Professional Documents
Culture Documents
Heather Jandreau
Post University
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 2
The instructional event that will be examined throughout this analysis is centered
on 8th grade art students taking the 2-dimensional (2D) design art elective. Portraiture is
incorporating several elements and principles of design. The elements and principles of
design are the backbone of any art curriculum and are the guide for what makes good
artwork. They are the structure of the work and can carry a wide variety of messages,
(Park, n.d., p.2). Students in the 2D art class will create self-portraits using the grid
method. The grid method involves using corresponding grids to accurately enlarge an
image into a drawing. This method is good for beginners because it helps inexperienced
students create portraits with more likeness to themselves. After a few implementations
of this art project, it has become apparent that students struggle with creating accurate
grids, which in turn produces inaccurate self-portrait drawings. Further instructional tools
must be designed to aide students in creating more successful grids, and thus more
the grid method of enlarging, students must grid a photo of themselves, create a
corresponding grid that is twice the size, and accurately enlarge their photo into a self-
portrait drawing. After implementing this project several times, it is apparent that
students struggle with creating accurately measured grids, as well as how to appropriately
utilize the grid as a drawing tool. Better instructional tools and activities must be
designed in order to aid students in being more successful with their self-portrait projects.
The focus of these instructional tools and activities will revolve around how to create
accurate measurements to create a grid, as well as how to use the grid to enlarge a photo
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 3
into a drawing. The creation of additional instructional tools will help the students
understand the overall creation and use of the grid method, thus improve their self-
portraits drawings.
Analysis
The ADDIE design model begins with the Analysis phase. All learners needs
must be considered when designing instruction. However, even if the need for
instruction can still fail to be effective if you developed it without considering the
characteristics of the target learners, (Larson, 2014, p. 42). Analysis of several areas is
needed in order to fully evaluate and understand what types of activities, tools, and
instruction need to be designed. Analysis of the learners, environment, tasks, media and
the grid method of enlarging, students must grid a photo of themselves, create a
corresponding grid that is twice the size, and accurately enlarge their photo into a self-
portrait drawing. After implementing this project several times, it is apparent that
students struggle with creating accurately measured grids, as well as how to appropriately
utilize the grid as a drawing tool. Better instructional tools and activities must be
designed in order to aid students in being more successful with their self-portrait projects.
The focus of these instructional tools and activities will revolve around how to create
accurate measurements to create a grid, as well as how to use the grid to enlarge a photo
into a drawing. The creation of additional instructional tools will help the students
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 4
understand the overall creation and use of the grid method, thus improving their self-
portrait drawings.
Learner analysis. Larson (2014) outlines a six-step process to follow during the
analysis phase of ADDIE in order to analyze the leaners. Through these six steps, the
characteristics, etc.)
The intended audience for this training is 8th grade students in the 2D art class.
Currently, there are 19 students in the class. The art classes are not leveled based on
ability, so there is a mix of all types of students. In this particular class there are eight
boys and eleven girls. Two students have Individualized Education Plans (IEP), one of
which is hearing impaired. An FM system is used between the students cochlear implant
and the microphone the teacher wears. Two different students have 504 plans, which
relate to their learning environment such as preferential seating and chunking of long
term assignments. One of these students has cerebral palsy and uses a wheelchair and
also has limited dexterity in her hands. However, this student also has a one-on-one
paraprofessional to aid her. This student will need modifications to any activity or project
that requires her to physically write or draw. This class is a chosen elective, so the
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 5
students are very motivated to learn and put a lot of effort into their work. This self-
middle school during the classs regular meeting time. The main stakeholders are the
students in the 2D class whom the training is being designed for. The students in the class
already show an interest in bettering their art skills because this class is an art elective
that students need to sign up for. Other stakeholders are the two art teachers at the middle
school, the high school art teachers, as well as school administration. If the goals are met
for this training, the improved student performance will satisfy all stakeholders involved.
Self-portraits are a subject matter that any artist should be able to create. The grid
method, which this training will focus on, is a common and accurate method for drawing
a self-portrait or any other image. The art room provides any necessary drawing
equipment that will be required, as well as appropriate drawing tables. The room is also
Task analysis. A task list outlines the major steps that need to be accomplished in
order to achieve the goal. The characteristics of a task are that a task has a beginning and
end, performed in a short period of time, is observable, is independent from other actions,
and is not an objective (Ledford, 2000, p. 61). Below is a list of tasks, in order, that
Watch videos on what the grid method is and how artists use it
gridded image.
o Students will use the gridded photo to enlarge the image onto the
assessments
Label the grids; use the grids to enlarge the photo onto the larger paper
accommodations for the student with cerebral palsy. Additional resources or tools may
a modified ruler or more assistance from the paraprofessional. This training will not
require any additional funds or budget. Materials for the art classes have been budgeted
for and already purchased for the year. The time frame of the training will also not be a
problem. The art curriculum is very flexible and has no set time frames for certain
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 7
concepts. The training will occur during regular class time over a period of six to nine
classes, depending on the speed, progress, and understanding of the concepts by the
students.
Technology analysis. The teachers computer in the art room will be used to play
the selected videos and any presentations needed for the training. The computer is hooked
up to a projector for easy viewing for the students. The teacher will also generate
assessments, reflection questions, and practice exercises on the computer and have paper
handouts of these for the students. These videos and activities relating to the videos may
also be done as small group work. Any other tools needed, like rulers, paper, pencils, etc.,
are already present in the art room for student use. Students will not be personally using
technology.
Design
Develop schedule. The design process consists of several key facets. Seels and
Glasgow describe (as cited in Peterson, 2003) that during the design phase the designer
is conducting research and planning throughout this stage. The planning includes the
identification of objectives, determining how the objectives will be met, the instructional
strategies that will be employed to achieve the objectives, and the media and methods
that will be most effective in the delivery of the objectives. Broken down below are
several charts that outline the schedule for developing the instructional tools,
implementing the lesson and activities, the objectives, as well as the assessment and
evaluation process.
Table 1
what activities will be administered and completed by students on each day of class.
Table 2
Daily activities
Day Activities
Watch videos and complete
1 corresponding worksheets and exit
slip
Administer ruler assessment
Teacher demonstration of
completing practice grid method
2-3 worksheet
Students complete worksheet
Teacher will review ruler
assessments before next class
Teacher demonstration of how to
create 1 measurements to create
4 straight lines
Students practice creating 1 and 2
straight lines
Teacher demonstration of how to
create 1 grid on photo and 2 grid
5
on larger paper; label grids
Students create grids and label the
Teacher demonstration of using
6-9 both grids to create self-portrait
Students begin their self- portraits
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 9
The last phase of the ADDIE model, evaluation, can occur during the
phase with the aid of the students and the instructor, and at the end of the implementation
improvement, (Peterson, 2003, p. 232). The main goal of the evaluation stage is to
determine if the goals have been met, and to establish what will be required moving
forward in order to further the efficiency and success rate of the project, (Forest, 2017).
students learning and adjust instruction based on that. The final student projects will act
as the summative evaluation of whether the training was successful based on student
performance. After this evaluation has been done, an overall evaluation will be examined
to determine what changes need to be made before implementing this training with a
different class. As far as an evaluation schedule, the formative evaluations will occur
congruently with the lesson, while the summative evaluation will take approximately
Learning objectives.
1. While watching several videos focusing on the grid method, students will respond
to questions about the video as well as analyzing what information they need
2. After watching several videos relating to the grid method, students will accurately
measure 1 and 2 increments to create accurate and straight lines to create two
grids.
5. After successfully creating a 1 and 2 grid, students will accurately label and
enlarge their photo using the grids to create a final self-portrait drawing.
Lesson structure. The training and culminating project will take place over the
period of nine regular class meetings. The activities on each day are sequenced in a
manner that allows for students to gain knowledge of the grid method, practice using it,
practice creating their own grids, and ultimately using these skills to complete a final
self-portrait drawing. Over the course of nine classes, students will go through several
different activities that will aid them in their understanding of the creation and use of the
grid method. The first main topic being addressed is what the grid method is and how is it
used in art. Students will explore this through watching and responding to videos
clarification via an exit slip (Appendix B). At the start of the second class, students will
take a ruler assessment (Appendix C), which will serve as baseline data for the teacher.
This data will be used to assess what students already know about measuring and what
they need more practice with. Next, students will move into an activity where they will
be given pre-made grids and will have to accurately enlarge a photo using the grids
(Appendix D). This will be students first experience with using the grid method and it
will be on a small scale. A teacher demonstration will also aid in modeling the expected
outcome of this activity. Creating a small-scale practice drawing first is essential so that
students have experience before moving into their final project. Students will then
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 11
proceed to practice creating 1 and 2 grids (Appendix E), which will ultimately lead into
the final project. The sequencing of these activities are made in a way that allows
students to build on their knowledge and experiences each class period in order to
culminate into a final art piece. There are multiple activities each day to keep students
Activities. Once development of the tools and learning activities are completed,
the Implementation phase of ADDIE begins. The first class period will be devoted to
watching several videos on what the grid method is and how it is used as a drawing tool.
The first video by Art Fusion Productions will be shown first, and also not in its entirety.
The second video focuses on artist, Chuck Close, and how and why he started using the
grid method. Students will respond to questions as the videos play. An exit slip will be
used at the end of class to allow for students to express what they need clarification on
for next class. The second class will begin with students taking a ruler assessment. This
will be administered at the beginning of class and will have no teacher assistance. This
assessment will be used by the teacher to determine students prior knowledge, as well as
which students may need additional supports. Once the class has completed the pre-
assessment, they will watch a teacher demonstration of how to accurately use the gird
method in a small-scale drawing. At this point, the grids will be pre-made for students,
which will allow the teacher time to look at the pre-assessments and adjust instruction on
how to accurately measure and create a grid. Students will then proceed to complete the
small drawing, which will carry over into the next class. Based on the results from the
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 12
pre-assessment, the teacher will begin the fourth class period with demonstrating how the
use the ruler correctly to measure and create straight grid lines. The students will then
practice creating both a 1 and 2 grid over the next two classes. On the sixth day, the
teacher will again begin with a demonstration of how to label and begin using the 1 and
2 grids students created in the previous classes to create a self-portrait drawing. This
process will take students about three days to complete. Each class period throughout this
training, has several different activities which helps keep students engaged. Most days
allow for students to get up and move by watching a demonstration and then going back
to their seats to practice what they learned. This modeling technique gives students clear
expectations of what their goal is for each class, as well as giving them the platform to
measure in determining if learning goals have been met, (Ainsworth & Viegut, 2006, p.
12). Summative assessments are only given periodically and are used to determine what
students know at a particular point. Most summative assessments are presented as end of
unit tests, state assessments, benchmark exams, or final projects (Garrison & Ehringhaus,
2007). On the contrast, formative assessments are built into instructional time and
informs both teachers and students about student understanding at a point when timely
adjustments can be made. These adjustments help to ensure students achieve, targeted
standards-based learning goals within a set time frame, (Garrison & Ehringhaus, 2007,
are not necessarily meant to be graded, but instead are meant to determine the next steps
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 13
of the learning process. Formative assessments can be implemented in various ways such
Ehringhaus, 2007). All of these techniques will be used within this training. Table 3
outlines the objectives and what types of assessment will be used to evaluate student
Table 3
will be
evaluated by
teacher after
class
Development
slides using PowerPoint. The storyboard is submitted along with the instructors
Implementation
The implementation of this training will be delivered within the regularly scheduled
2-Dimensional art classes within the art classroom. The training will take place over a
time period of nine class meetings. The certified art teacher, Heather Jandreau, will be
delivering the training. No additional training is needed in order to prepare the trainer.
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 15
The learning environment is already conducive to the needs of this training. The room is
set up in a way where students can see the projector screen, whiteboard, and instructor, as
well as allowing for open discussion between peers. Teacher demonstrations will be
shown at the center table in the room so that all students have easy viewing and access.
All drawing tools and materials needed are housed within the art classroom and no
additional tools or technology will need to be acquired. Because there is only one section
of 2-dimensional art at any given time, there wont be a pilot test in the traditional sense.
The current 2D class will act as the pilot group. Any changes or additions to the training
Evaluation
Level 1 evaluations can be spontaneous feedback using a reaction sheet and are
usually implemented at the end of each day (McArdle, 2011, p. 240). At the end of the
first day of my project, students will complete an exit slip that will aid in assessing
students understanding before the start of the next class. The exit slip will inform any
modifications that may need to be made to the next days activities. Level 2 evaluations
are tests that are measured during class time, like performance or knowledge tests.
Students will complete several in-class activities and assessments throughout the training.
For example, one class will begin with students taking a pre-assessment focused on their
use of a ruler, while on other days they will complete practice worksheets focusing on
using and creating grids. Level 3 evaluations measure participants application of the
newly learned information to the job. The way to measure whether the learners transfer
their new skills or knowledge when back on the job is best evaluated through personal
assessments and skills assessments will also allow for students to demonstrate and apply
their knowledge gained during the training. Level 4 evaluations are focused on the effect
of the training on the organization. This would equate to the effect the training had on the
implementations of the project. The instructor will assess the observed and concrete data
and any necessary changes to the training will be made before the next implementation of
the training.
Summary
This project encompasses all the phases of the ADDIE model of instructional
design. Starting with the analysis phase, a needs analysis of the learners, environment,
tasks, and schedule are conducted and created. Once those needs are addressed, the
design and development of the learning objectives, learning tools, activities, and
assessments are created to meet the needs of the learners in regards to effectively
understanding and utilizing the grid method as a drawing tool. A storyboard outlining the
presentation and instructors guide also aids in the development of the training. Lastly,
the plan for implementing and evaluating this training is outlined so that the training can
be successfully utilized within the 2-dimensional art class. All of these aspects have been
thoroughly thought through and examined based on the needs of the learners.
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 17
References
Ainsworth, L., & Viegut, D. (Eds.). (2006). Common formative assessments: How to
design/
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the
classroom.
Glennfarquhar1. (2015, January 9). Free grid method online video tutorial enlarge image
https://www.youtube.com/watch?v=UFRCim2zZqU&t=262s
York: Routledge.
Park, Y. (n.d.). Design elements and principles. University of Texas: Austin. Retrieved
from http://www.edb.utexas.edu/minliu/multimedia/PDFfolder/DESIGN~1.PDF
Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of
San Francisco Museum of Modern Art. (2012, December 21). Chuck Close on following
p5M0vhZI
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 19
Appendix A
Name:______________________________
Appendix B
Exit Slip
Name:_____________________________________
2. How confident are you with measuring and creating straight lines? (1= Not at all and
10= extremely confident)
1 2 3 4 5 6 7 8 9 10
Appendix C
Ruler Pre-Assessment
Name:__________________________________
1. Using the image of a ruler below, circle the line that represents an inch.
3. In the box below, create 4 equal boxes that are 2 inches each.
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 22
Appendix D
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 23
Appendix E
Practice Grid
Name:_______________________________
In the box below, use 1 measurements to create a 1 grid. Remember, you need to
measure ALL 4 SIDES of the box in order to get straight lines!
INSTRUCTIONAL DESIGN WITH ADDIE: THE GRID METHOD 24
Appendix F