Myself in a Favorite or Imaginary Place
Goal Statement & Rationale
This lesson combines the
study of color and self portraiture; students use themselves as the subject
of their artwork while using secondary colors. Students create a self
portrait in a place (favorite or imaginary) which communicates something
about them (their likes/dislikes, where they’d like to be, etc.); this place
is surrounded by a border filled with words that help describe what is
important to them about this place, as well as, additional decorative
elements (i.e. patterns, colors, symbols etc.) The limited secondary color
palette helps communicate an abstract, imaginary, other worldly feel.
“Self in a Favorite Place” builds students’ analytical and brainstorming
skills while at the same time promotes self reflection, celebrates
individual uniqueness, as well as, awareness and tolerance of students’
differences.
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-scape (a portrait in a
meaningful place, favorite or imaginary); 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.
• SWBAT Create a border with personal symbols, patterns, and/or descriptive
words that communicate the sensory features, the details of why their
“self-scape” is meaningful to them (why they chose to put themselves in this
environment); 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 use and/or mix secondary colors;
Standard 2: Students know and apply the elements of art, principles of
design, and sensory and expressive features of visual arts; Standard 3:
Students know and apply visual arts materials, tools, techniques, and
processes.Critical
Reflection/Aesthetics-Assessment/Evaluation:
• TLW: Discuss/critique their symbol cave
paintings, as well as, the paintings of their peers, in communicating a
personal story that is readable and relevant; Standard
5: Students analyze and evaluate the characteristics, merits, and
meaning of works of art.
Materials
• Cray
pas
• Tag board 18 x 24
• Tempera Paint
• Brushes
• Water Color
• Colored Pencils
Preparation
Create Cut Paper Self-Portrait
Example.
A. A. Schorsch
Together ~ Sand. Air, Sea
2005
A.
A. Schorsch
You and I
2005
Motivation
1. Read Book: The Cave Painter of Lascaux by
Angletti, Roberta.
2. Drum circle; concurrent (individual) student exploration of cave
painting play tube.
Procedures
Day 1
(Motivation + Work
Day)
1. Group Discussion
. Review Agenda on Whiteboard:
· Review Primary Colors (Red, Yellow, Blue)
· Review Secondary Colors (Red + Yellow = Orange, Red + Blue + Purple,
Yellow + Blue + Green.)
· View example (Discuss how color creates an unreal/dreamlike feeling;
discuss meaning of abstract.)
· Limited Color Palette: Students may only use Secondary Colors!
· Review Assignment: Self in an Imaginary/Favorite Place surrounded by a
border with words that describe and decorative designs.
· Choice of media: Paint, Cray pas, colored pencil, water color, colored
chalk.
2. Hand out tag board.
Day 2
1.
· Review Primary Colors (Red, Yellow, Blue.)
· Review Secondary Colors (Red + Yellow = Orange, Red + Blue + Purple,
Yellow + Blue + Green.)
· Review how limited color palette creates an unreal/dreamlike feeling.
· Limited Color Palette: Students may only use Secondary Colors!
· Review Assignment: Self in an Imaginary/Favorite Place surrounded by a
border with words that describe and decorative designs.
2. Students get supplies.
3. Paint/draw self in Favorite or Imaginary Place in shape/center;
paint/draw words that describe why this place is important (what about
this place the student loves) in border (additional decorative patterns
or colors may be used in border.
4. Clean up: Paint brushes in small water bucket; palettes in large
water bucket; wipe tables; return smocks.
Day 3 (Final
Work Day-Share Work)
. Review Agenda on Whiteboard:
· Finish today!
· Have you added yourself to your place?
· Add detail and descriptive words.
· Clean-up at 11:25; (students share art work with class: audience tries
to guess what the favorite or imaginary place is.)
· Name Tags (Those who finish early may make a name plate from tag board
using the letters of their first name to create a thing for their
imaginary place; show example.
· Use only secondary colors!
· When finished you may create a nameplate, using the letters of your
name to create a thing from your place (i.e. tree, skateboard, etc.)
2. Demonstrate making a nameplate; students provide ideas for teacher’s
name.
3. Students finish painting/drawing self in Favorite or Imaginary Place;
add details/and/or decorative elements.
4. Clean up at 11:25: Paint brushes in small water bucket; palettes in
large water bucket; wipe tables; return smocks.
5. Students voluntarily share art work with class: audience tries to
guess what the favorite or imaginary place is.
Closure / Summary
Group Discussion:
Students share their work with the class; peers guess what the favorite
/imaginary place is and why it is important.
Assessment
|
CATEGORY |
Ö
+ |
Ö |
Ö- |
|
Color |
· uses varying shades of secondary colors |
· uses secondary colors |
· uses secondary colors and primary colors |
|
Shape |
· self in landscape in an unusual way |
· self in favorite or imaginary place |
· self not included |
|
Tints |
· border w/ descriptive words (a poem), decorative patterns, colors, details, personal symbols |
· border with words that describe & decorative elements
|
· no words that describe in border; no decorative elements |
A. A. Schorsch.
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