Self Portraits
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Self Portraits

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    Self Portraits Self Portraits Presentation Transcript

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