Mosaic-Texture+Unit+Plan

=**Unit Plan:**= =**Mosaic-Texture**= =__**Grid Drawing Self-Portrait**__= By Ms. Tang


 * Subject Area** Art


 * Grade Level** 9- 12

Students will be able to: • Show an understanding and awareness of the work of American photorealist painter Chuck Close, as well as grasping the concept of how artists get ideas. • Use proportion skills, as well as develop skills in enlarging a composition using a grid. • Recognize values and create values using line, pattern, and simulated textures. • Acquire contrast understanding through values. • Complete a grid drawing self-portrait in the style of artist Chuck Close • OPTIONAL: can use COLOR.
 * Goals**

Students will understand and learn skill in: • Value study in line and pattern • Developing contrast through values
 * Objective/ Purpose**

1.0 Artistic Perception 2.0 Creative Expression 3.0 Historical & Cultural Context 4.0 Aesthetic Valuing
 * Performance Standards:**


 * Time Required** 20 fifty-minute sessions

• Large drawing paper • Pencils • Ultra fine/fine markers (preferably Sharpies) • Rulers • Erasers • Computer and printer • 8” x 11” black & white (copy) student photographs with high contrast • LCD projector • PowerPoint presentation device • Samples of Chuck Close’s self-portraits • Samples of various mosaic designs to use for portrait drawing • Television & DVD player • Chuck Close: A Portrait in Progress, video
 * Materials**

//SESSIONS ONE & TWO-// Teacher will: 1. Show segments of video, Chuck Close: A Portrait in Progress. Discuss video and biography of Chuck Close with students. 2. Show PowerPoint of Chuck Close’s portraits. Discuss his choice of subject matter and techniques, use of grid, importance of scale and size, and value (use of different artists work that portray value- i.e. Robert Silvers). 3. Discuss to students about contrast, values, textures, and grids. 4. Discuss and instruct students on how to create various designs that can be used for drawing. Show examples. 5. Demonstrate steps to draw 1” grids on 8” x 11” copied photograph, and steps to draw 2” grids on large drawing paper. 6. Demonstrate a variety of ways to get values using lines, patterns, and simulated textures. 7. Review how to enlarge using a grid and how to observe each square one at a time assessing the different value scale. (Students need to practice different values on scratch paper) 8. Take photos of each student and print out and 8 ½” x 11” black and white copy. Make sure photos have high contrast.
 * Anticipatory Set**

//SESSIONS THREE-// Students will: 1. Create various patterns to use in their drawing.
 * Procedures**

//SESSIONS FOUR through EIGHTEEN-// Students will: 1. Use rulers to mark 1” grids on copy of self- photograph, and 2” grids on large drawing paper. 2. Concentrate on the value of a square in the photograph and replicate the value in the corresponding square of their drawing. 3. Progressively use their perception skills to obtain value throughout drawing. 4. Use pencils (or the optional sharpies) to create a variety of textures using line and patterns. 5. Develop strong areas of contrast with lines and solid areas of black with patterns. 6. Create faint texture and line quality. 7. Study their works from a distance from time to time as they are working. 8. Will proceed in the above steps to complete their self-portraits.

//SESSIONS NINETEEN & TWENTY-// Evaluate students’ understanding and work based on the following:
 * Assessment**

1) Discussion, as well as essay writing on- • Students’ awareness and understanding of Chuck Close’s works • Qualities in Chuck Close students admired • Students’ development and understanding in scale and proportion

2) Student drawings- • Students’ use of the ruler to make grids and enlarge a photograph to scale • Students’ perception and use of value, using lines, textures, and patterns • Students’ skills and use in contrast • Students’ works compared to the work of Chuck Close

• Video: Chuck Close: A Portrait in Progress
 * Resources**

• Books: o Chuck Close- by Chuck Close, etc. o Chuck Close Up Close- by Jan Greenberg o Line: 7 Elements of Art- by Jan Castillo

• Website: http://www.moma.org/interactives/exhibitions/1998/close/index.html

Contrast is the key. Placing dark objects to lighter backgrounds and vice versa provides a natural edge where the two values meet. The greater the contrast between the two values, the more distinct the form of the object will become. Value is the degree of lightness or darkness in a color. India ink work has a palette ranging from white through the various gray tones to black. The more marks added to the paper surface, the greater the degree of darkness. Value deepens by stroking lines closer together, by layering sets of pen strokes, and by combining different texture layers. Textures are repeated patterns. The more lines in a square, the darker the square will appear. Conversely, the farther apart the lines, the more white paper will show, making that square look lighter. It is this combination of darks and lights that create images. Chuck Close is an artist that paints portraits using several squares of color. Seen at a distance, the eye blends things together to create an image that can be recognized.
 * Contrast, Value, and Texture**

Castillo, Jane (2008). Line: 7 Elements of Art. Morgan Games Publishing. Close, C., Lowry, G., Varnedoe, K., & Wye, D. (2002). Chuck Close. The Museum of Modern Art, New York.
 * References**