Self-Portrait Collage 4-5

SELF-PORTRAIT COLLAGE

SELF-PORTRAIT COLLAGE

Learning Description

In this lesson, students will learn more about themselves and others by integrating language arts and visual arts. By creating a symbolic self-portrait, writing about their self-portrait, and discussing both their portraits and those of others, they simultaneously enhance visual and aural communication skills, develop and practice the writing process, and develop further understanding of the expressive elements and structure of visual artwork.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and select symbols to represent characteristics about myself.
  • I can create a self-portrait using symbols.
  • I can write an informative essay/artist statement that identifies and explains the meaning of the symbols I used in my self portrait and explains my artistic process.

Essential Questions

  • How can non-human images symbolize aspects of our personality?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

Grade 5: 

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Georgia Department of Education April 29, 2015  Page 37 of 40 All Rights Reserved e. Provide a concluding statement or section related to the information or explanation presented.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.2.1 Write informative/explanatory texts to examine a topic and provide information. When writing:

  1. introduce a topic clearly; b. develop the topic with facts, definitions, details, and/or quotes related to the topic; c. group related information into paragraphs and/or sections using transitional words and phrases to link ideas; d. use precise language and vocabulary to inform or explain about the topic; e. use and explain information from a provided source(s); and f. provide a concluding statement or section.

 

Grade 5: 

ELA.5.C.2.1 Write informative texts to examine a topic and convey ideas and information clearly. When writing:

  1. introduce a topic and develop the topic with facts, definitions, details, and/or quotes related to the topic; b. group related information into paragraphs and/or sections using transitional words and phrases to link ideas and develop structure; c. use precise language and vocabulary to explain the topic; d. use and explain information from a provided source(s); and e. provide a concluding statement or section.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Descriptive/informative writing - A type of writing that aims to educate or inform the reader about a specific topic
  • Characteristics - The distinguishing features or qualities that define a person

Arts Vocabulary

  • Burnishing - To rub with a tool to smooth or polish
  • Collage - To compose a work of art by pasting various materials on a surface
  • Self-portrait - An artist’s depiction of themselves in visual form
  • Symbolism - An image that has meanin

 

Materials

  • Magazines (student-friendly with primarily non-human images)
  • Scissors (1 pair per student)
  • Colored paper (for collage background on which to glue final composition)
  • Scrap/photocopy paper (2 per student)
  • Glue sticks (1 per student)
  • Pencils (1 per student)
  • Large black banner paper and tape for hanging

 

Instructional Design

Opening/Activating Strategy

  • Project an image of a self-portrait, such as Frida Kahlo’s “The Frame”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students that Frida Kahlo was a real person and this is one of her self-portraits. A self-portrait is a visual representation of oneself. It gives the viewer special insight into how a person sees themselves.

 

Work Session

  • Explain that students will create their own self-portrait using symbolism. They will use symbols to represent characteristics about themselves.
  • Facilitate a discussion around examples of symbolism.
    • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
  • Next, discuss what characteristics are. Differentiate between physical characteristics like hair or eye color and personality characteristics. Ask students to share examples of personality characteristics.
    • Each student will use symbolism by choosing objects and/or images that represent his/her likes, interests, talents, dreams, work and passions, but not pictures of actual body parts.
    • Ask students to generate a list of 5-7 characteristics they would like to include in their self-portrait. They will write them on scratch paper.
    • Have students brainstorm with a partner what types of images could represent these characteristics.
  • Explain that students will cut out images from magazines and glue them down on the shape of a body to make their self-portrait.
  • Project an image on the board of the outline of a body for students to draw on their own blank paper (preferably 12x18).
  • Tell students that once they find and cut out their images, they should plan their composition by laying them out on their outline of the body. This will allow students to move pieces around and change them before they glue, preventing tearing of images.
  • To glue the images, lay them face down on a piece of scrap paper. Use a glue stick around the edges and back surface until the entire area is covered with a thin, even layer of glue. Take the glued image and lay it down onto their paper, glued side facing down.
  • Have students carefully place a piece of clean scrap paper on top and smooth over the glued piece by rubbing with their hand to secure it in place. This is called burnishing and will give the collage a professional look.
  • Have students fill in any negative space, or empty space, in the body with decorative paper so that the whole body is completely filled.
  • Students will write an informative essay/artist statement that explains what a self-portrait is, how their self-portrait differs from a traditional self-portrait (symbolic versus representational), and the symbols that they used and why they used them. Students should explain their artistic process defining the terms collage and burnishing. Students’ writing should be well-structured and organized and meet grade-level standards criteria.
  • Students should engage in the peer review process if time permits.

 

Closing Reflection

  • Display all collages on a piece of black banner paper without students knowing who created each collage.
  • Have students guess the creator of each collage and explain their reasoning.
  • Compare and contrast guesses with actual facts. This closing conversation can lead to discussions of perceptions, assumptions, similarities, and differences.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of symbolism and characteristics, ability to identify personal characteristics and translate them into symbols, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can identify and select symbols to represent characteristics about themselves.
  • Students can create a self-portrait using symbols.
  • Students can write an informative essay/artist statement that identifies and explains the meaning of the symbols they used in their self portraits and explains their artistic process.

 

DIFFERENTIATION 

Acceleration: 

  • Students will choose a character from a class-read text. They will create a portrait collage to represent the character without sharing their choice with other classmates. All portraits will be displayed. Students will pick a collage created by another student to match to a character in the book and defend their choice in writing with support from the text. Finally, students will compose a writing sample comparing and contrasting their own self-portrait with the character portrait.
  • Have students fill in the background of their self-portrait with external factors, such as experiences, that have shaped them into who they are.

Remediation: Provide a body template for each student. Discuss the parts of the template. Provide pictures for students to choose their favorites in the following categories:

  • Stomach – food
  • Hands – things to do
  • Feet – places to go
  • Head – academic topics

Invite students to choose pictures from each category and glue them to the appropriate body part of the template. Students can dictate words or sentences for each body part.

ESOL Modifications and Adaptations: Introduce vocabulary: Collage (show students examples of a collage) and burnishing (show students what burnishing is and have them try it with scrap paper). Teacher will create a prototype and use it as a demonstration model to scaffold process and product development. Students will label their own portraits including the head, body, arms, and legs. Students will also dictate descriptive words or write descriptive words (using inventive spelling according to language level).

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Anne Ostholthoff. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Updated by: Katy Betts. 

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Self-Portrait Collage K-1

SELF-PORTRAIT COLLAGE

SELF-PORTRAIT COLLAGE

Learning Description

In this lesson, students will learn more about themselves and others by integrating language arts and visual arts. By creating a symbolic self-portrait, writing about their self-portrait, and discussing both their portraits and those of others, they simultaneously enhance visual and aural communication skills, develop and practice the writing process, and develop further understanding of the expressive elements and structure of visual artwork.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and select symbols to represent characteristics about myself.
  • I can create a self-portrait using symbols.
  • I can write informative sentences that identify and explain the symbols in my self-portrait.

Essential Questions

  • How can non-human images symbolize aspects of our personality?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

 

Grade 1: 

ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Arts Standards

Kindergarten: 

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

ELA.K.C.2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details.

 

Grade 1: 

ELA.1.C.2.1 Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: a. introduce a topic; b. provide information with details to develop the topic; and c. provide a concluding statement or idea.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Descriptive/informative writing - A type of writing that aims to educate or inform the reader about a specific topic
  • Characteristics - The distinguishing features or qualities that define a person

Arts Vocabulary

  • Burnishing - To rub with a tool to smooth or polish
  • Collage - To compose a work of art by pasting various materials on a surface
  • Self-portrait - An artist’s depiction of themselves in visual form
  • Symbolism - An image that has meaning

 

Materials

  • Magazines (student-friendly with primarily non-human images)
  • Scissors (1 pair per student)
  • Colored paper (for collage background on which to glue final composition)
  • Scrap/photocopy paper (2 per student)
  • Glue sticks (1 per student)
  • Pencils (1 per student)
  • Large black banner paper and tape for hanging

 

Instructional Design

Opening/Activating Strategy

  • Project an image of a self-portrait, such as Frida Kahlo’s “The Frame”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students that Frida Kahlo was a real person and this is one of her self-portraits. A self-portrait is a visual representation of oneself. It gives the viewer special insight into how a person sees themselves.

 

Work Session

  • Explain that students will create their own self-portrait using symbolism. They will use symbols, or images, to represent characteristics about themselves.
  • Facilitate a discussion around examples of symbolism.
    • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
    • Connect symbols to illustrations in a book; just like illustrations tell the reader about the text, symbols are also images that communicate meaning.
  • Next, discuss what characteristics are. Differentiate between physical characteristics like hair or eye color and personality characteristics. Ask students to share examples of personality characteristics.
    • Each student will use symbolism by choosing objects and/or images that represent his/her likes, interests, talents, dreams, work and passions, but not pictures of actual body parts.
    • Show students a body template on the board. Discuss the parts of the template. Ask students to help you brainstorm items and activities that could go in each body part.
      • Heart – something loved
      • Stomach – food
      • Hands – things to do
      • Feet – places to go
      • Head – academic topics
    • Now, ask students to choose at least one thing to put in their heart, one thing to put in their head, two things in hands/arms–one for each hand/arm, two things for feet/legs–one for each foot/leg, and one thing for their stomach. They will write them on scratch paper.
    • Have students brainstorm with a partner what types of images could represent these things.
  • Explain that students will cut out images from magazines and glue them down on the shape of a body to make their self-portrait. (Alternatively–if cutting out images from a magazine is not practical, students can draw images instead).
  • Either pass out a body template or large blank paper for each student to draw their body outline on.
  • Tell students that once they find and cut out their images, they should plan their composition by laying them out on their outline of the body. This will allow students to move pieces around and change them before they glue, preventing tearing of images.
  • To glue the images, lay them face down on a piece of scrap paper. Use a glue stick around the edges and back surface until the entire area is covered with a thin, even layer of glue. Take the glued image and lay it down onto their paper, glued side facing down.
  • Have students carefully place a piece of clean scrap paper on top and smooth over the glued piece by rubbing with their hand to secure it in place. This is called burnishing and will give the collage a professional look.
  • On a separate sheet of paper, have each student describe their self-portrait (in complete sentences if grade-level appropriate). Sentence starters, such as, “I chose a _______ because ________”, may be helpful to students.

 

Closing Reflection

  • Display all collages on a piece of black banner paper without students knowing who created each collage.
  • Have students guess the creator of each collage and explain their reasoning.
  • Compare and contrast guesses with actual facts. This closing conversation can lead to discussions of perceptions, assumptions, similarities, and differences.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of symbolism and characteristics, ability to identify personal characteristics and translate them into symbols, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can identify and select symbols to represent characteristics about themselves.
  • Students can create a self-portrait using symbols.
  • Students can write informative sentences that identify and explain the symbols in their self-portraits.

 

DIFFERENTIATION 

Acceleration: Students will choose a character from a class-read text. They will create a portrait collage to represent the character without sharing their choice with other classmates. All portraits will be displayed. Students will pick a collage created by another student to match to a character in the book and defend their choice in writing with support from the text. Finally, students will compose a writing sample comparing and contrasting their own self-portrait with the character portrait.

Remediation: Provide a body template for each student. Discuss the parts of the template. Provide pictures for students to choose their favorites in the following categories:

  • Heart – something loved
  • Stomach – food
  • Hands – things to do
  • Feet – places to go
  • Head – academic topics

Invite students to choose pictures from each category and glue them to the appropriate body part of the template. Students can dictate words or sentences for each body part.

ESOL Modifications and Adaptations: Introduce vocabulary: Collage (show students examples of a collage) and burnishing (show students what burnishing is and have them try it with scrap paper). Teacher will create a prototype and use it as a demonstration model to scaffold process and product development. Students will label their own portraits including the head, body, arms, and legs. Students will also dictate descriptive words or write descriptive words (using inventive spelling according to language level).

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Anne Ostholthoff. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Updated by: Katy Betts. 

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Self-Portraits with the Touch of a Finger K-1

SELF-PORTRAITS WITH THE TOUCH OF A FINDER

SELF-PORTRAITS WITH THE TOUCH OF A FINDER

Learning Description

Invite art history into your classroom! Derive inspiration from classical portrait paintings such as, Diego Velazquez’s “La Infanta Margarita” and Raphael’s “Portrait of Baldassare Castiglione”, as you explore self-portraiture with your students. Students will discover how to use basic shapes to create their self portraits. The lesson will culminate in an informational writing piece where students use adjectives to describe their personalities.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe myself using adjectives.

  • I can use basic shapes to create a self portrait.

Essential Questions

  • How do I see myself?

  • How can I use basic shapes to create a self portrait?

 

Georgia Standards

Curriculum Standards

Kindergarten:

 

Grade 1:

Arts Standards

Kindergarten:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

 

Grade 1:

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

 

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Adjectives - Words that describe, modify, or provide more information about nouns or pronouns

  • Informative writing - Writing with the intent to inform the reader about a topic

Arts Vocabulary

  • Portrait - A visual depiction of a person–often posed

  • Self-portrait - A portrait of oneself done by oneself
  • Shape - The outline of a specific form or figure
  • Size - The spatial dimensions, proportions, magnitude, or bulk of anything
  • Proportion - The size of one object compared to another

 

Materials

    • Pencils and erasers 
    • Watercolors
    • Paint brushes and water cups
    • Crayons, oil pastels, or permanent black markers
    • 9x12 sheets of mixed media paper 
  • Optional technology extension: Charged iPad with Kidsdoodle or drawing app downloaded

 

Instructional Design

Opening/Activating Strategy

  • Project a portrait by one of the Renaissance masters, such as Diego Velazquez’s “La Infanta Margarita” or Raphael’s “Portrait of Baldassare Castiglione”.
  • Engage students in the Artful Thinking Routine: See, Think, Wonder.
    • First, students will identify what they see in the image. Ask students to identify five things that they recognize in the artwork, such as colors or objects.
    • Next, ask students what they think might be going on in the image. Why do they think the artist made it? Who is the person depicted? 
    • Finally, ask students what they wonder about the image. What questions would they ask the artist? The person being depicted?
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students this artwork is an example of a portrait. Portraits are visual depictions of people–often posed. When an artist makes a portrait of themself, it is called a self-portrait.
  • Explain that before the Renaissance, artists didn’t depict people realistically. Renaissance artists used measurement and proportion in painting portraits to make them look realistic.

 

Work Session

  • Tell students that they will be making their own self-portraits using basic shapes! Ask students for some examples of basic shapes.
  • Pass out pencils and mixed media paper.
  • Have students lightly draw a large oval shape onto their paper.  
  • Next, ask students what shape their eyes are. Have students draw two ovals for their eyes and circles within their ovals for their irises. Then, students should draw in eyebrows with curved lines.  
  • Ask students what shape their noses are. 
  • Show students how to draw two straight, vertical lines down from the inside of each eye. This is the bridge of their nose. To make the center of their nose, students should lightly draw a circle. Have students lightly erase the top of the circle.
  • Next, have students add their nostrils. You can describe these shapes as a forward and backward “C” shape or half circles.  
  • Next, ask students what shape a mouth is. Students may say a moon (like a crescent moon) or a half circle for a smiling mouth.
  • Tell students that their ears are located between the top of the eyebrows and bottom of the nose. Ask students what shape they could use for their ears. Students may say a half circle.
  • Have students lightly sketch in their hair, neck and shoulders last. 
  • Have students go over the lines of their face with permanent black markers, crayons, or oil pastels. 
  • Tell students to set their portraits aside. They will come back to them later.
  • Lead a discussion around what characteristics are. Differentiate between physical characteristics, like hair or eye color, and personality characteristics.
    • Ask students to share examples of personality characteristics. This can be done as a whole group, or have students work in small groups to create lists and share them with the class.
    • Next, have students generate a list of adjectives to describe their personality. Remind them that personality characteristics are things that cannot be seen on the outside. Encourage students to generate a list of five to seven adjectives to describe themselves.
      • Project the sentence starter “I am _________.” on the board. Tell students that they should be able to insert their adjective into the sentence starter without adding any additional words. If they have to add “a” or “the”, the part of speech is a noun and not an adjective. 
    • Provide time for students to share their adjectives with the class, in small groups, or with a partner. 
  • Tell students that they will write their adjectives in the negative space of their self-portrait. The negative space is the “empty space”, or space around the subject of the artwork. Encourage them to write big and fill the space.
    • Students should write their adjectives with the same material (permanent black marker, crayon, or oil pastel) that they used to go over the lines of their self portrait.
  • Finally, students will add color and detail to their self portraits using watercolor. The crayon or oil pastel will “resist” the watercolor. If using a permanent black marker, the marker won’t smear when the watercolor is applied.
  • Students should finish their masterpieces by writing informative sentences about themselves using the adjectives in their self-portraits. Students’ writing should meet grade-level standards criteria.

 

Optional technology extension: Demonstrate how to use Kidsdoodle or another drawing app on iPad. Lead a discussion of the pros and cons of using a drawing app versus hand drawing methods and the differences in proportion  Using the camera on the iPad, take individual portrait photos of each student and print it. Have students compare photos to original sketches and app-generated drawings. How does each differ from the other?

 

Closing Reflection

  • Have students celebrate their self-portraits by conducting a gallery walk, in which students walk around the room and take a closer look at all the artwork.
  • Facilitate a discussion around how we see ourselves and appreciating what each person brings to the class community.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation and contributions to the activator, ability to use basic shapes to create their self-portraits, discussion of personality characteristics and adjectives, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can create a self-portrait using basic shapes.  
  • Students can describe their personality characteristics using adjectives.

 

DIFFERENTIATION 

Acceleration: 

  • Have students engage in the same art and writing process about a character from a text being studied in class.
  • Have students place tracing paper over a printed copy of a Renaissance portrait and tracing the basic shapes that they can see with pencil. Then, students can use what they observed about how basic shapes can make up a face to create their own self-portraits rather than following the guided lesson.

Remediation: 

  • As a class, create a word bank of adjectives for students to choose from when describing themselves. 
  • Provide a printed oval outline on cardstock paper for students rather than having them draw their own.

 

 ADDITIONAL RESOURCES

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Darby Jones and Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

Self-Portrait Painting 4-5

SELF-PORTRAIT PAINTING

SELF-PORTRAIT PAINTING

Learning Description

Invite art history into your classroom! Derive inspiration from classical portrait paintings such as, Diego Velazquez’s “La Infanta Margarita” and Raphael’s “Portrait of Baldassare Castiglione”, as you explore self-portraiture with your students. Students’ artwork will culminate in an informational writing piece/artist statement where students describe their artistic process and how they see themselves.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a self-portrait that correctly estimates the placement of facial features using informal measurement methods.
  • I can describe my personality characteristics using adjectives.
  • I can write an informational essay/artist statement to explain my artwork.

Essential Questions

  • How do I see myself?
  • How can I use informal measurement methods to create a self-portrait?
  • How can visual art help me understand myself?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

ELAGSE4L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  1. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

 

Grade 5: 

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.2.1 Write informative/explanatory texts to examine a topic and provide information. When writing: a. introduce a topic clearly; b. develop the topic with facts, definitions, details, and/or quotes related to the topic; c. group related information into paragraphs and/or sections using transitional words and phrases to link ideas; d. use precise language and vocabulary to inform or explain about the topic; e. use and explain information from a provided source(s); and f. provide a concluding statement or section.

 

ELA.4.C.4.1 Write grammatically correct single and multi-paragraph compositions using a variety of sentence types and phrasing. When writing:

  1. order adjectives within sentences according to conventional patterns

 

Grade 5: 

ELA.5.C.2.1 Write informative texts to examine a topic and convey ideas and information clearly. When writing: a. introduce a topic and develop the topic with facts, definitions, details, and/or quotes related to the topic; b. group related information into paragraphs and/or sections using transitional words and phrases to link ideas and develop structure; c. use precise language and vocabulary to explain the topic; d. use and explain information from a provided source(s); and e. provide a concluding statement or section.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Adjectives - Words that describe, modify, or provide more information about nouns or pronouns
  • Informative writing - Writing with the intent to inform the reader about a topic

Arts Vocabulary

  • Portrait - A visual depiction of a person–often posed
  • Self-portrait - A portrait of oneself done by oneself
  • Shape - The outline of a specific form or figure
  • Size - The spatial dimensions, proportions, magnitude, or bulk of anything
  • Proportion - The size of one object compared to another

 

Materials

    • Pencils and erasers
    • Watercolors
    • Paint brushes and water cups
    • Crayons, oil pastels, or permanent black markers
    • 9x12 sheets of mixed media paper
  • Optional technology extension: Charged iPad with Kidsdoodle or drawing app downloaded

 

Instructional Design

Opening/Activating Strategy

  • Project a portrait by one of the Renaissance masters, such as Diego Velazquez’s “La Infanta Margarita” or Raphael’s “Portrait of Baldassare Castiglione”.
  • Engage students in the Artful Thinking Routine: See, Think, Wonder.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students this artwork is an example of a portrait. Portraits are visual depictions of people–often posed. When an artist makes a portrait of themself, it is called a self-portrait.
  • Explain that before the Renaissance, artists didn’t depict people realistically. Renaissance artists used measurement and proportion in painting portraits to make them look realistic.

 

Work Session

  • Tell students that they will be making their own self-portraits, focusing on the use of proportion and spatial relationships, like the Renaissance masters.
  • Pass out pencils and mixed media paper.
  • Have students lightly draw a large oval or egg shape onto their paper.
  • Tell students that the eyes are located about halfway down the face. Have them draw a light horizontal line about halfway down the oval.
  • Next, have students begin drawing the eyes with a circle and two bird-beaks attached to make an eye shape. Then draw in eyebrows with curved lines.
  • Have the students use their fingers to measure the width of one eye. This is the distance from the eyes to the bottom of the nose.
  • Tell students that the center of the nose is a “U” shape surrounded by two nostrils on either side. You can describe these shapes as a forward and backward “C” shape.
  • Next, tell students to draw two very light vertical lines from the center of each eye all the way down to the bottom of their face. These lines represent how wide their mouths should be. Have students draw in their mouths.
  • Use your “measuring fingers” once again to demonstrate that the ears are located between the top of the eyebrows and bottom of the nose.
  • Have students lightly sketch in their hair, neck and shoulders last.
  • Have students go over the lines of their face with permanent black markers, crayons, or oil pastels.
  • Tell students to set their portraits aside. They will come back to them later.
  • Lead a discussion around what characteristics are. Differentiate between physical characteristics, like hair or eye color, and personality characteristics.
    • Ask students to share examples of personality characteristics. This can be done as a whole group, or have students work in small groups to create lists and share them with the class.
    • Next, ask students what type of words these are. Are they nouns? Verbs? Adjectives? Students should make the connection that characteristics of a person are words to describe them and therefore are adjectives.
    • Next, have students generate a list of adjectives to describe their personality. Remind them that personality characteristics are things that cannot be seen on the outside. Encourage students to generate a list of five to seven adjectives to describe themselves.
      • Project the sentence starter “I am _________.” on the board. Tell students that they should be able to insert their adjective into the sentence starter without adding any additional words. If they have to add “a” or “the”, the part of speech is a noun and not an adjective.
    • Provide time for students to share their adjectives with the class, in small groups, or with a partner. Check to make sure that students’ words are written as adjectives and not nouns before moving on.
  • Tell students that they will write their adjectives in the negative space of their self-portrait. The negative space is the “empty space”, or space around the subject of the artwork. Encourage them to write big and fill the space.
    • Students should write their adjectives with the same material (permanent black marker, crayon, or oil pastel) that they used to go over the lines of their self portrait.
  • Finally, students will add color and detail to their self portraits using watercolor. The crayon or oil pastel will “resist” the watercolor. If using a permanent black marker, the marker won’t smear when the watercolor is applied.
  • Students should finish their masterpieces by writing an informative essay/artist statement. Their essay should define what a self-portrait is and how their self-portraits are influenced by Renaissance artists (using spatial relationships to create realism). Students should then describe the physical traits in self-portraits using adjectives. Finally, students should describe how they see themselves using all of the adjectives describing their personality that they used in the negative space in their self-portraits. Students’ writing should meet grade-level standards criteria including an introduction and conclusion.
  • Students should engage in the peer review process if time permits.

 

Optional technology extension: Demonstrate how to use Kidsdoodle or another drawing app on iPad. Lead a discussion of the pros and cons of using a drawing app versus hand drawing methods and the differences in proportion  Using the camera on the iPad, take individual portrait photos of each student and print it. Have students compare photos to original sketches and app-generated drawings. How does each differ from the other?

 

Closing Reflection

  • Have students celebrate their self-portraits by conducting a gallery walk, in which students walk around the room and take a closer look at all the artwork.
  • Facilitate a discussion around how we see ourselves and appreciating what each person brings to the class community.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation and contributions to the activator, ability to use informal measurement methods to create their self-portraits, discussion of personality characteristics and adjectives, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can create a self-portrait that correctly estimates the placement of facial features using informal measurement methods.
  • Students can describe their personality characteristics using adjectives.
  • Students can write an informational essay/artist statement that defines a self-portrait, explains how Renaissance artists influenced their self-portraits, and uses adjectives to describe both their physical traits and personalities.

 

DIFFERENTIATION 

Acceleration: 

  • Have students engage in the same art and writing process about a character from a text being studied in class.
  • Have students use a ruler to study the spatial relationships in Renaissance portraits by having students place tracing paper over a printed copy of a portrait and tracing the major lines with pencil. Then, students will use a ruler to measure the spatial relationships between facial features. For an extra challenge, students can then apply these spatial relationships to create their own self-portraits rather than following the guided lesson.

Remediation: 

  • As a class, create a word bank of adjectives for students to choose from when describing themselves.
  • Provide a printed oval outline on cardstock paper for students rather than having them draw their own.

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Darby Jones and Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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States of Matter 2-3

STATES OF MATTER

STATES OF MATTER

Learning Description

In this lesson, you and your students will have fun moving and generating choreography to understand different states of matter. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn most effectively.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
  • I can describe the three states of matter.
  • I can explain the correlation between heat and states of matter.

Essential Questions

  • How can movement enhance comprehension of various states of matter?

 

Georgia Standards

Curriculum Standards

Grade 2:

S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • States of matter - The distinct forms that different phases of matter take on
  • Liquid - Particles are close together but can move past one another, allowing liquids to flow and take the shape of their container while maintaining a constant volume
  • Solid - Particles are closely packed together in a fixed arrangement; solids have a definite shape and volume
  • Gas - Particles are far apart and move freely; gasses have no definite shape or volume and will expand to fill their container
  • Heat energy - Also known as thermal energy, is the energy that comes from the movement of particles within a substance; it is a form of kinetic energy due to the vibration and movement of atoms and molecules; the more these particles move, the higher the temperature and the more heat energy is present

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Sustained - A quality of movement that is smooth and unaccented; there is no apparent start or stop, only a continuity of energy
  • Percussive - A quality of movement characterized by sharp starts and stops; staccato jabs of energy
  • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements; like a jitter
  • Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
  • Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
  • Tempo - The pace or speed of movement
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • States of matter written on cards

 

Instructional Design

Opening/Activating Strategy

Classroom Tips - You will need open space, so push desks/chairs to the side or go outside if that is an option. 

 

    • Have students form a circle.
  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
  • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Invite students to create their own movement.
  • Tell students that they will be playing the Name Game.
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.
    • Debrief by asking students to identify examples of movements from the name game that were locomotor and non-locomotor.
    • Discuss movements in terms of movement qualities such as sustained, percussive, vibratory, swinging, and suspended.

 

Work Session

  • Divide students into small groups, assigning locomotor or non-locomotor movements to each group.
  • Tell students to create a movement phrase using two movements. Students will perform for a partner group.
    • Ask students to identify the movement type (locomotor/non-locomotor) of their partner group.
  • Discuss the three states of matter (solid, liquid and gas) and the effect that heat energy has on them.
    • Identify the speed (tempo) of atoms in each state and how the atoms move (locomotor/non-locomotor) in each state.
    • As you discuss each state of matter, ask students for ideas for how they could use movement to represent the atoms in each state.
  • Assign each group two different states of matter (solid, liquid or gas).
  • Tell students that they will create a brief movement phrase that will represent how atoms move in one state and then to the other state demonstrating understanding of both states of matter. Students should use tempo (fast, medium or slow) and locomotor/non-locomotor movements to demonstrate how atoms move.

 

Closing Reflection

  • Students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, have audience members identify the group’s two states, offering rationale for their identification.
  • Discuss the correlation between heat and states of matter.
    • Discuss with students whether these changes can be reversed. Why or why not?

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify the characteristics of the states of matter, and ability to work collaboratively to use movement to accurately and meaningfully represent the states of matter.

 

Summative

CHECKLIST

  • Students can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
  • Students can describe the three states of matter.
  • Students can explain the correlation between heat and states of matter.

 

DIFFERENTIATION 

Acceleration: 

  • Provide more guidelines for choreography (i.e., must have eight movements, must have multiple level and spatial pattern changes, must select a particular dance style for choreography, etc.).
  • Have students choose one of the five movement qualities of dance to explore in greater depth: Sustained, swinging, suspended, vibratory, or percussive. Explore how these qualities aid in expression of the changes in states of matter.
  • Create a Thinglink (via app or website) on the states of matter as individuals or in groups.

Remediation: Provide a graphic organizer with each state of matter in the first column, a section to write or draw characteristics of atoms in a second column, and a section to write or draw types of movements that could be used to represent the state in the third column. Students can use the graphic organizer to assist them in their choreography.

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Melissa Dittmar-Joy. Technology by Ramsey Ray. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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