Using a Grid to Duplicate Lines

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Proportion
  • Coordinates
  • Intersecting lines
    • Students are given a page with a grid overlaying a simple cartoon character. The teacher uses a grid on the board to illustrate how to transfer the lines of the drawing onto the large grid by looking for where the cartoon's lines intersect the grid lines.

    Students follow along on their grid as the teacher draws on the board: First students number the vertical lines 1-4, and letter the horizontal lines A-G

    Next the teacher asks the students where the cartoon intersects line 3 at the top of the page. Dots are plotted along the lines until a large part of the form of the character has been plotted. Then the teacher demonstrates how to connect the dots with smooth flowing lines.

    After the practice done with the teacher, students are given a blank grid and can choose to draw one of 3 characters, Bob, Mickey, Hello Kitty, full body Mickey.

    As we did this many students commented that it was the best drawing they've ever done.



    Evaluation:
    1 point -- Use of class time
    3 points -- Correct proportions
    3 points -- Accurate representation of line weight
    3 points -- Correct use of Grid Enlargement System