Self Portrait Drawing Lesson Plans

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Activities

Gear up

1. Place mirrors on tables.
2. Paper on tables.
3. Containers of chalk after students have finished observation do.

Introduction/ Warm-Upward

1. Inquire students:Tin can anyone tell me the proper noun of the president of the United states of america? What is a president?
2. All of our presidents, from the very first one, have had a portrait made so that people will always be able to remember what they looked similar. Show some of the examples of presidential portraits. Have students say the word portrait and repeat its definition.
3. Introduce the paintingGeorge Washington. So many people wanted a portrait by this artist of our showtime president that he made many paintings like this. He had to practice and exercise to get the shape of the eyes and olfactory organ and rima oris just right so that it actually looked similar George Washington every time.
4. Look closely at the painting and hash out the color of Washington's optics, hair, peel, and wearing apparel.
5. Transition to the action by explaining that students are important, just like the president, and they will exist making portraits of themselves to record how they see themselves at this age. This type of painting is a called a cocky-portrait because information technology is a portrait of themselves made past themselves.

Focus Activity Process

1. Students become to tables and look in mirrors. Explain that artists start have to observe what a person looks like before they brainstorm painting. Ask well-nigh the shape of face, colour of eyes, etc. every bit they wait in mirrors. Have students look at a partner at the tabular array. Are their eyes the same color, hair, etc.? (Refer back to mirror to bank check).
2. Laissez passer out pastels later children take completed this cocky-observation/comparison.
3. Take them begin by drawing the shape of their head. They should try to draw a big oval and so at that place will be room for the features. Talk about where the optics are located. At the pinnacle of the caput? No. They are about in the heart. Look in the mirror. Are the optics just ane color?
4. Draw nose next, and then rima oris.
5. What else needs to be added? (ears, eyebrows, eyelashes if they feel like it, some may add cheeks)
6. Have them find hair: Is it straight, curly, short, long? Try to arrive await like your pilus really looks.
7. Are there any other details you would like to add together? (Some girls may have earrings or hair bows or clips, etc. that they want to add.)
8. What color wearing apparel would you like to accept for your portrait? What is your favorite color?
9. Students should sign their own work on the front in pastel. Teachers tin can assist.
10. Earlier students exercise gallery walk, prompt them to look at each other's work for differences in hair color, eye color, and favorite colors called for wear.

Closing

1. Make clean up by placing pastels back in container.
2. Leave portraits on tables and do a gallery walk. As class looks at portraits, inquire students how they are unlike from the portrait of George Washington. Who was George Washington? Why exercise we have a portrait of him today? How is your picture show the same as his? How is it different? Inquire for a show of hands to encounter who would like to draw a portrait of someone else. Ask for volunteers to say who they would similar to describe. Is that person a family unit member? Is he or she famous?

Written past Andrea Saenz Williams

1. Ask students to await for art all around them at abode and at school!

Assessments

1. During endmost discussion, cheque for student understanding of the terms portrait/self-portrait and student ability to identify similarities/differences between themselves and George Washington.
2. While students are working, find where they are placing their features on their paper. Are they approximately in the right spot? Are the students observing themselves carefully in the mirror while drawing? Are they including all of their features, or merely some?

Lesson Resources

Vocabulary

portrait

self-portrait

Features: eyes, nose, mouth, eyebrows, eyelashes, ears

hairstyle

oval

details

pastel

chalk

Materials

Teacher materials:

Images of United States presidents

Pupil materials:

nine x 12" drawing newspaper

chalk pastels

plexiglass mirrors

Extension Activities for Teachers

• Talk to your students nigh the presidents of the United States.
• Talk to your students about school portraits and family unit portraits.
• Look at photos of United states presidents in books or online; observe whether they take long or short hair, beards, mustaches, etc.
• Encourage students to exercise drawing portraits in a sketchbook they make. Students can take turns cartoon each other.

Extension Activities for Families

• Look at one-time family portraits and pictures of family members as children. Compare these portraits to how the student's family unit members await today by observing eye color, hair color, shape of face, features, etc.What familial features are the virtually ascendant?

Suggested Books for the Classroom Library

Pinkney, Sandra L. Shades of Black: A Celebration of Our Children. Photographs past Myles C. Pinkney. Scholastic, 2000. [ISBN 978-0-439-14892-iv]

Smith, Charles R. I Am America. Scholastic, 2003. [ISBN 978-0-439-43179-8]

Related Content

melendezasher1949.blogspot.com

Source: https://learn.ncartmuseum.org/lesson-plans/self-portraits/

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