Lesson Title: Chuck Close Portraitures Grade Level: 6Th Lesson Day: 1/4

DAILY LESSON PLAN

Lesson Title: Chuck Close Portraitures Grade Level: 6th Lesson Day: 1/4

Fine Arts Goals: Goal 25 - Know the Language of the Arts: 25A. Understand the sensory elements, organizational principles and expressive qualities of the arts. 25.A.3d Middle School Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence. 25B. Understand the similarities, distinctions and connections in and among the arts. 25.B.3 Middle School Visual Arts: Compare and contrast the elements and principles in two or more art works that share similar themes.

Goal 26 - Through Creating and Performing, Understand how Works of Art are Produced: 26A. Understand processes, traditional tools and modern technologies used in the arts: 26.A.3e Middle School Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. 26B. Apply skills and knowledge necessary to create and perform in one or more of the arts: 26.B.3d Middle School Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.

Goal 27 - Understand the Role of the Arts in Civilizations, Past and Present: 27A. Analyze how the arts function in history, society and everyday life: 27.A.3a Middle School Visual Arts: Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.

Lesson Objectives: 1. Given a photograph of themselves, students will trace and transfer their photographs onto drawing paper with the addition of a grid pattern to be used as a self portrait drawing. 2. Given a Powerpoint on the artist Chuck Close, students will critic various images of his portraitures. 3. Using markers, students will color in their portraits through creating patterns within the grid pattern mimicking Chuck Close’s style of painting.

Daily Objectives: 1. The students will view a Powerpoint on Chuck Close and discuss the different concepts within Chuck Close’s portraits. 2. The students will trace and transfer a photograph of themselves onto drawing paper to be used for a self portrait. 3. The students will begin to grid off the transferred image of themselves using a ruler and peach colored color pencil.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments. 1. Students analyzed and effectively conversed about Chuck Close and his artwork. 2. Students successfully traced and transferred their photographs. 3. Students successfully started making a grid on top of their transferred photograph.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research documents, and handouts should be listed below and included as attachments. * Powerpoint: Chuck Close

Art Materials Necessary for the Lesson: Photographs of each student, white drawing paper, ebony pencils, sharpeners, masking tape, ink pens, black sharpie markers rulers, and peach colored pencils.

Teacher Activities Student Activities Introduction: Introduction: Discuss with students what project they did the Students discuss how they worked on name previous weeks and what they did last week. sculptures and finished the project last week.

Introduce students to the project. Students listen and ask questions.

Show students a Powerpoint on Chuck Close. Students read off the Powerpoint, ask questions, and interpret his art work.

Show students the different stages of the project. Students look, listen, and ask questions.

Demonstrate how to color the background with Students watch, listen, and ask questions. an ebony pencil and trace it onto the final paper.

Explain to students what to and not to trace. Students listen and ask questions.

Demonstrate how to outline the drawing with a Students listen and ask questions. black sharpie marker.

Explain how there is no need to erase and why. Students listen and ask questions.

Demonstrate how to grid off the drawing. Students listen and ask questions.

Development: Development: Explain to students what they are supposed to Students repeat what they need and what to grab when they come and get their photographs. begin once they have all of their materials.

Show the class the student photographs. Students come and get their photographs and supplies.

Assist students with any problems they may have Students begin coloring darkly the back of coloring the back of the photographs. their photographs with the ebony pencils.

Hand out masking tape for students to attach Students raise their hands if they are done so their photographs onto their final drawing paper. that they can receive tape.

Assist students with tracing their photograph Students ask for help with any problems they onto their final drawing paper. may be having tracing their photographs.

Assist students with creating a grid pattern over Students ask for help with any problems they their portraitures. may be having creating the grid pattern.

Conclusion: Conclusion: Initiate students into cleaning. Students clean up and put away their works in progress into their bins.

Briefly discuss the steps for the following day. Students listen and ask questions. DAILY LESSON PLAN

Lesson Title: Chuck Close Portraitures Grade Level: 6th Lesson Day: 2/4 Lesson Title: Chuck Close Portraitures Grade Level: 5th/6th Lesson Day: 2/4

Daily Objectives: 1. The students will complete the process of making a gird on top of the transferred image of themselves using a ruler and peach colored color pencil. 2. The students will put color patterned designs into the grid pattern that is on top of their portraitures using the color choices they selected.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments. 1. Students successfully finished making a grid on top of their transferred photograph. 2. Students successfully added patterns to the grid design on their portraitures.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research documents, and handouts should be listed below and included as attachments. * Powerpoint: Student Examples * Handout: Grid pattern examples

Art Materials Necessary for the Lesson: Photographs of each student, the students’ works in progress, black sharpie markers, rulers, peach colored pencils, a variety of color markers. Teacher Activities Student Activities Introduction: Introduction: Discuss with students what they did last class. Students discuss how they traced their photographs and began making a grid.

Ask students to discuss the artist they looked at. Students discuss how they looked at Chuck Close’s artwork and the methods he uses.

Show students finished student examples. Students look, listen, and ask questions.

Re-explain how there is no need to erase any Students look, listen, and ask questions. mistakes that were made while tracing.

Re-demonstrate how to grid off the drawing. Students watch, listen, and ask questions.

Explain how to choose colors for sections: Students listen and discuss color options for Choose 8 different colors that are not too similar. their faces, hair, shirts, and backgrounds. Separate the 8 colors into groups of 4 and select which colors will go where.

Demonstrate where to record chosen colors. Students watch, listen, and ask questions.

Demonstrate how to add patterns within the grid. Students watch, listen, and ask questions.

Development: Development: Hand out examples of patterns in grids. Students receive handouts and get their necessary supplies.

Assist students with going over their transferred Students ask for help with any problems they photographs with a black sharpie marker. may be having going over their drawings.

Assist students with creating a grid pattern over Students ask for help with any problems they their portraitures. may be having creating the grid pattern.

Assist students with choosing two different Student record their color choices on the colors for each section; face, hair, shirt, back of their drawings and show the teacher background. in order to get approval to move on.

Assist students with creating patterns and Students work on creating patterns and designs within their portraitures using only one designs over their entire portraitures using of their color options for each section. Remind one of the two color options for each section. students not to color in their patterns.

Ask students to hold onto the colors that they are Students put the colors that they are using using so that they do not loose the exact color for into their bins if they are from the art the next class period. classroom.

Briefly discuss the steps for the following day. Students listen and ask questions. DAILY LESSON PLAN

Lesson Title: Chuck Close Portraitures Grade Level: 5th/6th Lesson Day: 3/4

Daily Objectives: 1. The students will finish putting color patterned designs into the grid pattern that is on top of their portraitures. 2. The students will begin adding color combinations to the patterned designs they drew within their portraitures.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments. 1. Students successfully finished adding patterns to the grid design on top their portraitures. 2. Students effectively began adding color to the patterned designs within their portraitures.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research documents, and handouts should be listed below and included as attachments. * Handout: Grid pattern examples

Art Materials Necessary for the Lesson: Photographs of each student, the students’ works in progress, and a variety of color markers.

Teacher Activities Student Activities Introduction: Introduction: Discuss with students what they did last class. Students discuss how they finished making a grid and began adding patterns and designs into their grids.

Inform students that they can continue creating Students listen and ask questions. patterns if they had not finished doing so the last class, but that they needed to finished coloring at least one section by they end of the class period.

Development: Development: Hand out supplies. Students receive their necessary supplies.

Inform students that they are not supposed to Students skip putting patterns and designs in draw any designs within their eyes or mouth their eyes and mouths. since those will be colored realistically.

Assist students with finishing the creation of Students ask for help with any problems they adding various patterns and designs over their may be having finishing creating pattern entire drawing. designs in their grids.

Evaluate and assist students with coloring their Students work on coloring their portraitures. portraitures.

Ask students to hold onto the colors that they are Students put the colors that they are using using so that they do not loose the exact color for into their bins if they are from the art the next class. classroom.

Briefly discuss the steps for the following day Students listen and ask questions. and how they should be finished by the end of the next class period. DAILY LESSON PLAN

Lesson Title: Chuck Close Portraitures Grade Level: 5th/6th Lesson Day: 4/4

Daily Objectives: 1. The students will finish adding color combinations to the patterned designs they drew within their portraitures.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments. 1. Students successfully finished adding color to the patterned designs within their portraitures.

Teaching Resources Needed to Support the Lesson: Note: All background materials, research documents, and handouts should be listed below and included as attachments. * None Art Materials Necessary for the Lesson: Photographs of each student, the students’ works in progress, and a variety of color pencils colors.

Teacher Activities Student Activities Introduction: Introduction: Discuss with students what they did the last class Students discuss how they finished making period. patterns and designs in their grids and began coloring their portraitures.

Inform student that they need to be finished Students listen and ask questions. coloring their portraitures by the end of the class period.

Development: Development: Hand out supplies. Students receive their necessary supplies.

Evaluate and assist students with coloring their Students work on finishing coloring their portraitures. portraitures.

Inform students that they are to color in their eye Students color in their eyes and mouth using and mouth using realistic colors. colors that match their own eyes and mouth.

Remind students to leave the area of their Students make sure not to color in their eyeballs white! whites of their eyeballs.

Check student work to make sure that there are Student seek approval from teacher to be no white spaces within their colored patterns. completed with projects.

Inform student that they need to complete a Students complete their rubrics and artist rubric and artist statement regarding their statements. completed work of art.

Conclusion: Conclusion: Initiate students into cleaning. Students clean up and put away their finished works into their classroom art turn in bins.

Inform students that if they have not finished that Students who are not finished take their work they need to take their portraiture home for home to be finished. homework and turn it in within a week.

Ask students to comment on the project Students discuss what they liked and what they did not like about the project Grid System Portrait Creation Rubric

Assessment 0 = 1 = 2 = 3 = Objectives Not Applicable Poor Quality Acceptable Exceptional The student The student did not The student The student The student described key describe any described 1-2 key described 3-4 key described 5 or characteristics characteristics from characteristics from characteristics more key from the artists’ the artwork. the artworks. from the artworks. characteristics artworks. from the artworks. The student The student did not The student tried to The student The student colored the back color and transfer color and transfer colored and colored and of their the photograph onto the photograph onto transferred the transferred the photograph and a sheet of drawing a sheet of drawing photograph onto a photograph to look transferred it. paper. paper. sheet of drawing exactly like the paper. photograph. The student grid The student did not The student The student grid The student off the transferred grid off the drawing attempted to grid off the drawing of successfully grid drawing of of them self. off the drawing of themselves for a off the drawing of themselves. them self. self portrait. themselves without any mistakes. The student used The student did not The student created The student used The student used various colors to create patterns patterns within the various colors to various colors to create patterns within the grid of grid of their create patterns and create unique within the grid of their self portrait drawing but only repeated each patterns and did their self portrait drawing. repeated them quite pattern once or not not repeat any drawing. often. at all. patterns at all. The student used The student did not The student did not The student used The student used two different color in the patterns use two different two different and alternated colors to color in in each section of colors to color in colors to color in between two the patterns in their self portrait the patterns in each the patterns in different colors to each section of drawing. section of their self each section of color in the their self portrait portrait drawing. their self portrait patterns in each drawing. drawing. section of their self portrait drawing.

Grading Scale: 3 = A 2 = B 1 = C 0 = F