This document outlines a scheme of work for an art department project on self-identity and portraiture for students in Form 1-3. Over the course of 10 weeks, students will explore ways to represent themselves visually through self-portraits, examining the work of other artists. They will develop drawing skills like proportions and shading, experimenting with different materials and compositions. Students will create preliminary studies before finishing a final self-portrait, and complete a self-evaluation to assess their learning and development. Homework assignments provide additional practice of techniques learned in class.

1. Ocean of light: ART DEPARTMENT – SCHEME OF WORK
Form: 1-3 Title: Self-Identity and portraiture Term: 2
Aims and objectives 1. To discuss and question critically a range of v isual and other inf ormation to represent a person.
2. Understand how to represent ideas, belief s and v alues in self -portraits
3. To record and analy se f irst-hand observ ations, select imagery f rom experiences and imagination.
4. To manipulate materials and images, taking account of purpose and audience
5. To adapt and ref ine their work, through ev aluation
6. Ev idence of the dev elopment of ideas through experimentation, research and f inal outcome
7. Pupils to inv estigate and research a v ariety of appropriate sources f rom primary and secondary sources
8. Pupils to dev elop a range of ideas using a range of appropriate processes to solv e v isual problems
9. Pupils to experiment with a wide range of materials, techniques and media
10. Pupils to demonstrate personal v ision and presentation through their interpretation and creativ e response
Equal opportunities, Special Needs
support/G and T considerations
Lower ability students may need to collage some photographic images directly into f inal composition.
G+T to use more complex resources f rom outset of project/ v aried use of tools and materials.
ICT Use of digital camera to record imagery , creativ e sof tware and print out f rom computer. Use of internet search engines to research examples of self -portraits
Literacy - Specialist vocabulary Content, Composition, Materials, Techniques, Impact, Expression, Body language, Proportion, Tone, Texture, Linear, Cropping, Lay ering
Numeracy Change of scale, proportion
Cross Curricular links Citizenship, RS, English language
Curricular enhancement Visit to local art exhibition
Display Classroom/ whole school – all abilities.

2. WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/ LEARNING INTENTIONS RESOURCES HOMEWORK ASSESSMENT CRITERIA
1-2 Look at and discuss examples of self-portraits that show a
range of interpretations of ‘Self’. E.g. how clothes,
expression, gesture, composition etc are used to conv ey
ideas about a person.
Discuss the idea of representing who they are to others.
How would they like to be seen? What do they want to
communicate? Would they represent themselves
symbolically? Ask each student to write a description of
another person in the class/ or themselv es. What they are
wearing and how does this show their personality and also to
write down some of their spiritual qualities. Describe
appearance, sty le, character, spiritual qualities. Hav e a
discussion about does what y ou wear or how y ou behav e
inf luences how others see y ou and how y ou v iew y ourself -
does this ref lect y our true identity ?
Pass back to student and, write a list of imagery that may
represent themselv es (hobbies, habitat, culture, religion
etc.)-pupils to draw out images and make the page look
creativ e. Use the worksheet on Vincent Van Gogh and Paul
Gauguin to compare and contrast what y ou can read about
the men’s character’s as well as f emale characters and
artists.
Talk about the qualities/spiritual qualities that y ou can show
in a drawings-how would y ou represent them in y our portrait
drawings. What qualities do y ou hav e and how would y ou
show that in a self -portrait image?
See lesson one of portraiture project in other scheme of
work. (A03 a) b))
Discuss how y ou can also dev elop dif f erent spiritual qualities
f rom creating a work of art. Eg. Patience, persev erance,
excellence, beauty .
NB. Take pictures of each student doing dif f erent f acial
expressions (at least 2 pic’s).
ALL: To understand dif f erent way s of representing
‘Self ’
MOST: To ask and answer questions using
appropriate terminology .
SOME: To compare and comment on methods used
in images of self .
See learning objectiv es f rom other scheme of work
about portraiture.
Postcards
Photocopies
Posters
Display
Sketchbooks
Rough paper
Black ink or Biro
1. Research: Find an example of a
self -portrait by any artist. Present
this in y our book and write about
the f ollowing points: the CONTENT
of the piece, the COMPOSITION
(how is the work arranged?), what
MATERIALS is it made f rom? What
do y ou think about the portrait and
what ef f ect does it hav e on y ou?
Homework 1. Appropriate
selection and depth of
research. Understanding and
use of v ocabulary .
Understanding demonstrated
through commentary .
2-3 Use mirrors to make observ ational drawings of sections of
the f ace. If mirrors are not accessible pupils to draw their
classmates. Are the ey es really the most expressiv e or
characteristic part of y our f ace? Experiment with dif f erent
expressions and shapes. Consider incorporating key words
and phrases. Use tone and shading to create their
drawings. Ref er to handout about how to draw the
proportions.
Teacher led: proportions of the f ace. To be copied and
completed in A4 sketchbooks. Use handout to draw
proportions of f ace accurately . Use printed handout f or pupils
to div ide up and to start drawing out self -portraits (pupils
select one of the expressions and choose 2 or more qualities
to represent/demonstrate in their f inal portraiture drawings.).
Pupil to think about how to represent v isually a most
memorable experience as in image in the background of
their portrait drawing. Explain to pupils how to draw out their
portraits. Using a mathematical technique of producing it.
(A01 a) and b), A02 a) and b) A03 a) b) A04 a) and b) )
ALL: To record the proportions of the f ace.
MOST: To complete observ ation studies of f eatures
and expressions.
SOME: To annotate studies using key words and art
v ocabulary .
Mirrors
Sketchbooks
Sketching pencils
Rubbers
Rulers
2. Research: Find/take
photographs of y ourself at any
age, y our pets, f amily , f riends,
f av orite belongings, y our own
drawings, diary extracts, creativ e
writing, images that sy mbolize y our
interests and how y ou pref er to be,
words and sounds that hav e
meaning f or y ou etc. Produce a
collage cov ering a page or double
page in y our sketchbook. (A01 a),
b), A02 a), A03 a) and b))
Homework 2. Quality of
presentation and breadth of
selection of representational
imagery .
3-4 Pupils to f inish of f drawings/paintings of mathematical self -
portraits, showing at least 2 spiritual qualities and an image
to represent a memorable experience. Working on A4 paper,
students ref er to the imagery in their book f rom homework 2
and produce a drawing of a selected image in line and tone.
ALL: To make use of drawing media to create a
linear study .
MOST: To add tone to their study
SOME: To link language with imagery .
Photographs (HW 2)
Sketchbooks
A4 cartridge paper
Pencils
Biro/ f ineliner
3. Drawing: Produce an A4
observ ation drawing in y our
sketchbook of y ourself using a
mirror. Look caref ully at the shapes
of y our f eatures. Use colour to
Homework 3. Complexity and
accuracy of study . Use of
media and f ormal elements.

3. (A01 a) and b), A02 a) A03, a) and b)) .Annotate this image
with a word or phrase that communicates the meaning of the
image as a self -representation. Look at other scheme of
work on portraiture, pupils to explore this using dif f erent
materials.
make y our drawing look more 3D.
Use what y ou hav e learnt in
prev ious lessons about accuracy ,
proportion and detail. (A01 b), A03
b), A04 b))
4-5 Simplif ied v ersion of the ‘word game’ looking at what
students would be if they were an animal, piece of f urniture,
building, musical instrument, f ood, colour etc with ref erence
to personality and character rather than looks. Look at
results and choose the ones students most agree with to
begin 4x compositions f or creating a f inal self portrait that
doesn’t hav e an image of the persons f ace in it.
Look at other scheme of work on portraiture, pupils to
explore this using dif f erent materials. (AO1a) b), A02 a) and
b), A03 a) and b), A04 a) and b) A05 a))
ALL: To hav e a list of objects which represent
elements of their character
MOST: To compose their self -portrait hav ing looked
at 4 dif f erent possible compositions
SOME: Annotate and interpret reasons f or
positioning of imagery and start planning out the
f inal piece.
Sketchbooks
Pencils
Paper to pass around
the groups
4. Composition: Find a
photograph to use as a
background f or y our portrait. E.g. a
sunset, a street scene, a park, the
school grounds, shopping centre
etc. or choose a memorable
experience to capture v isually f or
the background. Produce a colour
copy of this image in a media of
y our choice and annotate to
explain why this is a suitable
background.
Homework 4. Complexity and
accuracy of study . Use of
media and f ormal elements.
Justif ications f or decisions.
5-6 Pupils to Produce a portrait using dif f erent materials (see
other portraiture scheme of work). Pupils to ref lect on what
has been successf ul so f ar and what can be improv ed on
and ref ine skills they hav e learnt f rom prev ious lessons. (A01
b), A02 a) and b), A03 a) and b), A04 a) and b))
Pupils hav e the opportunity to use materials to paint on and
sew on. Make sure to demonstrate dif f erent techniques.
Pupils to produce a series of portraits showing dif f erent f acial
expressions, qualities and backgrounds.
ALL: To hav e selected materials to produce another
self -portrait and ref ined skills they hav e prev iously
learnt.
MOST: To hav e experimented with more than one
material to produce their f inal piece
SOME: To hav e chosen at least 3 dif f erent media’s
to do f inal portraits in
Mixed media
Paper
Pencils
Materials,thread,
needles
5. Critical study: Look at the
handout about dif f erent artist who
hav e represented themselv es and
their f amilies- Giv e y our opinion of
the image. How would y ou
represent y ourself and y our f amily .
6. Drawing: Choose someone in
y our f amily or a pet to draw using
the skills y ou hav e learnt f rom
prev ious lessons. (A01 a) A02 a),
A03 a) and b), A04 a) and b)
Homework 5. Depth of analy sis
of sy mbols and cultural
identity . Presentation of work.
Homework 6.
7-8 Art history: pupils to look ov er some key artists and
inf ormation about these artists work and how they created
their f inal portraits-pupils to make research pages based on
these key artists, with images and illustrations and present it
in a ef f ectiv e and creativ e way .
ALL: To hav e a broader and more critical
understanding of how dif f erent artists portraiture
work and to create a research page with atleast 2
dif f erent artists
MOST: To hav e completed research pages with at
least
SOME:
Handouts and
powerpoint on art
history
7. Drawing: Choose one f eature
f rom y our f ace that y ou want to
practice to draw neater, do this
sev eral times.
8. DRAWING: Select a material of
y our choice and draw y our hand,
looking caref ully at the lines and
details, make sure not to guess the
shapes, look caref ully at each
shape YOU can see.
.
8-9 Complete f inal portraits on A3. Pupils to select the strongest
f inal image/portrait and materials they hav e used to produce
their f inal pieces (A01 b), A02 b), A03 a) and b), A05 a))
As a group, look at and ev aluate compositions. Discuss: How
they hav e sy mbolized personal interests? Hav e they
projected a sense of self to others? How well hav e they
combined or ov erlaid images, used words or dif f erent media?
Identif y parts that need to be modif ied. Start f inal piece,
students to select scale.
ALL: To produce large self -portrait
MOST: To experiment with mixed media
SOME: To employ language in their composition.
ICT
A3 paper
Paint
Coloured pencils
Fineliners
Pencils
9. Choose a spiritual quality that
y ou would want to dev elop more-
draw out dif f erent way s of
dev eloping this quality more.
9-10 Pupils to ref ine and ref lect on the work they hav e produced
f or this terms work. Complete an Ev aluation and Self -
Assessment (A01 b), A02 b), A05 a) and b))-make this
illustrated and creativ e with images. See lesson 28 f or f urther
inf ormation f rom portraits scheme of work.
Each to complete self -assessment, rev iew and
ev aluate knowledge, skills and understanding
gained during term and target set f or continuation
next term.
Ev aluation sheets 10. Evaluation: Produce a detailed
ev aluation of the work produced,
knowledge dev eloped through the
completion of this project.
Homework 10. Use of
v ocabulary and spellings.
Staf f to award NC Lev el f or
project/ end of term.
Exten. Scan/ take digital photographs of work. Manipulate
using photoshop.
Create a powerpoint presentation on ways to represent
yourself
ICT ART CLUB Originality of work and
appropriate use of media.
Artists: Discuss/describe work of
artists and designers and how
work is produced to meet needs
Materials: Record responses
using a range of art materials
and techniques
Research: Collect ideas and
make judgements to develop
your art work
Technique: Communicate ideas
and techniques for project work
Making: Choose, make and
modify artwork for different
uses, to meet the needs
identified.
Vocabulary : Discuss ideas using
art terms

4. Orange: pieces of w ork being assessed
NB. Accompany them more In techniques in how to draw and mix paint
Show them the sheet on how to split up the face to begin w ith---w hile printing off pic’s of different expressions on their faces— then for them to paint a scene in the background to represent themselves.-
Draw another w ay to represent yourself.
One final draw ings
One final painting
One in different materials eg. Pastel,
Banners for school
Homework sheet for Portraiture and self-identity project:
1. Research: Find an example of a self -portrait by any artist. Present this in y our book and write about the f ollowing points: the CONTENT of the piece, the COMPOSITION (how is the work arranged?), what MATERIALS is it made
f rom? What do y ou think about the portrait and what ef f ect does it hav e on y ou?
2. Research: Find/take photographs of y ourself at any age, y our pets, f amily, f riends, favourite belongings, y our own drawings, diary extracts, creativ e writing, images that sy mbolize y our interests and how y ou pref er to be, words
and sounds that hav e meaning f or y ou etc. Produce a collage cov ering a single or double page in y our book.
3. Drawing: Produce an A4 observ ation drawing in y our sketchbook of y ourself using a mirror. Look caref ully at the shapes of y our f eatures. Use colour to make y our drawing look more 3D. Use what y ou hav e learnt in prev ious
lessons about accuracy , proportion and detail.
4. Composition: Find a photograph to use as a background f or y our portrait. E.g. a sunset, a street scene, a park, the school grounds, shopping centre etc. or choose a memorable experience to capture v isually f or the background.
Produce a colour copy of this image in a media of y our choice and annotate to explain why this is a suitable background.
5. Critical study: Look at the handout about dif f erent artist who hav e represented themselv es and their f amilies- Giv e y our opinion of the image. How would y ou represent y ourself and y our f amily . How is y our f amily
similar/dif f erent?
6. Drawing: Choose someone in y our f amily or a pet to draw using the skills y ou hav e learnt f rom prev ious lessons.
7. Drawing: Choose one f eature f rom y our f ace that y ou want to practice to draw neater, do this sev eral times.
8. DRAWING: Select a material of y our choice and draw y our hand, looking caref ully at the lines and details, make sure not to guess the shapes, look caref ully at each shape YOU can see.
9. Choose a spiritual quality that y ou would want to dev elop more-draw out dif f erent way s of dev eloping this quality more
10. Evaluation: Produce a detailed ev aluation of the work produced, knowledge dev eloped through the completion of this project.

5. Assessment Objectives:
A01: Gathering, recording, research and investigation:
a) Investigate and research a variety of appropriate sources eg. Primary source and secondary
sources
b) Record and analyze information from direct observation (what you see in front of you) and/or
other sources and personal experience (what you have been through)
A02: Exploration and development of ideas:
a) Explore a range of visual and/or other ideas by manipulating/changing images
b) Show a development of ideas through appropriate processes eg. Using different materials
effectively in different ways to show how your ideas are progressing
A03: Organization and relationships of visual and/or other
forms:
a) Organize and use visual and/or other forms effectively to express ideas
b) Make informed aesthetic/visual judgments by recognizing the effect of relationships between
visual and/or other forms

6. A04: Selection and control of materials, media and
processes:
a) Show exploration and experimentation with appropriate materials
b) Select and control appropriate media and processes demonstrating practical, technical and
expressive skills and intentions
A05: Personal vision and presentation:
a) Show personal vision and commitment through an interpretive (how you see things) and
creative response
b) Present an informed response through personal evaluation, reflection and critical thinking

7. Assessment Criteria: Marks:
0: No rewardable marks
1-3: Very limited evidence in relation to the assessment criteria
4-5: A little/some limited ability/evidence in relation to the assessment criteria
6-7: Some evidence/attempts ability/evidence in relation to the assessment criteria
8-9: Adequate ability/evidence in relation to the assessment criteria
10-11: Satisfactory ability/evidence in relation to the assessment criteria
12-13: Competent ability/evidence in relation to the assessment criteria
14-15: Very good ability/evidence in relation to the assessment criteria
16-17: Excellent/expertise ability/evidence in relation to the assessment criteria
18-20: Outstanding/Highly accomplished ability in relation to the assessment criteria
KEY WORDS:

8. PROPORTION
EXCELLENCE
TONE
Content
Composition

9. Materials
Techniques
Impact
Expression
Body language
Proportion, Tone

10. Texture
Linear
Cropping
Layering
Textile
Pattern

11. Line
Shape
Narrative
Sculpture
Symbolism
Texture

12. Tradition,
Artefact
Tapa
Lettering
Contemporary
Autobiographical

13. Motif
Primary key words:
Courage