Elf Portraits

Learning Targets

I can...

• Create an original Elf Portrait using drawing techniques learned in class
• Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic, free form), and texture (actual visual implied) inspired by American Illustrator (1983-Present) Mary Engelbreit
• Use portrait styles (profile, three-quarter, full face, self-portrait) and design principles (repetition, contrast, balance) based on American Art
• Define Portrait (a picture, painting, photograph, or sculpture of a person that focuses mainly on face and expression)

Lesson One
Day One, Art Start

1. Merry Mushroom Elf (2002) Mary Engelbreit

2. Read "How To Catch An Elf" by Adam Wallace and Andy Elkerton

3. Discussion Questions "What do you know about Christmas? What patterns did you use to create the background of your artwork? What did you add to the clothing to make it appear like it belonged to an elf? What emotions (joy, anger, sadness, gear, surprise) do you feel when you look at your artwork? Why would you make a good elf? What do you notice about an elf's clothing, hat, and shoes? How can we make our elf look unique instead of making every elf the same? How can you use art elements (line, shape, pattern) to decorate an elf? What could you add to the background to tell a story? How could using different colors (warm colors, cool colors, complementary colors) change the personality of the elf? How can artists use line, shape, color, pattern, and imagination to create a unique character? How can artists use facial expressions and body positions to communicate emotion?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (horizontal, vertical, diagonal) of facial proportions (head, face, shoulder) of the Elf Portraits

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (foreground, middle ground, portrait) of the Elf Portraits 

Day Two, Art Start

1. Retrieve Elf Portraits For Assigned Tables

2. Christmas Mischief (2023) Mary Engelbreit

3. Discussion Questions "Do you think this artwork is a self-portrait? How does this portrait make you feel? Are you interested in the portrait? Do you like the way the artist has arranged the picture? Do you like the way the artist has shown details? What is a portrait? What does the picture tell you about the time that the subject was made? How do you think the artist felt about the person he or she painted? How do you think the person in this picture is feeling? What is the mood of the person in this picture? Are the lines in the portrait straight or curved? How often does the artist repeat certain colors or shapes within the portrait? What does the background and the objects in the background of the picture tell us? How much space has the artist left around the person? What view of the person is pictured?"

Lesson Activities

1. Add adornments (earrings, jewelry, hairstyles, clothing) to the positive space (foreground, middle ground, portrait) of the Elf Portraits

2. Add costumes (jewelry, clothing, make up) to the positive space (foreground, middle ground, portrait) of the Elf Portraits

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth, ears) and facial proportions (head, face, shoulder) of the Elf Portraits

Day Three, Art Start 

Retrieve Elf Portraits for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, markers, crayons)

Lesson Activities

1. Use color combinations (analogous, complementary, secondary) to fill in the positive space (foreground, middle ground, portrait) of the Elf Portraits

2. Use color combinations (analogous, complementary, secondary) to fill in the negative space (background) of the Elf Portraits 

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Elf Portraits 

Artist Examples

Student Examples 

 Gaston Chiassac Style Paintings

Learning Targets

I can...

• Create an original Gaston Chiassac Style Painting using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and line types (horizontal, vertical, diagonal) inspired by French Painter (1910-1964) Gaston Chiassac
• Use painting techniques (pigment, layering, blending, overlapping) and design principles (composition, proportion, variation) based on Art Brut
• Define Outsider Art (art made by self-taught artists with no contact with the art world)

Lesson One
Day One, Art Start

1. Two Figures In Abstract Space (1961) Gaston Chaissac

2. Read Chaissac by Sarah Clement

3. Discussion Questions "What is the difference between naive art and art brut? Can all people be artists? How does knowing the context of histories and traditions of art forms help us create works of art? Why do artists follow or break established traditions? How do artists appropriately use other's images and ideas? How do artists grow and become accomplished in art forms? How do artists take initiative to improve their work? How do images influence our views of the world? How do artworks convey meaning? How do visual arts experiences enhance the ability to understand art? How does art help us understand how people lived in different times, places, and cultures? How does one determine criteria to evaluate artwork?"

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of face parts (head, hair, shoulders ears) of abstract paintings

2. Use line types (straight, curved, narrow) to add facial features (eyes, eyelashes, hair, eye brows) to the abstract paintings

3. Use line types (horizontal, vertical, diagonal) to add details (buttons, ribbons, stripes, swirls) to the positive space (face) of the Gaston Chiassac Style Paintings

Day Two, Art Start

1. Retrieve Gaston Chiassac Style Paintings for Assigned Tables

2. Untitled (1963) Gaston Chiassac

3. Discussion Questions "How does knowing how people lived in different times and places influence our response to the artwork? What inspires people to make art? How do artists determine whether a particular direction in their work is effective? What responsibilities come with the freedom to create? What motivates and sustains artists in their practice? What factors prevent or encourage people to take creative risks? What role does persistence play in revising, refining, and developing work? How do people use creative and critical thinking skills their careers? How do people use creative and critical thinking skills their daily lives? How do people use art making knowledge and skills to enhance their homes, personal styles, and communities? How does creating enrich people's lives? Why do people learn about art in school and community settings?"

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic, free form) of the face parts (head, shoulder, ears, hair) of the abstract paintings 

2. Use line types (horizontal, vertical, diagonal) to add facial features (eyes, eyelashes, ears) to the positive space (face) of the abstract paintings

3. Use line types (horizontal, vertical, diagonal) to add details (buttons, fabric, floral) to the positive space (face) of the Gaston Chiassac Style Paintings

Day Three, Art Start

1. Retrieve Gaston Chiassac Style Paintings for Assigned Tables

2. Set Up Studio Area (tempera paint, paint brushes, water buckets)

Lesson Activities

1. Add highlights (reflective light, light source) to the positive space (face) of the abstract paintings 

2. Add shadows (cast shadow, shadow) to the negative space (background) of the abstract paintings

3. Add value (lightness, darkness) to the positive space (face) and negative space (background) of the Gaston Chiassac Style Paintings

Artist Examples

Student Examples

 Lois Mailou Jones Designs

Learning Targets

I can...

• Create an original Lois Mailou Jones Designs using drawing techniques learned in class 
• Use shape variation (geometric, organic, free form), line types (horizontal, vertical, diagonal), and space (positive, negative) inspired by Art Educator (1905-1998) Lois Mailou Jones
• Use drawing techniques (outline, contour, continuous) and design principles (composition, repetition, proportion) based on American Art
• Define Mask (an object worn on the face for protection, disguise, performance, or entertainment)

Lesson One
Day One, Art Start

1. African Masks (1996) Lois Mailou Jones

2. Read Lois Mailou Jones: A Life In Vibrant Color by Mint Museum of Charloette

3. Discussion Questions "Historically speaking, why were masks created and used in Africa? Who created Adrinkra symbols? What do Adrinkra symbols communicate? What is your favorite Adrinkra symbol? Why do you like that Adrinkra symbol? If you were to create your own symbol to represent yourself, what would it look like? What does this symbol represent? What did Jones do as a career besides painting? Where did she work? Where was Jones influenced to create African Art? How does this artwork help further her career as an artist? Why do you think Jones explored African Art and culture?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Use gesture lines to add facial features (eyes, large hands) and facial proportions (head, shoulder) for the Lois Mailou Jones Designs 

3. Use gesture lines to add costume characteristics (cape, mask, gloves) to the positive space (portrait) of the Lois Mailou Jones Designs 

Day Two, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Table

2. Moon Masque (1971) Lois Mailou Jones

3. Discussion Questions "Who wears masks? When and where do people wear masks? What other activities are happening when they wear masks? What is it like to wear a mask? What do you think about when you make a mask? Why do you wear masks? Do these masks look familiar? Do they look old? Are these masks scary? Can you guess what these masks are made of? Can you guess ow these masks were made? Do you know when these masks might have been worn? Does your opinion of the masks change? Did you connect masks to festivals or parades? How are masks connected to families and community traditions?"

Lesson Activities

1. Use cartoonist style (exaggerated gestures, simplified shapes, isolated graphics) to add details tot he positive space (portrait) of the Lois Mailou Jones Designs

2. Add highlights (light source, reflective light) to the subject matter (masks, facial features, gloves) within the positive space (portrait) of the Lois Mailou Jones Designs

3. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the Lois Mailou Jones Designs 

Day Three, Art Start

1. Retrieve Lois Mailou Jones Designs for Assigned Tables 

2. Set Up Studio Area (glue sticks, scissors, glitter)

Lesson Activities

1. Use metallic colors (silver, gold, bronze) to fill in the positive space (facial features, costume characteristics) of the Lois Mailou Jones Designs

2. Use metallic colors (silver, gold, bronze) to fill in the negative space (background) of the Lois Mailou Jones Designs 

3. Use clear finish to cover the positive space (portrait) and the negative space (background) of the Lois Mailou Jones Designs

Artist Examples

Student Examples

 Basquiat Portraits

Learning Targets

I can...

• Create an original Basquiat Portrait using drawing techniques learned in class
• Use primary/secondary colors (red blue yellow; green purple orange), line types (contour, continuous, outline), and shape variation (geometric, organic) inspired by American Artist (1960-1988) Jean Michel Basquiat
• Use collage techniques (overlapping, cropping, layering) and design principles (composition, variation, repetition) based on Neo-Expressionism Movement
• Define Mixed Media (using more than one medium or material to create a work)

Lesson One
Day One, Art Start

1. In This Case (1983) Jean Michel Basquiat

2. Read Life Doesn't Frighten Me: Paintings by Jean Michel Basquiat by Patty Rodriguez

3. Discussion Questions "Who is Basquiat? Which art movement did his work belong to? What was his first exhibition? Did he succeed in life or was his art recognized only after his death? where are his artworks displayed today? Who were his friends? Which places did he attend? What was one of Basquiat's biggest accomplishments? What was Jean Michel Basquiat's symbol? How many siblings did Jean Michel Basquiat have? What is the name of the piece by Jean Michel Basquiat?"

Lesson Activities

1. Use pencil to draw shape variation (geometric, organic) of face parts (head, hair, shoulder, ears) of Basquiat Portraits

2. Use line types (wavy, straight, narrow) to add facial features (eyes, eyelashes, eyebrows) of the Basquiat Portraits

3. Use line types (wavy, straight, narrow) to add details (buttons, ribbons, stripes) to the clothing of the Basquiat Portraits

Day Two, Art Start

1. Retrieve Basquiat Portraits for Assigned Tables

2. Self Portrait (1984) Jean Michel Basquiat

3. Discussion Questions "Does your work reflect Jean Michel Basquiat's style? Have you simplified the eyes to dots? What types of colors were used? How was this artwork made? What types of style is this artwork? What can you see in this work? Why do you think the artist made it? What has the artist made of the image out of? What can you see in the picture? What is in the foreground? What is in the background? what shapes and lines are used? Why does the artist use simple shapes and lines? Where in the portraits is the most mark making lines and tones used? How does this help show the identify of the person?"

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (portrait) of the portrait compositions

2. Use secondary colors (green orange purple) to fill in the negative space (background) of the portrait compositions 

3. Use line types (horizontal vertical diagonal) to fill in the positive space (portrait) of the Basquiat Portraits

Day Three, Art Start

1. Retrieve Basquiat Portraits for Assigned Tables

2. Set Up Studio Area (glue sticks, scissors, oil pastels)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (portrait) of portrait compositions

2. Add shadows (cast shadow, shadow) to negative space (background) of portrait compositions

3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to the Basquiat Portraits

Artist Examples

Student Examples

Julian Opie Inspired Portraits

Learning Targets

• Create an original Julian Opie Portrait using computer techniques learned in class
• Use line types (contour line, thick line, thin line), shape variation (rectangle, oval, circle), and solid colors (blue, green, brown) inspired by Contemporary Artist (1958-Present) Julian Opie
• Use computer techniques (multitasking, dragging, transferring) and design principles (balance, composition, repetition) based on Graphics Art
• Define Self Portrait (a portrait of oneself done by oneself)

Lesson One
Day One, Art Start

1. Natasha, Schoolgirl (2000) Julian Opie
2. Read Julian Opie (Tate Modern Artist) by Mary Horlock
3. Discussion Questions "Does your work reflect Julian Opie's style? Have you simplified the eyes to dots? Have you simplified the nose to either dots or a curve? Have you simplified the mouth to a wavy line? Have you simplified your wavy or zig zag marks to show the texture of hair? Have you drawn in a second tone in the hair? Can you answer these questions: who where when why and what? What types of colors were used? How was this artwork made? What type of style is this artwork? What can you see in this work? Why do you think the artist made it? What has the artist made of the image out of? What can you see in the picture? If there were sounds for this picture, what would the sounds be? What are the pictures designed for? What is the name of the artist? What year was the picture produced? What is the picture of? What is in the foreground? What is in the background? What shapes and lines are used? Why does the artist use simple shapes and lines? Where in the portraits is the most mark making lines and tones used? How does this help show the identity of the band members?"

Lesson Activities

1. Use a pencil to draw shape variation (geometric, organic) of face parts (head, hair, shoulders, ears) of digital portrait
2. Use line types (wavy, straight, narrow) to add facial features (eyes, eyelashes, eyebrows, hair) to digital portrait
3. Use line types (wavy, straight, narrow) to add details (buttons, ribbons, stripes) to clothing of digital portrait

Day Two, Art Start

1. Retrieve Julian Opie Inspired Portraits for Assigned Table
2. Sam, Schoolboy (2001) Julian Opie
3. Discussion Questions "What medium does the artist use in his work? Can you see any brush marks and why? What colors has the artist used and why? Are these colors primary, secondary, harmonious, or complimentary? Why do you think the artist choose the colors in this picture? How does this picture make you feel? What would you think the artist is trying to make you feel? Why is this artist interesting to study? What have you learned about the artist? What do you now think of this artist? Who will you draw and paint in your Julian Opie style painted final piece? What are three similar characteristics in each portrait? What do you notice about the hair in each portrait? What do you notice about the background? What do you think the artist has created in this style?"

Lesson Activities

1. Use solid colors (blue, brown, green) to fill in the positive space (portrait) of the digital portrait
2. Use solid colors (blue, yellow, orange) to fill in the negative space (background) of the digital portrait 
3. Use line types (horizontal, vertical, diagonal) to fill in the positive space (portrait) with design for digital portrait 

Day Three, Art Start

1. Retrieve Julian Opie Inspired Portraits for Assigned Table
2. Set Up Studio Area (MSPaint, computer program, printer)

Lesson Activities

1. Add highlights (light source, reflective light) to positive space (portrait) of ones digital portrait
2. Add shadows (cast shadow, shadow) to negative space (background) of ones digital portrait
3. Use stop motion program (iMotion, FlipaClip, Stop Motion) to add an animation to ones Julian Opie Inspired Portrait 

Artist Examples

Student Examples