Chuck Close is known for his photorealistic portraits created using a grid method where he paints each small square individually. The document provides instructions for students to create self-portraits using different techniques inspired by Chuck Close, including using grids to draw in pencil, creating fingerprints portraits, and using grids to paint a self-portrait. Students are guided through steps to simplify their photo, transfer it to a grid, experiment with tones and colors, and complete a final enlarged portrait using grids. The goal is for students to understand Close's grid technique and apply it to create detailed, photorealistic self-portraits.

1. Selfie

2. CHUCK CLOSE
Watch the clip ‘On following the
Grid’ (on dept website)
Why did Close start using the
grid in the first place?
How does he paint each
square?
Why doesn’t he feel the need to
step back form the painting to
see how he is getting on?

4. Self Portrait
“Inspiration is for amateurs. The rest of us just show up and get to work. If you wait
around for the clouds to part and a bolt of lightening to strike you in the brain, you are
not going to make an awful lot of work. All the best ideas come out of the process;
they come out of the work itself.” ― Chuck Close

5. “I absolutely hate technology, and I’m computer illiterate, and I never use any labour-
saving devices although I’m not convinced that a computer is a labour-saving device” ―
Chuck Close

6. Finger prints
Paper making
Grids

7. LESSONS 1 & 2
Learning Objective:
Understand how to use the “Grid Method” in drawing and be
able to apply a range of tones using a 2B /4B pencil
Learning Outcome:
Choose one of the following 4 images by Chuck Close and
copy each square carefully using the grid provided.
Meanwhile…. you will have your
portrait photograph taken
(profile and straight on)

8. Drawing task
Look carefully at each square on the photograph.
Choose the tone that you feel is the most dominant.
Shade in the corresponding square on the blank grid in that tone.

9. Drawing task
Look carefully at each square on the photograph.
Choose the tone that you feel is the most dominant.
Shade in the corresponding square on the blank grid in that tone.

10. Drawing task
Look carefully at each square on the photograph.
Choose the colour that you feel is the most dominant.
Shade in the corresponding square on the blank grid in that colour.

11. Drawing task
Look carefully at each square on the photograph.
Choose the colour that you feel is the most dominant.
Shade in the corresponding square on the blank grid in that colour.

12. LESSON 3: CHUCK CLOSE FINGERPRINT TASK
Chuck Close Fingerprint portrait of Phillip Glass (1979)
Learning Objective:
Understand how to build up tonal values using layering
Learning Outcome:
Using only your fingers/thumbs and black printing ink try to copy the image on to A3
cartridge paper.
Once completed make a line drawing tracing of your portrait photo.

13. Your teacher has now enlarged your
line drawing onto A3 cartridge
paper.
LESSON 4:
Learning Objective
Understand how to build tone by
layering different thicknesses of ink.
Develop understanding of
monochrome painting.
Learning Outcome
Complete your own finger print
portrait over your A3 drawing. Pay
close attention to the tonal values in
the original photograph.
Use different fingers for smaller and
bigger prints.

14. LESSONS 5-7: A3 Pencil /Fine liner self
portraits using a GRID
Learning Objective:
Understand how to use mark making and
pattern to create different tonal values.
Learning Outcome:
Create a detailed pencil line drawing using
the grid system and your portrait
photograph.
Complete each square on the grid with a
different line pattern to create different
tones.

15. 12
Design 6 patterns.
Take each pattern
through six stages-
lightest to darkest.

16. Use the grid method to carefully
transfer your portrait to a piece
of paper.
OUTLINE ONLY
See each square as an individual
drawing- it will be more
accurate than drawing across
several squares at once.

17. Fill each square on the grid with the
pattern you created for each tonal
value.

19. LESSON 8: What is a selfie?
Learning Objective:
Analyse the concept of a ‘selfie’.
Learning Outcome:
Create a ‘selfie’ that is derived from a personal piece of writing.

20. • Over 1 million selfies are taken every day
• The average age of selfie ‘takers’ is 23.6 years old
• The earliest use of the word was in 2002 in an online forum.
• In 2013 ‘selfie’ was announced the word of the year by the Oxford
English Dictionary
Discuss:
Is a selfie merely self-promotion or a more accessible form of
self-representation?
How trustworthy are selfies?

21. Write an ‘I am’ poem
I am (your name)………………………………………………….
I am (two physical characteristics)…………………………
I am (two personality traits)…………………………………
I wonder (something you are curious about)……......
I hear……………………………………………………………….
I see………………………………………………………………...
I am (repeat first line of your poem)……………………..
I want (a desire)…………………………………………………...
I pretend (something you imagine)………………………
I worry (something that concerns you)………………..
I cry (something that upsets you)…………………….……
I understand…………………………………………………………
I am (repeat first line of your poem)………………………
I say………………………………………………………………….
I dream………………………………………………………………
I try…………………………………………………………………..
I hope………………………………………………………………..
I feel………………………………………………………………….
I am (repeat first line of your poem)………………………
Ana Stumpf

22. Use the photograph of you in profile
to draw an outline within the phone.
Fill the silhouette with words, doodles
and pictures from your ‘I am…’ poem.
Think carefully how you write and
incorporate any text.
Fill the silhouette- leave no white
spaces.
Is this a better representation of you
than a selfie photo? Do we find out
more about you?
Why? Why not?

23. LESSONS 9-13: Final outcome
Learning Objective:
Apply prior knowledge of scaling up using the grid system.
Either
Develop use of tone and mark making when using graphite.
Or
Develop understanding of colour mixing and application of
paint.
Learning Outcome:
Enlarged line drawing or painting of the selfie photograph.
Create an exhibition of the work in school.

24. Drawing outcome
It is important to explore
different mark making
techniques in order to
create a breadth of textures
and tones.

25. Drawing outcome: use the grid method to scale up your drawing
Concentrate on one square at a time.
This will help you to be more accurate
and create a more interesting drawing.

27. Word on PCs: select the image > Format > Artistic Effects > Cut-out.
Photoshop: open the image > Filters > Cut-Out. (Select the number of layers that allows
you to see the image without it becoming too complicated. Eg. 5)
Finally, make the image black and white.
Painting outcome
Step 1: Simplify your selfie photo

28. Step 2:
Use the grid method to
transfer your new, simplified
selfie onto a board or canvas.
Remember- outline the
features and shapes of colour.
Do not attempt to shade.

29. Before you begin, mix 8 different
tones of paint using just black and
white and create a tonal scale in
your sketchbook.
Experiment with other colours
next to your monochromatic scale-
8 shades for each one.
Choose your favourite colour for
your final painting.
Learning Objective:
Develop an understanding of mixing shades and tones using acrylic paint.
Learn from painting experiments before starting the final painting.
Learning Outcome:
Painting experiments and the lightest tones on the painting filled in.

30. Value Scale is a scale that
shows the gradual change in
value from its lightest value,
white to its darkest value black.
Monochromatic is where one
color is used but in different
values and intensity, from the
darkest of darks to the lightest
of light values.
On the right are the hues
(colours) and the tones (dark
and light) scales of each.
In preparation for your painting explore how you can make colours
change in value.

31. Step 3: Paint your selfie portrait using your preferred colour.

33. Alternative outcome
Combine pattern and colour: paint, pencil crayons or oil pastels

34. Alternative outcome