Goal Statement & Rationale

In this lesson, inspired by what Viktor Lowenfeld calls “creative intelligence… (the ability) to find out what is essential from what is nonessential for self-expression,” students use themselves as the subject of their artwork. Students create a self-portrait that expresses mood through color and facial expression.

Students begin by studying how moods and colors are connected and utilize analytical thinking and self-refection skills to brainstorm ways they can communicate a chosen mood through color, tints of one color, shape, and facial expression.  

Pre-Assessment

In a teacher facilitated group discussion (question/answer probing session), an assessment will be made regarding the students exposure to/knowledge of/ experience in self-portraiture, use of color, tints, shapes of the face, and facial expressions that communicate mood.

Objectives & Standards

Conceptual/Personal Grounding:
 
• SWBAT create a self-portrait that communicates mood through facial features, color, and shapes.
Standard 1: Students recognize and use the visual arts as a form of communication;
Standard 2: Students know and apply the elements of art, principles of design, and sensory and expressive features of visual arts.

Elements/Principles of Art Materials/Techniques:

• SWBAT create a portrait that uses tints;
Standard 2: Students know and apply the elements of art, principles of design, and sensory and expressive features of visual arts.

Materials

• Construction Paper (Various Colors)
• Heavy White Paper 8x10
• Tempera Paint
• Brushes
• Glue
• Mirrors
• Scissors

Resources
 

Web Sites:

ARTiculation: Principal of Design - Rhythm& Movement
Bartel, Marvin. Teaching Creativity, Goshen College

Vocabulary: (http://encarta.msn.com/dictionary)

ex•pres•sive
1. full of expression: expressing a great deal of feeling and meaning

Self-expression: expressing of personality and feelings; the expressing of your own ideas, emotions, or individuality through behavior or an activity such as painting, music, or writing.

Abstract: nonrepresentational or not aiming to show an object but composed with the focus on internal structure and form.

Self-Portrait: work of art where an artist uses him/herself as the subject.
 

Preparation

Create Cut Paper Self-Portrait Example.

 
A. A. Schorsch.  2005
 

Motivation

Group Discussion:
• What does the word mood mean? (How we feel.) List students’ examples on white board (angry, sad, happy, etc.)
• What colors are associated with these moods…what color do you feel when you are angry? Sad? Happy? (List on whiteboard.)
• How can we tell what kind of a mood someone is in? (Expression on face, facial features, posture.)
• How do the shapes of your face change with your mood? What direction does your mouth go when your are happy? Sad? Angry?
• What mood do you want to communicate? What color and facial expression will best communicate this mood?

Procedures

Day 1  (Motivation + Work Day)

1. Review Agenda on Whiteboard:
· Painting Tints; discuss: what is a tint?
· View example; discuss color gradations and how they are achieved (value chart.)
· Student must wear paint smocks!
 
2. Students choose what mood and what color they will paint.
3. Paint Tints (teacher guided, students follow teacher step by step); students help distribute paper, paint brushes, and set 1 bottle of red, blue, green, yellow, and pink tempera paint at one table per color creating one work station for each color.)
1. Students write name on back of white paper.
2. Students move to table/work station with their chosen color paint.
3. Fold paper to make 8 divided sections each section/rectangle will be for a new tint (teacher guided.) see example;
1. Fold in ½ lengthwise.
2. Fold in ½ again.
3. Open up and fold in ½ (like a book.)
4. Students pour generous amount of paint in center of palette.
5. Paint 1st rectangle with pure color.
6. Paint 2nd rectangle with color + small amount of white to make a color slightly less intense (see example).
7. Paint following rectangles by increasing the white to color ratio until all rectangles are painted; see example.
8. Let dry on tables.
9. Clean up: Paint brushes in small water bucket; palettes in large water bucket; wipe tables; return smocks.
4. Closure: After clean-up, verbally review:
· What is a tint?
· What is a value chart?

Day 2

1. Review Agenda on Whiteboard; review assignment: Tint Mood Self-Portrait.
2. Discuss how tints/color create mood; view example; discuss how tints of blue used in hair and on face create a sad feeling.
3. Discuss: How will you use the tints in your self-portrait to create your chosen mood?
4. Discuss the shapes of the face and facial proportions; draw/ demonstrate on white board (i.e. oval for face and eyes; one eye length between eyes; triangle for nose, circle for tip of nose, etc.)
5. Distribute background paper to glue paper shapes to.
6. Students get supplies (glue, scissors.)
7. Distribute students’ tint paper and additional colors of construction paper.
8. Students cut paper and glue shapes to make self-portraits.

 

Closure / Summary

   Group Discussion:
· Student volunteers share their work with the class.
· Peers guess what the expression or mood is through the identification of color, shape, and facial expression.

 

Assessment

W. A. Schorsch
Cut Paper Self-Portrait
2005

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