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LESSON TITLE: ¾
portraits with Leonardo
GRADE: Middle School 8
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CONCEPTS, KNOWLEDGE, & SKILLS to be
covered in this lesson: Grid Drawing, Value, Realism
SUPPLIES: 1 sheet poster board per student,
access to a printer (b&w), a variety of drawing pencil (or a #2 if that
is all available), one 2”X24” strip of poster board per student.
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OBJECTIVES:
1.The
students will draw pre assessment portraits
2. The student will Enlarge a photograph of
themselves using the grid method
3. The
students will add value with a variety
of pencils
4. The
students will explore the art of Leonardo Di Vinci including what makes the
Mona Lisa so famous
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ASSESSMENT:
1. The
teacher will use a written assessment about the Leonardo and his paintings
2. The
teacher will evaluate gridding technique
3. The
teacher will evaluate correct value
techniques
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TEKS for Visual Art:
8.1 (A) The student is expected to illustrate ideas from direct observation
8.2 (A) create artworks integrating themes
found through direct observation and personal experiences
8.4 (B) The student is expected to analyze
artworks by others to form conclusions about formal properties, historical
and cultural contexts, intents, and meanings.
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Interdisciplinary Connections: History
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4 KEY PHASES:
1. Connecting/Motivating: Students will need to
complete a pre assessments without any instruction if possible. Students will be introduced to Leonardo’s
Mona Lisa via a short youtube video. Discussion Questions: Who was the Mona
Lisa most likely? What are some theories on her identity? How was the ¾ pose
revolutionary? What intrigues you about the Mona Lisa?
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2. Teach, Model, & Demonstrate: Students
will compare two Leonardo paintings and evaluate how art advanced in the
Renaissance via PPT (attached). Students will be introduced to grid method
and teacher will demonstrate grid worksheet. Teacher will also model how to
grid a photograph and a poster board. (1 45 minute class)
Gridding a portrait
the easy way: Student will use a 1” wide ruler and line it at the top of an 8
1/2 X 11 vertical photograph of the student’s portrait. Draw a line
underneath the ruler with pencil. Slide the ruler down and line it with the
first pencil line and draw another line under the ruler. Repeat step until
you reach the bottom. Repeat steps horizontally on the photograph as well.
Next, use 2” strip of poster board and line it at the top edge of the poster
board vertically and draw a line underneath. Repeat step down vertically,
then horizontally to form a grid. Count the rows of boxes on the photograph
and trim down poster board until the photograph and poster board have the
exact same number of boxes.
3. Try It-Tests-Practices: Students will
complete grid worksheet individually while a designated student (or teacher) photographs
class members in ¾ pose. Students need to make sure they display any jewelry
or other objects that may symbolize their identity.
4. Create: After checking student’s
comprehension of gridding by evaluating practice worksheet. Instruct students
to outline main facial contours with a bight colored pencil to help them see
the lines. Students will then begin to work independently to enlarge their
photograph to the poster board. (2-3 45 minute classes)
Once basic contours
of the face have been drawn, students will begin to add value with a pencil.
Remind students to push values (use value chart). (3-4 45 minute classes).
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