Lesson Plan Course Title: Session Title: Graphic Design & Illustration Micrography Portrait Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this lesson, students will draw a portrait using Micrography, or words, to shade the drawing. Specific Objectives: 1. Define Micrography. 2. Compile three-word list to describe their personality. 3. Review proportions for drawing a face. 4. List the guidelines for drawing and evaluating the portrait. 5. Evaluate projects according to specific criteria. TEKS Correlations: Preparation 130.88(c) (1) The student applies academic knowledge and skills in art and design projects. The student is expected to: (B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem. (2) The student understands professional communications strategies. The student is expected to: (D) present formal and informal presentations. (11) The student develops an increasing understanding of graphic design and illustration. The student is expected to: (C) interpret, evaluate, and justify design decisions; (D) conduct oral or written critiques of designs by: (i) applying a critical method of evaluation; (ii) communicating an oral or written defense; and (iii) evaluating oral or written feedback. (E) analyze and apply art elements and principles; and (F) employ a creative design process to create original two- or three-dimensional projects by: (iv) using good composition; and (v) demonstrating anatomical figure drawing. 1
Interdisciplinary Correlations Art, Level I: 117.52 (C) (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas for artworks from direct observation, experiences, and imagination; (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination; and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture. Instructor/Trainer References: http://www.jtsa.edu/prebuilt/exhib/microg/01.shtml http://www.swsd.k12.pa.us/~julie_morrette/advdp.htm http://concept.avu.cz/studijni-texty-study-scripts/collatanea-prosperova-knihovna/slovo-aobraz/kaligram/lang/cz-cs/ Research additional online resources for micrography, images made from micrography, and both ancient and modern Jewish art of micrography Instructional Aids: Micrography Portrait slide presentation. Micrographic Portrait Rubric. Materials Needed: Scrap drawing paper for sketching. Note paper for notes. Various drawing pencils (4B, 2B). Art Erasers Color markers. Illustration board, or quality drawing paper for final drawing. Dictionary and thesaurus (or online dictionary and thesaurus). Mat material for final critique. Equipment Needed: Digital camera. Neutral backdrop (sheet). Light source (lamp). Printer. Projector for slide presentation. Computer with software to adjust and crop photos. Music player. Selection of music Learner 2
Previous practice with Self Portrait lesson. (http://www.cte.unt.edu/arts/curriculum-graphic.html) Students will need to bring props they want in self-portraits such as: sports memorabilia, hats, scarves, stuffed animals, etc. Introduction Introduction (LSI Quadrant I): SAY: Micrography, which comes from Greek, literally small-writing, is also called microcalligraphy. It is a Jewish form of calligrams developed in the ninth century, with parallels in Christianity and Islam - utilizing minute Hebrew letters to form representational, geometric and abstract designs. The artwork is created from text that forms an image when viewed at a distance, creating an interplay between the text and image. The connection between this form of art and religious restrictions placed on images by religious leaders is significant. Micrography provides a unique solution to the visual artist who wishes to remain devout in observation of Jewish law, by using only text to express thoughts. Since similar restrictions exist in certain Muslim societies, this solution has been adapted in Islamic calligraphy as well. SHOW: Show the first part of the presentation (through slide 9). ASK: ASK: SAY: Stop on Slide 9 and ask students to think about words that are important to them. Do these words inspire any images? [Allow students to share thoughts and ideas.] What is a descriptor? How are descriptors used in a sentence? [Have students brainstorm descriptive words and list on board.] In this lesson we are going to combine words and images to create a micrographic portrait. Outline Outline (LSI Quadrant II): Instructor Notes: I. Define micrography visually. A. Discuss compositions used in student examples. B. Discuss shading examples in student work. NOTE: Use presentation slides to discuss this topic. Students should understand the use of space (positive/negative) to create an interesting composition. 3
II. Compile three-word list to describe their personality. A. Positive descriptors B. Minimum of five words C. Use a thesaurus D. Refine the list E. Minimum of ten words F. Select final list of three words III. Proportions for drawing the face. A. Begin with an egg shaped oval. Use very light pressure on the pencil so that you can erase and change your marks. B. Position the oval carefully on the paper and sketch in the guide lines and neck, shoulders, and any props very lightly, with no detail only as generic shapes. This is to check your use of space. C. With very light outlines in place, start sketching in the features on the guide lines. The eye line MUST be halfway down the oval! D. Do not add shading or details until all the features have been sketched in. 1. The eyes are one eye width apart. 2. The nares of the nose line up with the tear ducts of the eyes. 3. The edges of the mouth line up with the pupils of the eyes. E. Continue to refine the shapes then begin to add shading. There must be a strong emphasis on keeping the words clean and positive. Students must not be allowed to use negative terms or put others down. Have students practice sketching face and features on scrap paper before starting on final drawing. Begin formal drawing by drawing an arc for the top of the head. Then draw the sides tapering down to the chin, finally, firm up the shape trying to draw the oval in one pencil mark is difficult. Students question the halfway mark for the eyes. Remind them that the oval represents the entire HEAD not just the face! Have the students pick up the mirror and look straight into it. Have them notice how much of the top of their head and hair they see. Rather than using a grid as a crutch, help the students develop an eye by referring to the photo and the mirror frequently. To keep the students from drawing eyes on their foreheads, have them sketch in their hair and forehead. The top of the oval will have hair slightly above it as well as the sides of the oval. Keep a mirror handy to reference the shapes of their eyes, nose, and mouth. 4
IV. Guidelines for drawing a portrait. A. Composition 1. Interest 2. Full use of space 3. Flow 4. Dynamic B. Shading 1. Full drawing shaded with words 2. Clean highlights 3. Well defined features 4. No smudges C. Proportions 1. Face 2. Neck D. Class participation 1. Works consistently 2. Prepared for class 3. Works outside of class as necessary 4. Seeks to improve skill E. Timeliness of submission 1. Deadline met 2. Matted 3. Ready to hang/evaluate V. Evaluate. A. Composition B. Shading C. Proportions D. Class participation E. Timeliness of submission Show examples of completed projects that meet all requirements. Handout and discuss rubric so students have a clear idea of how projects will be evaluated. NOTE: Distribute and discuss scoring rubric. Make sure to thoroughly cover each cell in the rubric so that students know what is required to demonstrate proficiency. Application Guided Practice (LSI Quadrant III): Have students select and modify list of words to describe themselves. Have students work in small groups of four or five. On a piece of note paper, have the students place their names with room below for a list of words. Students will brainstorm positive descriptors of each other and write down at least five words for each student. Move about the room helping students brainstorm their strengths. Ask about clubs, talents, hobbies, and sports with which they are involved. Students may use a thesaurus for new words when the words become repetitive. Have the students cut apart the paper, leaving each student with their list. 5
Combine a photo session with a practice, simple landscape Micrography drawing, using favorite lyrics and color markers. Put the examples from the presentation slides up for the students to see the examples of the simple images filled with words. While the students are working on the photos, play music and let the students sketch out a simple landscape scene and fill the landscape with words/lyrics from a favorite song using color markers. Independent Practice (LSI Quadrant III): Students will brainstorm, select and refine a three-word list of self-descriptive words. Students will refine their list of words. Have students add words until each student has a list of ten words. Students will narrow the list of words to the three words they favor best. Students will design and photograph their own portrait to use as a basis for the micrographic portrait. Set up a neutral backdrop, using clip on lights or lamps without a lamp shade to create dramatic lighting. Have students pose with their props and take each other s photos. Using the words they have selected, they will shade the drawing, using pressure and word size to create a wide range of shadows and tones. Print out photographs and have students use mirrors and photographs to sketch out their portraits on good paper. Continue to refine portrait and proportions. Once composition is set up and sketches are done, students will fill in shading using the three words they select for themselves. Have students continue to shade and check their work. Demonstrate how the pressure on the pencil and the overlapping of the words will make shading appear lighter and darker. Larger loops in the words will make a lighter area. Smaller and denser writing will make dark areas. Summary Review (LSI Quadrants I and IV): Q & A Q: What is Micrography? A: It is a Jewish form of calligrams developed in the ninth century, with parallels in Christianity and Islam - utilizing minute Hebrew letters to form representational, geometric and abstract designs. Q: How was it used historically? A: The connection between this form of art and religious restrictions placed on images by religious leaders is significant. Micrography provides a unique solution to the visual artist who wishes to remain devout in observation of Jewish law, by using only text to express thoughts. Since similar restrictions exist in certain Muslim societies, this solution has been adapted in Islamic 6
calligraphy also. Q: Can words selected have an impact on the drawing? A: The artwork is created from text that forms an image when viewed at a distance, creating interplay between the text and image. Q: How does changing the size of the words and the pressure on the pencil affect the tone produced? A: Larger words with lighter pressure will produce the lightest tone while smaller, denser words with heavier pressure will produce the darkest tone. Evaluation Informal Assessment (LSI Quadrant III): Students conduct a self-check critique while working: hang art up and step back a few feet and judge tonal range. Students should review peers work periodically, noting specifically how other students are solving problems with shading. Teacher can review student examples in a slide presentation for inspiration and redirection as needed. Formal Assessment (LSI Quadrant III, IV): Students and teacher use the Micrographic Portrait Rubric to evaluate projects during formal critique. Students review and reflect on peer feedback, recording notes in a reflective journal. Extension Extension/Enrichment (LSI Quadrant IV): Create a family portrait with words to encourage and complement each other. Use a drawing program on the computer to create a portrait with the type tool. Create advertisements using micrography. 7
Timeliness Participation Proportions Shading Composition Micrographic Portrait Rubric Exceptional 20 pts Good 18 pts Average 16 pts Below Average 14 pts Poor 12 pts Interesting composition, full use of space, great flow, dynamic. Traditional composition, full use of space, limited flow. Traditional composition but lacking full use of space, average flow, lacking dynamics. Lacking thought in composition, too much/little negative/positive space, lacking flow and dynamics. No thought to composition or use of space. Student draws where ever pencil falls. Full shading on drawing done with words. Clean highlights and well-defined features. No smudging. Drawing looks good but shading could be pushed further. Clean highlights. Features are defined. Shading with words could be pushed much further. Smudged words and highlights are muddy. Lack of detail in features. Bland shading with few dark areas and lack of detail in features. Words repeated with no variation in pressure. Shading is mostly in the light to non-existent range. Features are crude and undefined. No thought to words used or to the pressure needed to create shadows. Accurate proportions in face features and neck. Proportions in face features and neck are good but there are minor flaws. Proportions in face features and neck are slightly off. Proportions in face features and neck are off. Some features either too large or too small. Features left unfinished and proportions are way off. Work shows little care for accuracy. Hard-working student: goes beyond class time to create work, works throughout class time; is prepared for class. Student works throughout class period and is always prepared for class. Student has to borrow some supplies. Student does not remain on task for entire class period. Student chooses not to work during class period. Loses or breaks supplies. Is frequently disruptive. Lack of participation. No supplies in class. Is almost always disruptive. Art work is finished on time and turned in clean and ready to hang. Art work is turned in clean and ready to hang but may be a day late. Art work is turned in clean and ready to hang but may be more than a day late. Art work is several days late and turned in messy. Art work is unfinished, late, and turned in messy and/or torn. TOTAL POINTS: 8