Identity: Who Are We?An Introduction to Portraiture~study of expression~

Lesson PlanLisa Knudtsonknudtson@ualberta.ca

Flow Chart Exploration of Portraiture How can we explore expression?

Lesson #7

Generating Ideas Building Big Ideasfor:Final Portrait Piece

Lesson #6Introduction to Unconventional ColorDemonstration/

Lesson #1Introduction to Portraiture:History to ContemporaryHandouts

Artists to consider:

Eric Daigh Genre: Mixed Media making portraits out of objects like pushpins, duct tape, or Post-It Notes.El Mac Genre: Spray Paint portraits of Mexican migrant workers on multiple continents, an homage to his own proximity to Chicano and Latino cultures, as well as a comment on the contentious issues of immigration and migrant mobility over U.S. borders.Lou Ros Genre: Painting conjure street art, as he claims, but are also fully conversant with academicized art forms and historical movements like Expressionism and Surrealism and photography.Daniel Kornrumpf Genre: Embroidery creates beautifully elaborate portraits with dexterous needlework on swaths of canvas or linen. Small stitches in different colors almost resemble paint strokes, contoured and layered on top of one another.Nina Levy Genre: Sculpture sculpts models of fellow artists, critics, dealers, and other "heads" of the art world, casts them in fiberglass, then suspends them from the ceiling at eye level.

Established Goals:Art education is concerned with the organization of visual material. Acquiring proficiency in art requires systematic instruction in how we see, interpret and make sense of visual stimuli. It requires an understanding of how others interpret the visual messages which are products of this kind of activity. It requires an education in the use of traditional and contemporary tools, materials and media.

Desired ResultsTransferStudents will be able to independently use their learning to:

● Create and collect original ideas based on the techniques and examples shown.● Use the artistic process and decision making in the creation of original work in regards to

portraiture● Select and apply different media and forms that will enhance and strengthen the design.● Analyze and critique works of art; inclusive of their own towards the technique of

portraiture.

MeaningUnderstandingsStudents will understand that:

● Artists select, organize, and manipulate art elements and principles of design to create specific effects and communicate meaning.

● Decisions about art and art making can be based on established and personally developed criteria.

● Ideas for artworks come from observations, imagination, personal experiences, and other artists.

Essential QuestionsStudents will keep considering:

● What do other artists consider when making decisions about their art work? What is the motif behind the artwork they are creating?

● How do artists tell stories and ideas through their images and artwork?● How can meaning be communicated in artworks?

Lesson #7

Generating Ideas Building Big Ideasfor:Final Portrait Piece

● What emotions may be involved in the art making process?

AcquisitionStudents will know:

● Key vocabulary and processes related to visual, art media, and techniques pertaining to portraiture.

● Decision making and the stages of planning and finalizing compositions.

Students will be skilled at:● Planning, selecting and organizing different medium and materials to build a successful

composition.● Comparing, analyzing and discussion artworks through visual references (presentations)

and critiques.● Generating ideas through reflection, brainstorming and sketching design plans in their

sketchbook as further evidence of learning and transference.

EvidencePerformance TasksStudents will show that they really understand by evidence of:

● Analysis and development of sketchbook by placing their copy of the demonstration, and their own take of the specific technique. They must describe in their own words the definition of each technique.

● Students will use information learned from the analysis to determine and generate ideas by using the vocabulary and as a guideline for decision making and meaning making in the final project.

● Students must indicate intent of the project, and what meaning they are trying to convey. ● Students will have a personal checklist of each technique, and will show the teacher.● Teacher observations of the artistic process of planning use of materials, work habits, and

safety procedures. ● Students’ self-reflections defending decisions made in creating, and completing a successful

art piece.

Learning PlanStudent success at transfer, meaning and acquisition depends upon:

● Learning to look, think, and work like an artist● Students will be introduced to various artworks. They will be asked to determine which art

pieces are more successful than other artworks. ● Students’ ability to take chances, experiment, and inquire about the art making process.● Students will acquire new techniques and mediums to enhance and make meaning in their

art.

Learning Plan #1Lesson: Introduction to Portraiture: History to Contemporary Course: Art 10

Lesson Essential Question(s): Why is it important to identify the use of portraiture? How was it an important part of our History and now?

Lesson Knowledge:Students will know:through artworks history to contemporary the ideas and foundations of portraiture.

Lesson Skill(s):Students will be able to:through visual stimuli and hands on knowledge several techniques of portraiture.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Video of my portrait being drawn with stop motion, to show different types of technique and media to get creative juices flowing.

ResourcesWork books, pencils, extra paper, mirrors, models.

Time: 1 Class 15-20 minPresentation/HandoutWorkbook of facial features.

Objective of the lesson:Students will demonstrate understanding of portraiture.Students will demonstrate decision making by experimenting and creating their own definitions for reference for future projects in their workbook.

B1 Changing drawing styles can give different points of view.E1 Color and value are key to compositions.E2 Positive and negative space are both important in images.G1 Movement, rhythm and direction can be used to draw people.J2 Mood in an image is created by manipulating the elements of art.

Pre-Assessment:

Checking students knowledge in principles and elements of art.Ask Students if they have encountered portraiture in their daily lives. Investigate areas of culture, beliefs and connections.

Participatory Learning:

Teacher Activities● Begin by asking everyone have you ever taken a selfie, or had to

sit for a family picture? Did you ever wonder why this was so important? Did you know there were several cultures and religions that feared having their picture taken because it could endanger their soul?

● Ask what immortalized means? (to be remembered forever)● Begin lesson by showing physical examples of portraiture from

early history to contemporary work.● Ask students questions: Does this specific piece convey a

Learner Activities~Observations and questions.

~Understanding History and Contemporary Art plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

message? What principles and element of art does it contain?● Ask students to write in their sketchbook the keywords of

portraiture:Proportion, color, texture, structured forms, edges and transitions,gesture drawing, blind gesture drawing, contour continuous drawing, blind contour drawing, foreshortening,and perspective.

● Give out work sheet of proportions of the face for students to follow along with the powerpoint presentation, and have students point out these keywords to artwork to make connections.

Show Powerpoint presentation.Generate questions and ask Big Questions related to the Art 11,21.31 program to generate more ideas that tie into the curriculum.

Art 11/21/31 is a series of three courses unified by general goals that focus on three major components of learning in visual art:

Function:The ways visual imagery is used to express, shape and reflect values, beliefs and conflicts in society.

Creation: The achievements of artists in the past and present, including their ways of working.

Appreciation: Opportunities to perceive and respond to visual qualities in works of art. ~Checking for understanding for each activity.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keywords:gesture/blind gesture, contour, continuous line contour and blind contour and find these descriptors within the powerpoint presentation.

Post-Assessment:

Has every student filled placed in their workbook definitions for future reference? Can they successfully define the types of keywords that are related to portraiture? Does each student have the information sheets?

Summary/Closure:

By encouraging student to look at the past opens up possibilities for the future. As young artists, it is essential to build a repertoire of knowledge, and teach students that it is more than just art making, it can be an experience, lifestyle and can generate meaning in social, economical, and political ways.Other resources & Facilities: NoneExtensions: Not needed for this class. Added addition to sketchbook: definitions.References:References to Miss Ching 2014: Proportions of the Face. Handout

*MAKE SURE STUDENTS BRING WORKBOOK TO NEXT CLASS AND THINK ABOUT WHAT FACIAL EXPRESSION THEY WILL MAKE.*MAKE SURE STUDENTS BRING COLORED PENCILS, RULERS AND PENCILS.

Extra Notes/Revisions:Principles of Art:

MOVEMENT, HARMONY, VARIETY, RHYTHM,UNITY,EMPHASIS,BALANCE, PROPORTION, and PATTERN.

Elements of Art: SHAPE, FORM, VALUE,LINE,COLOR,SPACE,and TEXTURE.

Definitions:Proportion: Refers to the relative size or parts of a whole (elements within an object). Proportion is aprinciple of art that describes the size, location or amount of one element to another.

Color: Refers to an element of art that is produced when light, striking an object, is reflected back to the eye. Three properties: hue, intensity, value.Texture: is the tactile quality of the surface of an object; how it feels if touched. Texture is the perceived surface quality of a work of art. Structured forms: The whole of or relationship of the component parts working together. Edges and transitions: The degree of hardness or softness in transitions between boundaries of different colors and values.Gesture drawing: A quick drawing that captures the essential gesture of a subject in its most distilled form. Blind gesture drawing: A quick drawing that captures the essential gesture of a subject in its most distilled form, but not looking at the paper.Continuous line contour drawing: Artist looks at both the subject and the paper, moving the medium over the paper, and creating a silhouette like of the object. The line is continuous which means the medium is not stopped on the page, no lifting of the pencil.Blind contour drawing: is a method of drawing where an artist draws the contour (outline) of the subject without looking at the paper.Foreshortening: method of rendering a specific object or figure in a picture in depth. The artist records in varying degrees the distortion that is seen by the eye when an object or figure is viewed at a distance or at an unusual angle.Perspective: the art of drawing solid objects on a two dimensional surface so as to give the right impression of their height, width, depth, and position in relation to each other when viewed from a particular point.

Learning Plan #2 Lesson: Introduction to Portraiture: Experiment TechniquesGesture Drawing and Contour Drawing

Course: Art 10

Lesson Essential Question(s): Why is it important to identify the use of portraiture? How do we see ourselves?

Lesson Knowledge:Students will know:through experimentation and practice techniques of gesture drawing and contour drawing to enhance portraits.

Lesson Skill(s):Students will be able to:through hands on knowledge apply techniques to all areas of art.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Video on differences between Gesture Drawing and Contour Drawing.

ResourcesWorkbooks, pencil, mirrors, models, timer, no erasers!

Time:1 Class

Objective of the lesson:Students will demonstrate decision making by experimenting and creating their own gestural and contour drawings for reference for future projects in their workbook. By building a foundation of technique by scaffolding, allows students to build confidence in seeing objects and understanding form.

A1 I can create feeling with marksB1 Changing drawing styles can give different points of view.G1 Movement, rhythm and direction can be used to draw people.

Pre-Assessment:

Asking students to define the terms Gesture Drawing and Contour Drawing in their own words and placing them in the workbook.

Participatory Learning:

Teacher Activities● Show video of gesture and contour drawing.● Ask what the difference is between the two types of drawing.● Discuss the difference between gesture: form and contour:

space.● Look at gesture fan video● Begin exercise of gesture of model (chosen from class)● Have a 2min drawing, 1 minute drawing, and 30second drawing.● Have a stretch● begin blind gesture drawing expressing that ‘blind’ means not

looking at the paper and trusting the hand. Stress that this develops hand eye coordination, and builds precise drawing skills for objects that may be on the move such as animals, or people.

● Have a stretch pass out mirrors while you show blind contour drawing video.

● Have Blind contour in workbook with mirrors for 10 minutes and 5 minutes.

● Stretch, watch continuous line contour drawing and proceed with workbook and mirrors for 10 minutes.

● This activity should take up the whole of the class, and remind students to make sure to bring workbook for next day.

~Checking for understanding for each activity.

Learner Activities~Observations and questions.

~Understanding experimentation and technique play an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keywords:gesture/blind gesture, contour, continuous line contour and blind contour and find these descriptors within the powerpoint presentation.

Post-Assessment:

Does each student have a gesture drawing of model of 2 minutes, 1 minute, and 30 seconds?Does each student have a blind gesture drawing of model of 2 minutes, 1 minute, and 30 seconds?Does each student have a blind contour drawing of mirror image of 10 minutes, and 5 minutes?Does each student have a continuous line drawing of mirror image of 10 minutes?

Summary/Closure:

Introducing gesture drawing and contour drawing gives students the power to enhance their skills and build on decision making processes in their creative art pieces.Other resources & Facilities: NoneExtensions: Not needed for this class. Added addition to the sketchbook gesture and contour drawings minimum: 10 drawings.References:Youtube gesture and contour drawing https://www.youtube.com/watch?v=SHvtC1FJK7U

Learning Plan #3 PHOTOGRAPHS CAN BE TAKEN TODAY. Lesson: Introduction to Portraiture: Negative and Positive Space Background and Foreshortening

Course: Art 10

Lesson Essential Question(s): Why is it important to identify the use of portraiture? What are the key elements of negative and positive space, in regards to background and foreshortening in portraiture?

Lesson Knowledge:Students will know: background and foreground in portraits are just as crucial as the portrait itself, it evokes the aura and symbolism through messages.

Lesson Skill(s):Students will be able to: understand and apply techniques to enhance their self portrait to symbolize their identity.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Looking at images that have different backgrounds that convey different messages. Some may have the use of symbols, to promote power, or some may be deceiving in its description from the artist.

ResourcesWorkbooks, pencils, extra paper. Video and worksheets.

TimeOne ClassIncludes practice in Workbook and carry over #4

Objective of the lesson:Students will demonstrate decision making by experimenting and creating their own ideas for background for reference for future projects in their workbook. By building a foundation of technique by scaffolding, allows

E2 Positive and negative space are both important in images.B2 Linear perspective can give the illusion of 3D space.

students to build confidence in seeing objects and understanding form and determining negative and positive space for their portraiture project. Understanding that decoration in background should also be considered in portraits.

M2 The function of an artwork can be emphasized by its decoration.

Pre-Assessment:Asking students to define the terms Gesture Drawing and Contour Drawing from previous class(checking for understanding) and asking students to definenegative and positive space, background and foreshortening.

Participatory Learning:

Teacher Activities● Show images of negative and positive space, background and

foreshortening video.● Ask what effects these techniques can have in a portrait? What

messages does it convey?● Talk about symbols and meaning how different cultures perceive

different interpretations because of tradition and ways of life.● Generate discussion about artist intent: what does this mean

and how can we work towards the same principle?~Checking for understanding for each activity.

*REMIND STUDENTS TO BRING COLORED PENCILS OR PENS OR CRAYONS TO NEXT CLASS.

Learner Activities~Observations and questions.

~Understanding negative and positive space, background foreshortening (perspective) plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keywords:negative and positive space, background and foreshortening and find these descriptors within the powerpoint presentation.

Post-Assessment:

Are students putting definitions in their workbook? Are they questioning and gaining ideas for future artworks?

Summary/Closure:Students will gain new perspective and meaning by showing interpretation and insight. They will begin to understand that art is about emotional response and reaction.

Other resources & Facilities: NoneExtensions: One classReferences:http://super.nova.org/DPR/Backgrounds/

Learning Plan #4 PHOTOGRAPHS CAN BE TAKEN TODAYLesson: Introduction to Portraiture: Color = Mood and Emotion Course: Art 10Lesson Essential Question(s): Why is it important to identify the use of portraiture? How can color evoke a mood or an emotion through portraiture? Can we interpret what the artist is trying to communicate through his/her image?

Lesson Knowledge:Students will know: tone, expression color and mood in portraits reveal internal meaning and gives messages to the viewer.

Lesson Skill(s):Students will be able to: understand and interpret the use of color in portraits and transfer technique to their own art pieces.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Look at image and wonder. Have a discussion as to what students see in the image, what the artist is trying to convey, and what does it mean? Watch video of color of life.

ResourcesWorkbooks, pencils, extra paper. Image and workbooks, colored pencils/pens.

TimeOne Class Includes practice in Workbook.

Objective of the lesson:Students will demonstrate decision making by experimenting and creating their own ideas for background for reference for future projects in their workbook. By building a foundation of technique by scaffolding, allows students to build confidence in representing color and mood for their portraiture project.

E1 Colour and value are key to compositions.F2 You create unity in a picture by controlling the elements of artJ2 Mood in an image is created by manipulating the elements of art.

Pre-Assessment:Asking students to define the terms negative and positive space, background and foreshortening from previous class(checking for understanding) and asking students to define how color can convey mood. Ask students to come up with their own interpretation of what color can convey as emotion.

Participatory Learning:

Teacher Activities● Discuss how color can convey mood in an image.● Show image that pertains to mood: cool colours● Ask students to put in workbook colors and write if they are

warm tone or cool tone for reference. See if students can add one word to describe an emotion pertaining to the specific color.

● Have students photographs printed today.

~Checking for understanding for each activity.

*HAVE STUDENTS BRING IN A RULER FOR NEXT DAY.Get images ready and put in a box for students to get next day. Make sure the images are an object or a symbol, something simple in form.

Learner Activities~Observations and questions.

~Understanding Color and Mood plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keywords:warm tones, cool tones and find these descriptors within the powerpoint presentation.~Students will in Workbook add colors and write if they are warm or cool tones and describe in one word an emotion attached to that color.

Post-Assessment:

Are students putting definitions in their workbook? Are they questioning and gaining ideas for future artworks?

Summary/Closure:

Students need to explore how emotion and symbols can be transferred into images to create meaning.Other resources & Facilities: video references Pan’s LabyrinthExtensions:1 class References:https://www.youtube.com/watch?v=rzI4Ns_uJ_Q

Learning Plan #5Lesson: Introduction to Portraiture Photographing and Gridding Course: Art 10Lesson Essential Question(s): Why is it important to identify the use of portraiture? How can specific technique enhance the process of portraiture? Why do artist explore different mediums and methods?

Lesson Knowledge:Students will know: photographic terms and basic understanding of gridding technique.

Lesson Skill(s):Students will be able to: successfully grid an image into their workbook for future reference.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Have students pick an image out of the box(have them prepared beforehand as simple objects or logos) as they enter the room: this will be the item they will be gridding in their workbook for future reference.

ResourcesPencil, ruler, workbook, glue, magazines.

TimeOne Class: includes brainstorming of ideas for self portrait.

Objective of the lesson:Students will demonstrate decision making by experimenting and creating their own ideas for background for reference for future projects in their workbook. By building a foundation of technique by scaffolding, allows students to build confidence in defining the technique of gridding for their portraiture project.

B1 Changing drawing styles can give different points of view.C2 Artworks can be formal, analytical descriptions of objects.H1 I increase my art vocabulary by discussing media and techniques.

Pre-Assessment:

Asking students to define the terms color and mood from previous class(checking for understanding) and asking students to definephotography: framing, angles, cropping, and understand technique: gridding

Participatory Learning:

Teacher Activities● Talk to students why photography is essential for(reference and

documenting), and why gridding is used (to reproduce equal ratio on to another work surfaces).

● Talk to students about the angle of the photograph which would refer back to the foreshortening ideas. Students should explore different angles and perspectives to create either a effect of feeling smaller or larger than life.

● Show the proper way of gridding (show the size of the board they will be transferring the image to: remember to explain the format used in the camera when taking pictures: will it be horizontal or vertical image? Think about how you will or will not crop the image, think about the way you will frame the image, will it have a border or not?

● Students will pick out an image in a magazine and grid and place in workbook for future reference and copy in pencil beside it.

~Checking for understanding for each activity.

Learner Activities~Observations and questions.

~Understanding photography and gridding plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keywords:framing, angles, cropping and gridding and find these descriptors within the powerpoint presentation.

Post-Assessment:

Are students putting definitions in their workbook? Are they questioning and gaining ideas for future artworks? Does each student have a gridded picture with the transfer pencil drawing beside it?

Summary/Closure:

Understanding the use of techniques and exercises can build a successful art piece, and can be referenced for future projects.Other resources & Facilities: NoneExtensions: 1 class carry over to next class.References:Pinterest images of graphing and gridding.

Learning Plan #6Lesson: Introduction to Portraiture Use of Unconventional Color Course: Art 10

Lesson Essential Question(s): Why is it important to identify the use of portraiture? Why learn about unconventional color and the meanings behind it?

Lesson Knowledge:Students will know: what unconventional color means and how to effectively use it in their art works.

Lesson Skill(s):Students will be able to:experiment with color and learn how to use color effectively and efficiently by example.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Have a look at Picasso’s Tete de Femme and discuss what is seen. Discuss the role that the audience plays in viewing these images. How can artists use the power of unconventional color to their advantage? What is internal reality?What is the purpose behind changing how we see?

ResourcesWorkbook, pencils, pens and ideas for self portrait unconventional colors.Paints, brushes palettes, and cleaning materials.

TimeOne Class: includes brainstorming of ideas for self portrait.

Objective of the lesson:Part of being an artist is experimentation. This time allows student to focus on looking at color and challenging their eyes to see differently and to understand the purpose and meaning of color and effects it can have on the viewer.

D1 I am learning to talk about composition.K1 Artists simplify, exaggerate, and rearrange parts of objects in images

Pre-Assessment:

Asking students to define the terms of photography: framing, angles, cropping and show the technique of gridding from previous class(checking for understanding) and asking students to define the term unconventional color.

Participatory Learning:

Teacher Activities● Talk to students about unconventional color the definition and

why we use it. Introduce Fauvism: portrait of Henri Matisse.● Demonstrate and show students the proper way to use paint the

proportions (amount used) and clean up of materials: cleaning out containers, pallets, and cleaning of brushes where they belong etc. Stress that it is important that they clean up their areas of paint and workstations, and the hazards of not cleaning up.

● Explain how to mix acrylic paints, brushwork, layering colors and cleanup of materials.

● Have students experiment with small amounts of color and and put the colors in workbook.

~Checking for understanding for each activity

Learner Activities~Observations and questions.

~Understanding unconventional color plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will discuss the keyword:unconventional color and find this descriptor within the powerpoint presentation.

Post-Assessment:

Are students putting definitions and examples in their workbook? Are they questioning and gaining ideas for future artworks?

Summary/Closure:

Students must become aware of art movements and the people involved in them.Other resources & Facilities: noneExtensions: 1 classReferences:none

Learning Plan #7 Lesson: Introduction to Portraiture Generating Ideas Work Period Course: Art 10Lesson Essential Question(s): Why is it important to identify the use of portraiture? Why do we create art? How do we perceive ourselves?What is our story? What makes us who we are?

Lesson Knowledge:Students will know:Questioning our existence and asking the Big Questions as to why we are here is part of the exploration and presibis of art.

Lesson Skill(s):Students will be able to:Assess their own identity in the form of an Expressive Self Portrait.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in:Having a look at Cindy Sherman to decipher what messages are given to the viewer may help students understand that composition is important but the background is also of great importance. What is she trying to achieve in her work? Read poem of Identity.

ResourcesWorkbooks, pencils, extra paper,IDEAS!

TimeThree to Four Weeks

Objective of the lesson:Why do we create art?Why do we need to communicate?How do we perceive ourselves?What is our story?What makes us who we are?Who am I?What defines me?What motivates me?What makes me a unique individual?

J1 Making images is a personal experience and can use ideas and fantasies.L1 Works of art contain themes and images that reflect social conditions.H2 I learn about my own art by discussing design components.

Pre-Assessment:

Asking students to define the term unconventional color from previous class(checking for understanding) and asking students to answer the above questions in workbook with sketching before photographs are done.

Participatory Learning:

Teacher Activities● Put up Art 10 Expressive Portraiture sheet on the whiteboard● Explain each step to students.● Answer any questions that may arise.● Have time to assess work done in workbooks and proceed with

final project.● Have copies ready of pink Art Assessment Rubric and go

through steps now and when art pieces are being finalized.●

~Checking for understanding.

Learner Activities~Observations and questions.

~Understanding of Identity plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Understanding that reflection and questioning is part of the art process.

Post-Assessment:

Have students answered all the questions in the objectives, and put into their workbook? Have they followed the Art 10 Expressive Portraiture Sheet?

Summary/Closure:

Make sure to review any areas for students and work one on one if there are any struggles.Other resources & Facilities: NoneExtensions: Check to see if everyone is on task and is caught up on exercises before proceeding to final project.References:none

Learning Plan #8Lesson: Introduction to Portraiture Closure/ Rubric/ Objectives Met Course: Art 10Lesson Essential Question(s): Why is it important to identify the use of portraiture? Have students become successful in their art pieces?

Lesson Knowledge:Students will know: the importance of portraiture and how we as artist represent ourselves to others and to our own reflections.

Lesson Skill(s):Students will be able to:Interpret, analyze and assess their artwork through reflection, the candidate statement and self assessment.

Total time:Figurative Drawing: (1 Week)Self Portrait-acrylics: (4 Weeks)

Bridge-in: Work Period: Any announcements and checking for closure time. See where students are at in the project and make the call.

Resources TimeFinal Week

Objective of the lesson:Where the objectives achieved?

Has there been C.O.P with every student?Communications?Observations?Product?*If there is time have a one on one with students to discuss their work on a personal level.

B1 Changing drawing styles can give different points of view.E1 Color and value are key to compositions.E2 Positive and negative space are both important in images.G1 Movement, rhythm and direction can be used to draw people.J2 Mood in an image is created by manipulating the elements of art.

Pre-Assessment:

Formative assessment in workbooks

Participatory Learning:

Teacher Activities● Discuss signing artwork.

Sign your art as soon as its done, preferably while the paint or clay or whatever medium it's in is still wet or pliable. Collectors prefer signatures that are "embedded" in the art because those types of signatures are the most difficult to forge or duplicate. Furthermore, the closer you sign to the moment of completion, the more you're in the "zone" in which you created the art, and the more unified and harmonious the signature is with rest of the composition. The longer you wait to sign, the less the signature tends to match the overall tone or import of the piece. At worst, signatures applied well afterthe fact can actually detract from the overall aesthetics of the art. Your signature should not be so bold or overbearing that it actually interferes with or detracts from the composition unless you purposefully intend for that to be a consistent characteristic of your art. It should blend rather than contrast or conflict with its surroundings and look like it "lives" within the art.

● Go through Rubric with students and discuss what the Candidate statement is and the self assessment of the areas circled.

● When work is handed in have student put reflections in their workbook.

~Checking for understanding for each activity.

Learner Activities~Observations and questions.

~Understanding Portraiture plays an important role in creating Artwork.

~Understanding that technique and the use of materials can transform an image.

~Using these techniques into other areas of interest may spark new ideas for students to try and experiment with.

~Students will in time begin to assess their own artwork and in future begin to develop critique skills.

Post-Assessment:

Summative assessment of final project.

Summary/Closure:

Have students assess this unit of portraiture, so that areas can be improved and more understood. Have students take pictures of final product and original image to place in their workbook.Other resources & Facilities: noneExtensions: to be announced.References: Ms. Unguran’s Art Assessment Rubric.

*HAVE RUBRIC AND FINAL IMAGES AT END OF PROJECT FOR REFERENCE.

Expressive Portraiture