ELEMENTARY VISUAL ARTS CURRICULUMErika NowakIdentity

Kindergarten 2nd Grade 5th GradeTitle Portraiture Superhero Alter-Ego Silhouette Self-PortraitsDescription Students will study a diverse collection of portraits,

both classic and modern, and understand what aspects of the works help represent the person being portrayed (facial expression, symbols used, colors used, clothing, objects being held, background/setting, etc.). Information being presented to the class will focus primarily on symbolism, color, and emotion. They will use the knowledge gained and apply it to their own portraits and representations of themselves.

Students will use their imaginations to come up with an alternate ego or a super hero/villain version of themselves. They will come up with super powers and/or personality traits for their characters and provide reasoning for these choices. Students will then create a sort of self-portrait depicting themselves as their alternate ego, illustrating their settings, super powers, and personality traits through the use of color and symbolism.

Students will reflect on who they are as a person, their personality, interests, talents, dreams, goals, values, etc. Using these ideas, they will use symbols to represent these aspects of themselves to make up a profile silhouette of themselves using mediums such as cut-outs from magazines, personal photographs, and drawings.

Practice Studio Pract. 70% Crit/Hist Study 30% Studio Pract. 70% Crit/Hist Study 30% Studio Pract. 70% Crit/Hist Study 30%

Students will create multiple self-portraits, each focusing on symbolism, color, or emotion.

Students will look at portraits and self-portraits throughout history.

Students will create a self-portrait depicting themselves as their chosen alternate ego/super hero/villain.

Students will look at examples of existing super heroes and villains to brainstorm ideas for their original character.

Students will create a profile silhouette filled with symbols that represent themselves using different mediums.

Students will reflect on themselves and what symbols would be used to represent these aspects of themselves.

Objectives Students will be able to: Students will be able to: Students will be able to: Understand and identify at least 3 examples

of the vocabulary words listed below and apply them to their work.

Interpret their artwork by being able to explain the meaning of at least 4 of their symbols.

Synthesize and relate knowledge and personal experiences to make at least 3 self-portraits.

Generate at least one original character that is an alternate ego/super hero/villain version of themselves.

Provide at least 3 examples of why this character is different from themselves and at least 3 examples of how they’re similar.

Write at least 4 sentences explaining why they made the choices that they did when creating their character.

Provide at least 15 images that represent who they are as a person, their personality, interests, talents, dreams, goals, values, etc.

Use at least 2 different mediums to represent these symbols.

Organize and develop artistic ideas and work to create a theme using the 15< images/symbols.

National Standards VA: Pr4-K a. Select art objects for personal portfolio

and display, explaining why they were chosenVA: Re7-K b. Describe what an image representsVA: Re8-K a. Interpret art by identifying subject matter and describing relevant details.

VA:Cr1-2 b. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.VA: Cr3-2 a. Discuss and reflect with peers about choices made in creating artwork.VA: Cn10-2 a. Create works of art about events in home, school, or community life.

VA: Re8-5 a. Interpret art by analyzing characteristics of form and structure, contextualize information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.CA: Cr2-5 c. Identify, describe, and visually document objects of personal significance.

Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D

ELEMENTARY VISUAL ARTS CURRICULUMFrames Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod Cultural Subj. Struct. PModConceptualFramework Artwork Artist Aud. World Artwork Artist Aud. World Artwork Artist Aud. World

Key Artists Vincent Van Gogh, Frida Kahlo, Allison Kunath, Lucian Freud

Greg Guillemin, Andreas Englund, Josh Lane, Leland Bobbé

Kara Walker, Jenny Lee Fowler, Giuseppe Arcimbolodo, David Schonhoff

Key Artworks Leonardo da Vinci, Mona Lisa, 1797Andy Warhol, Marilyn Monroe, 1962Dorothea Lange, Migrant Mother, 1936Frida Kahlo, Self Portrait with Thorn Necklace and Hummingbird, 1940

Greg Guillemin, Secret Life of Heroes #6, 2013Andreas Englund, Elderly Superhero, 2013Josh Lane, Hero-glyphics, 2014

Kara Walker, A Work on Progress, 1998Jenny Lee Fowler, Leaf Silhouettes, 2011Giuseppe Arcimbolodo, Winter, Late 1500’s

Key Critical Questions (Discourse)

1. What do the colors say about the person being represented in this portrait?

2. What emotion is their facial expression conveying?

3. What do the objects do you see in this work? What do you think they say about the person in the portrait?

1. When looking at super heroes, what do you think they’re like when they’re not being super heroes?

2. What mood do the colors of super heroes/villains uniforms convey?

3. When you look at this super hero/villain, do you feel like their powers match with their appearance? Why or why not? What do you think their powers should be?

1. Just by looking at the simple outline of the silhouette, what emotion is the portrait conveying?

2. Is there a theme being displayed through the artist’s choice of symbols?

3. What do these objects say about the artist? Why do you think so?

4. Why do you think the artist use this particular symbol to represent this idea?

Vocabulary Discipline (Syntax) Discipline (Syntax) Discipline (Syntax)Representation, symbolism, expression, color Color symbolism, expression, representation Silhouette, theme, symbolismAcademic Academic AcademicIdentity, characteristic, personality, emotion Alternate ego, villain, identity, personality Identity, characteristic, personality, values

Language Modes Read Write Listen Speak Read Write Listen Speak Read Write Listen SpeakLanguage Functions

analyze, compare/contrast, critique, describe, interpret, question, etc.

analyze, compare/contrast, critique, describe, interpret, question, etc.

analyze, compare/contrast, critique, describe, interpret, question, etc.

Assessments Formative Summative Formative Summative Formative Summative In class

discussions focusing on vocabulary words.

Worksheet activity that helps students outline what about them makes their identity.

Self-portrait focusing on symbolism

Self-portrait focusing on color

Self-portrait focusing on emotion

Have students brainstorm their characters with thumbnail sketches and bulleted lists of their character’s personality traits/super powers

Portrait of themselves as their alternate ego/super hero/villain

Small group discussions about why they chose these outfits/super powers for their characters.

Students will complete a worksheet that lists the ideas they want to represent in their portraits

Students will complete thumbnail sketches of how they want to represent these ideas.

Profile silhouette filled with symbols and images of things that make up who they are as a person using a minimum of two different media.

In-class discussion/informal presentation about their portrait and why they chose

ELEMENTARY VISUAL ARTS CURRICULUMthe symbols and images that they did.

Common Core State Standards

CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.W.5.1.b Provide logically ordered reasons that are supported by facts and details.CCSS.ELA-Literacy.SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles.

Illustrative Artwork

Lucian Freud, Reflection, 1985

Frida Kahlo, Bonito, 1941

Greg Guillemin, Secret Life of Heroes #6, 2013

Andreas Englund, Elderly Superhero, 2013

Jenny Lee Fowler, Leaf Silhouettes, 2011

Kara Walker, A Work on Progress, 1998

ELEMENTARY VISUAL ARTS CURRICULUM

Tania Rivilis, Portrait in Bright Colors, Acrilyc Josh Lane, Hero-glyphics, 2014

David Schonhoff, Shadow, 2012