Day 2
In this lesson, students will create stylized and thematic self portraits and attach them into a cohesive piece. This will allow students to explore their personal interests, observe their classmates interests, and see how they fit together as a group. Using pen, watercolor, their personal stamp, and scissors, they will create images of things they like, attach them together by theme, and work together to finish a single artwork. This will allow them to develop craft with basic tools, reflect on the intent and purpose in the design in others work, and envision how community effort can create a greater artwork than individual effort.
Essential Understandings
Artists can use symbols and stylistic choices to express their identity in making collaborative works of art. Learning Target
Students will make a portrait of their table partners in their sketchbook using colored pencil and oil pastel. " I can draw my table partner's face in my sketchbook using graphite, colored pencil, and/or oil pastel." Art Focus
Students will know:
Literacy Focus Students learned the definitions of portrait and mixed media. |
Skills
Students will be able to...
Key Concepts
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Emily and Nicole's Class
On the right is the ideation sketch created in the first lesson without a visual example of a face mapped out with proportions and features. The image on the left is the final project that draws influence from the portrait example.
" This time I gave my portrait an egg shaped head and drew lines where the mouth eyes and nose should be. The eyes don't look right though this looks bad. Why does it look bad?
"Oh on the example the eyes are not that far away from the forehead so I will move my eye should move my eyes up and see how that looks (draws line first like shown on the example to check to see if it looks right to her or not) . That looks better!"
Student comparisons and observations from the first time they drew portraits in their sketchbooks without a direct visual example of to draw a portrait to their final drawings with an example!
Look I drew a triangle for the nose and two half circles just like we talked about!"
"I gave him a wish, my wish was that I think my ears are too high so he moved them down and now it looks much better!"
" I think this head look better because it is an egg shape like we talked about"
"I noticed that he has lines by his mouth when he smiles i am going to add those because I see them along with eyelashes, eyebrows and teeth!"
" The ears I drew last time were not as round as the ones on the example they are also too high I am going to move them and make the tops more round so it looks more like ears."
" I see that lips have a long M shape on the top and a half circle on the bottom I am going to draw that."
Look I drew a triangle for the nose and two half circles just like we talked about!"
"I gave him a wish, my wish was that I think my ears are too high so he moved them down and now it looks much better!"
" I think this head look better because it is an egg shape like we talked about"
"I noticed that he has lines by his mouth when he smiles i am going to add those because I see them along with eyelashes, eyebrows and teeth!"
" The ears I drew last time were not as round as the ones on the example they are also too high I am going to move them and make the tops more round so it looks more like ears."
" I see that lips have a long M shape on the top and a half circle on the bottom I am going to draw that."
Tamara's Class
This week, Tamara's class was bursting with energy the moment they came through the door. Somewhat rowdy but raring to go, the students dug into their drawings with aplomb. Many wanted to do more than just draw a face - they wanted to draw themselves as monsters or as their Halloween costumes, mentally ready for the upcoming holiday.
Most picked up where they had left off mentally the week before - discussions of the shape of noses, inspections of eyes, and questions about how big a chin should be. They started with what they were taught the week before but were instructed to be more experimental and messy this week - that way, more precision-oriented students could relax.
This week, Tamara's class was bursting with energy the moment they came through the door. Somewhat rowdy but raring to go, the students dug into their drawings with aplomb. Many wanted to do more than just draw a face - they wanted to draw themselves as monsters or as their Halloween costumes, mentally ready for the upcoming holiday.
Most picked up where they had left off mentally the week before - discussions of the shape of noses, inspections of eyes, and questions about how big a chin should be. They started with what they were taught the week before but were instructed to be more experimental and messy this week - that way, more precision-oriented students could relax.
" You have to get the little stuff, like your eyes, done first." stated one student, moving past pencil and planning her color. Other students agreed, even discussing how the materials had to be planned out. At the watercolor table, one student said " I can't do anything on watercolor so I have to do that last. Nothing works if you do watercolor.", a statement agreed on by all five other students standing there.
The high-energy class produced a lot of artwork, much of it passing self portrait for fantasy. Some students, such as the one in the video below, took their self portraits and themed them after monsters and Halloween costumes. The general consensus was "It seemed like the right thing to do.", but as evidenced in the video a few had more in-depth reasons.
The high-energy class produced a lot of artwork, much of it passing self portrait for fantasy. Some students, such as the one in the video below, took their self portraits and themed them after monsters and Halloween costumes. The general consensus was "It seemed like the right thing to do.", but as evidenced in the video a few had more in-depth reasons.