Lorena Rodriguez Marisela Cavazos Claudia Chavez Tiana Art Lesson Plan Assignment Self Portrait Part 1: Preparation and GoalsNumber of Leaders: One Classroom teacherGrade(s) of Student Participants for which the Lesson is designed: Grade 4Number of Sessions: Two SessionsLength of Sessions: Session 1:30 -45 minutesGeneral Student Objectives: Student will learn about the artist, Chuck Close, his life and how to illustrate a grid portrait in Closes’ style, media, and theme. Students will translate values into color in the creation of portrait or image in the style of Chuck Close.
Students will learn about different facial features by discussing different cultures aroundthe world.Pre-assessment:Students in this class should know that people from different places in the world haveunique facial features. They might compare and contrast their friend’s features by theirdiverse classroom environment. I will review with them that not all individuals from acertain country look the same.Teaching Materials: 1. T-Shirts 2. Book: The World Around Me 3. Grid Paper (9x12) 4. Camera 5. 8x10 paper Student Materials: 1. Rulers 2. Pencil 3. Sharpies 4. Color Pencil 5. Crayons 6. Color Markers 7. Grid Paper
8. White and black photo 9. Map of the World 10. Paper Cultural dolls Attention Getter for the Art Lesson: 1. Students will see teachers wearing t-shirts with a self- portraitdrawing in Close’s style. 2. Students will listen to the reading of The World Around Me Presentation Central Activity: Instructions: After the warm-up students will use a map given to them and will place a paper doll in its proper country based by its outfit. Students will be asked to right any visible features that identifies the paper doll to people from the country chosen Take students photo and print in black and white in an (8x10) paper. Students will be handed their black and white photo (8x10) to use as a guide to draw their self-portraits in a bigger scale (9x12) paper. Students will trace major outlines with a sharpie in their (8x10) photo. Demonstrate the grid process to enlarge their self- portraits. Students will transfer square by square into their (9x12) gridded drawing paper. Day 2:
Demonstrate steps to Close’s art style. Students will trace major outlines with a sharpie. In each square, students will draw a shape or symbol. Students will pick two complementary colors to color(background, hair, face, and shirt) on their self- portraits. Have students share the choice of color and shape of theirgridded portraits, when finished with the art project. Main Activity: Lesson Plan overview: This lesson is about getting to know oneself and others that comefrom other places. For students to understand that not all classmates comefrom the same place and do not have the same features or ways of being thelesson will have students write about another person that is not from thesame place as them and will point out different features from them. Thestudents will make a self- portrait and write a paragraph of their features,who they are and where they come from. This will show students that toappreciate other cultures. How geography is used in the lesson plan: Geography is used in this lesson plan by having students talk aboutother cultures around the world. The teacher shows the class a map andportraits of people from other cultures and races and has students point out
where some of these people may come from and what life might be like in those places, as well as talking about their features. Not only are students learning about others but also about themselves, where they come from and their family members and their life and habits. This shows students that there are people around us that come from other places and learn to respect each other even if we are different. Practice/ Learning Activity: After students are done with their self- portraits students will have the opportunity to create a poem about them -selves and present in front of the class with their self-portraits. Closure: Teacher then will stop the class and recap what everyone learned. The teacher will show a slide of different people from around the world and ask the class if they know where they live. The teacher will ask students what they learned about people around the world and their own self-portraits. Part 3: Assessment and Follow UP Student Evaluation: I will have a rubric to grade their work. There will be foursections, neatness, completeness, spelling, and creativity, all worth five points each.
Application/Reflection/Self-Lesson Evaluation: I plan to evaluate the effectiveness of my work based on my how my students respond to the activity. If students have do not understand a component of the lesson this will enable me to modify future lessons or just find ways to explain it better. Follow-Up Activities or homework: Two possible activities that could stem from this lesson are assigning each student to write their own book on plants and flowers and the sun with pictures. Rubric: P Grammar/ Neatness/Comp Colorfu Overalloints Spelling leteness lness/ Participation in Creativ Activities ity No spelling Fully complete Full of 100% 5or grammar and neat colors participation errors Very detailed A couple of Fully complete Colors 75% 4spelling or and somewhat neat. but not much Participation grammar errors Neat but not detail on fully complete. creativity
Four or Half complete Few 50%3more spelling and Somewhat neat colors and little participation grammar errors creativity on details 6 or more At least 1/3 Few 25%2spelling and complete and not very colors and no participation grammar errors neat creativity 7 or more Less than 1/3 No Less than 25%1spelling and complete and not neat or colors and no participation grammar errors not complete at creativity all