Saturday, December 1, 2018

HERITAGE SELF PORTRAITS

Heritage Self Portraits

Learning Targets

I can...

Create an original Heritage Self Portrait using drawing techniques learned in class
Use multicultural colors (apricot, burnt Sienna, mahogany, peach, sepia, tan), line types (contour, outline, gesture) and value (highlights, shadows) inspired by Australian Artist (1964-Present) Kim Philipsen, American Photographer (1954-Present) Cindy Sherman, and Harlem Renaissance Artist (1899-1979) Aaron Douglas
Use observational skills (capturing expressions, developing likeness, facial placement) and design principles (balance, proportion, contrast) based on Contemporary Art Movements
Define Identity (the sense people have of themselves, who they are, and what they feel is most important in defining themselves)

Lesson One
Day One, Art Start

1. Self Portrait with Monkey (1938) Frida Kahlo

2. Read All the Colors of the Earth by Sheila Hamanaka

3. Discussion Questions "What is the difference between a portrait and a self portrait? Why is it difficult to draw a self-portrait? What is the most outstanding part of your self portrait? What part are you least pleased with? How could you improve this drawing? How can portraits and self portrait help you think about your own and others' identity? How can you use close observation skills to feel good about yourself and the people around you? What are some ways we can make ourselves and our classmates feel comfortable when we are talking about complex or confusing topics? What words are commonly used to describe skin color and racial identity?"

Lesson Activities

1. Choose 12" by 15" Drawing Paper
2. Use pencil to draw a contour line of facial proportions (head, face, shoulder) of self portrait
3. Use pencil to add facial features (eyes, nose, mouth, eyebrows) of Heritage Self Portrait

Reminder:

Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Heritage Self Portrait for Assigned Table

2. Self Portrait as Midas (1885) Jean-Joseph Carries

3. Discussion Questions "How do artists show themselves as a beautiful, multifaceted people? What strategies do you think they use? Which portraits did you especially like or dislike? What do you think your portrait shows about your identity? Why do you identify with that particular cultural group? What do you admire about these people? How can you deepen your own portrait after looking at other portraits identities?"

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to positive space (face, nose, shoulder) of portraits

2. Add costumes (jewelry, clothing, make up) to positive space (facial features) of portraits

3. Use black sharpie marker to outline facial features and facial proportions of self portraits

Day Three, Art Start

1. Retrieve Heritage Self Portrait for Assigned Table

2. Set Up Studio Area (multicultural colored pencils, water bucket, paintbrushes)

Lesson Activities

1. Use multicultural colored pencils to fill in the positive space (clothing, jewelry, facial features) of self portraits

2. Use watercolor pencils to fill in the negative space (background, landscape, national flag) of self portrait

3. Use value (lightness/darkness of color) to add shadows/highlights to Heritage Self Portraits

Artist Examples

Student Examples

concept art , Contemporary , culture appreciation , facial features , fourth grade , heritage , multicultural appreciation , portrait , self portrait , upper elementary

Saturday, December 1, 2018

HERITAGE SELF PORTRAITS