Self Portraits


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Self Portraits

  1. 1. Self-Portraits A Cultural Diversity Lesson for Grade 3
  2. 2. Michigan Standards <ul><li>Use art materials and tools safely and responsibly. </li></ul><ul><li>Apply knowledge of materials, techniques, and processes to create artwork. </li></ul><ul><li>Apply knowledge of materials, techniques, and processes to create artwork. </li></ul><ul><li>Explore cultural diversity through the use of visual and performing arts. </li></ul>
  3. 3. Objectives <ul><li>Perceive and identify a variety of portrait examples </li></ul><ul><li>Understand that artists communicate ideas visually </li></ul><ul><li>Experience the artistic process of planning, revising and finalizing an artwork </li></ul><ul><li>Relating cultural characteristics of the sample portraits and the students’ self-portrait. </li></ul>Duration: Three Class Periods
  4. 4. Key Questions <ul><li>Why do artists make portraits? </li></ul><ul><li>What cultural characteristics can you see in the portrait? </li></ul><ul><li>What cultural characteristics can you see in the portraits of your classmates? </li></ul><ul><li>What artistic process will you use when creating your portraits? </li></ul>
  5. 5. Key Questions <ul><li>How old is the person? </li></ul><ul><li>When did he/she live? </li></ul><ul><li>Was he/she rich or poor? </li></ul><ul><li>Are there any objects in the portrait? Why did the artist include them? </li></ul><ul><li>What mood was the person in when the portrait was made? </li></ul><ul><li>Summarize what you learned about the person just by looking at his/her portrait. </li></ul>
  6. 6. Teacher Resources <ul><li>Examples of realistic and abstract portraits throughout history </li></ul><ul><li>Examples of contrasting art forms (landscapes, still lifes, genre paintings, abstract works...) </li></ul><ul><li>A portrait or photograph example about someone you know </li></ul><ul><li>Visit the website and use the Zoom feature to look closely at portraits and the detail shown in them. </li></ul>
  7. 7. Student Resources <ul><li>Scratch paper </li></ul><ul><li>Colored Pencils </li></ul><ul><li>Erasers </li></ul><ul><li>9 x12” drawing paper </li></ul><ul><li>Erasable colored pencils, </li></ul><ul><li>Markers </li></ul><ul><li>Watercolor paints </li></ul>
  8. 8. Material and Supplies <ul><li>The students will use supplies appropriately </li></ul><ul><li>The students will share the supplies with each other </li></ul><ul><li>The students will clean and care for their supplies </li></ul><ul><li>The students will assist in cleaning up after the completion of each phase of their project </li></ul>
  9. 9. Procedure <ul><li>Place famous portraits around the classroom </li></ul><ul><li>Ask students to attempt to identify cultural characteristics </li></ul><ul><li>Visit the National Gallery of Art Website to view additional portraits </li></ul><ul><li>Ask students to brainstorm ideas of making a portrait of the teacher </li></ul><ul><li>What do you want people who view the portrait to know about me? </li></ul><ul><li>The teacher will draw a quick sketch filling the paper with ideas </li></ul>
  10. 10. Procedures Continued <ul><li>Make mistakes when drawing and inform the students that mistakes are acceptable </li></ul><ul><li>Draw lightly so it is easier to erase mistakes </li></ul><ul><li>The first class period will be used to discuss portraits and create their idea sketch </li></ul><ul><li>The second class period will be used to create a the detailed sketch </li></ul><ul><li>The third class period will be used to create the colored drawing </li></ul>
  11. 11. Performance Assessment and Critique <ul><li>What really caught my eye was ________. </li></ul><ul><li>That artwork shows ______ really well. </li></ul><ul><li>I think _______ would improve that artwork. </li></ul><ul><li>I'd like to see more of __________. </li></ul><ul><li>That artist is really skilled at _________. </li></ul><ul><li>I am a little confused by ________. </li></ul><ul><li>The students can use these questions when critiquing each other’s art. Negative words and phrases will not be permitted. </li></ul>
  12. 12. Extension Activities and Variations <ul><li>Students will disabilities will be partnered with students who can assist in retrieving supplies </li></ul><ul><li>Gifted learners may create a more detailed self-portrait including background detail and depth. </li></ul><ul><li>Students can assist one another with ideas about their own culture. </li></ul><ul><li>Students can identify key elements in a portrait by a famous artist </li></ul><ul><li>Students can write a brief essay on the feelings depicted in the portrait. </li></ul>
  13. 13. References <ul><li>Who am I? Retrieved from,26 on August 2, 2009. </li></ul>
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