES: work of art. Includes: balance, emphasis, movement, proportion, repetition,
pattern, rhythm, unity, and variety. • Have students get out their hero images and drawings.
• Printed image of each student’s hero o Continue to assist to make sure the grids are added correctly and they are
• Larger white drawing paper using the grid as a guide to draw the image.
• Portrait: a painting, drawing, photograph, or engraving of a person, especially one
• Rulers depicting only the face or head and shoulders. o Remind students to draw all lines very light because they will have to
• Pencils erase the grid lines later.
o As students complete the basic contour drawing of their heroes, have them

Lesson Plan &

• Erasers IMPLEMENTATION: For a 50 minute class, times may vary.
• Shading tools (optional) DAY 1: Introduction erase the grid lines before they start shading.
• Jump right into the PowerPoint presentation on Chuck Close. Use his interesting o When they start shading encourage use of hatch, cross hatch, and stipple
PRODUCT: story and style as a hook for the project. rather than just blending.
• Realistic drawn portrait • When you get to the slide before the assignment information tell the students to o Show the class examples of close ups of eyes, noses, mouths, and discuss
• Artist statement take a moment and consider a person they look up to. how to best shade hair (in chunks of highlights and shadows with a few
strands drawn in).

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Name: _______________________________

S":&#)*&/"*&.0,1U& Hero Portrait Critique Name: _______________________________

Take a quick look at the drawings. Do not read the artist statements yet. Hero Portrait Rubric
•! E*'5)&:(#&4,/"&/"*&50(5(0;(-)&(9&:(#0&,23.*& 1. Which work of art jumps out at you first? Why did it grab your attention? Category Expectations Possible Comments Score
__________________________________________________________________ Points
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__________________________________________________________________ The drawing is
•! <3:&3V*-;(-&/(&/"*&.0,1?&#)*&,/&3)&3&/(('& __________________________________________________________________ Contour
accurate, large, and
detailed. It looks
__________________________________________________________________ drawing realistic and like the 25
•! W((%&3/&4"*0*&/"*&',-*)&(9&/"*&,23.*&,-/*0)*$/& __________________________________________________________________ original image.

/"*&.0,1&',-*)?&,2,/3/*&/"3/&,-&:(#0&(4-& 2. Which drawing is the most realistic?

There is a wide range
__________________________________________________________________
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of value, the shading
looks realistic, a range
__________________________________________________________________ of shading techniques 25
__________________________________________________________________ are used.
__________________________________________________________________
The grid was
3. Which drawing is the best shaded? Choose a different piece than the previous successfully used to
Use of grid 20
two. accurately draw and
enlarge the original
__________________________________________________________________
image.
__________________________________________________________________
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__________________________________________________________________ Overall it looks neat,
__________________________________________________________________ well cared for, and
Craftsmanship thought out
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Read the artist statements.

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4. Which artist statement was the most interesting? Why? thought outside of the
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•! <0,-/&3&5,$/#0*&(9&:(#0&J"*0(L& __________________________________________________________________ well and put thought
__________________________________________________________________ into their works of art.
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