ExpressYourself: Self-Portraits in Paint Project 2: Portrait Painting Nov ~ Jan (10 Weeks)
Unit Objective: Students will distinguish among the various functions of portraiture and create their own expressive portrait in paint to explore issues with identity, culture or emotion.
Students are evaluated on process, participation as well as end-product. *lessons and assignments may be subject to change due to teacher’s discretion
Class wiki link: http://bit.ly/cH7WtR
Week 1 - Introduction Discussion 1: What makes a good story? Discussion 2: Portraits can tell a graphic story. When looking at a portrait, what story do you see? Discussion 3: Introduction to portrait painting (http://bit.ly/5mgXQt) Activity 1 and 2: What do you see? Discussion 4: What are the functions of a portrait? (Aesthetic, social or political) Activity 3 (20-30 mins): Using mirrors, create a quick portrait in coloured pencil in your developmental workbook. Don't worry so much about exact proportions at this point. Keep the portrait's function in mind: is it aesthetic, social or political? How will you achieve it? When complete, gather and have class decide what function each portrait serves. Homework: View these various bookmarked “portrait paintings” (http://vi.sualize.us/elemict/portrait %20painting/) and record an example of an aesthetic, social and political portrait in your Developmental Workbook. Please date and assign the title "Portrait Painting Week 1 Homework." You may print and glue a thumbnail of the image in your book or simply write the function with the title and artist of the painting. (Required) Watch this 26 minute documentary video on Portraits (http://bit.ly/dCZSVA) (Optional)
Week 2 - Biographical Drawing
Warm-up: Learning to Look - "What do you see?" activity Discussion 1: Define in pairs Frank Curkovic
ExpressYourselfSelf-Portraits in Paint:
Outline
biography/auto-biography, portrait/self-portrait What are the similarities and differences between them? Record your answers in your developmental workbooks. Activity 1: Biographical Portraits -Students write an unsigned half-page description of themselves on A4 paper. They should include descriptive words as well as auto-biographical information in their writing. (15mins) -Have students swap descriptions with classmates. -Students should then visually interpret the new description they have received either in pencil, coloured pencil or pastel. -Class can then match names with corresponding drawn portraits. Homework: Complete tasks done in class if not done so (Required)
Week 3 - Feelings and Emotions
Activity 1: Learning to Feel  Discuss: Unit question: How do personal experiences shape our identity? Significant Concept: Our culture affects our identity. Activity 2: Have students complete the Personal Inventory Sheet (appendix 1). In your developmental workbooks, create a self-portrait drawing for a mask using your Personal Inventory Sheet as a guide in marker, coloured pencil or both. Each student's drawing should be an embellished in such a way as to reflect his or her character. Students should also consider including an emotional state such as happy, sad, confused, sad, angry, surprised or sullen etc. Discuss drawings when complete. How did you attempt to include your personal inventory sheet? Homework: watch videos on class wiki (Required)
Week 4 - Colour Theory
Warm-up: If I were... Discussion 1: Does colour have meaning? (http://bit.ly/b24V3g) Activity 1: Choose 1 colour and create two seven step value scales. One for adding white and one for adding black. Homework: Begin looking at famous artists for inspiration. See class wiki (Required)
Week 5 - Complementary Colours
Activity 1: You will receive a photo of yourself on card. Using 2 complementary colours with different hues, paint your portrait. Homework: same as previous week (Required)
Week 6 - Project Planning Review activities done so far in class. What has been their purpose? How do they assist our unit question (How do personal experiences shape our identity?) and significant concept (Our culture affects our identity)? How will they influence your summative assessment task? Frank Curkovic
ExpressYourself: Self-Portraits in Paint Summative Assessment Task: We will have a portrait party in class. You are to create a portrait of yourself, a peer or a family member to be put on display in the school. You need to create the portrait expressively with paints and convey the sense of identity, culture or emotion. You may decide which facial expression and pose to use with your model. Your model may be photographed to use as a resource. You are encouraged to also consider background. You may alter proportions and colours. Consider colour, value, brushwork and emotion. Your pieces of art must also contain a reflection (to be completed in class by week 10). Please note the application area on the rubric. -You are encouraged to examine and research various portraits throughout art history for inspiration. -You may consider paying attention to techniques, colour, brushwork and mood. -You should critically analyse the artworks and document some resources and/or influences in your developmental workbooks. -Will you be influenced by a particular artist or movement? -Will you distort facial proportions or paint realistically? -What symbolism will you use? -What will your colour scheme be? -Will you use any particular brush techniques? You must consider: -What will be the function of your portrait? -How will you visually represent identity, culture or emotion? -What story will your portrait tell? -Review your Personal Inventory Sheet for assistance. If you will paint someone else, interview them to complete the sheet. -You will then begin and complete your final project of painting a portrait expressively. You should create a draft drawing first. -Your plan must be submitted for assessment. Homework: see class wiki
Week 7 - Project Task
Continue working on planning your project. You should share your plan with at least 2 other students. Homework: TBA
Week 8 -Project Task cont’d
Continue working on project. Homework: TBA
Week 9 - Project Task cont’d
Continue working on project. Homework: TBA
Frank Curkovic
ExpressYourselfSelf-Portraits in Paint:
Personal Inventory Sheet Who has had the most positive influence on you?
Give a name to the era we live today (examples include the Hip-Hop era, the Violent Generation, the Video Game Generation, Digital Natives etc.)
List your favourite words.
List the colour(s) that represent you (not necessarily your favourite colour).
Draw a line that represents you (examples include a squiggly line, a wavy line, a bold straight line, a thin short line, an EKG line, an angled line etc.)
Name your hobby.
What would you die for?
Frank Curkovic
ExpressYourselfSelf-Portraits in Paint:
Personal Inventory Sheet
Name your greatest contribution, or the thing that you've done that makes you most proud.
If you had a tattoo, what would it be?
Name a texture or textile that represents you (silk, cotton, denim, wool, burlap etc).
What object, word or symbol summarizes your culture best?
Identify two personal qualities you possess. Choose from perseverance, industriousness, proficiency, assertiveness, ingenuity, aptitude, courage or persuasiveness.
Free choice - list anything interesting about you!
Frank Curkovic
ExpressYourselfSelf-Portraits in Paint:
Self-Reflection
You will need to include an artist statement/self reflection with your piece. In paragraph form, please include the following information as well as key vocabulary used in class. Describe the progress you have made during this unit. What areas have been easy or challenging? Describe the strengths and weaknesses in your work. Describe how you conveyed the sense of identity, culture or emotion in your painting. Name: Composition title:
Frank Curkovic
Class:
Frank Curkovic
Grade 6 Unit 2 - Express Yourself: Portraits in Paint Rubric Unit Summary: Students will distinguish among the various functions of portraiture and create their own expressive portrait in paint to explore issues with identity, culture or emotion. MYP Unit Question: How do personal experiences shape our identity? Level 0
Level 1-2
Level 3-4
Level 5-6
Level 7-8
Level 9-10
Knowledge & Understanding The student does not reach a standard described by any of the descriptors listed.
A1: The student shows a limited awareness of portrait painting.
A1: The student shows a satisfactory awareness of portrait painting.
A1: The student shows a good awareness of portrait painting.
A1: The student shows an excellent awareness of portrait painting.
The student does not reach a standard described by any of the descriptors listed.
A2: The student has an limited ability to relate contexts and processes from their practice work and plan to their final piece.
A2: The student has an satisfactory ability to relate contexts and processes from their practice work and plan to their final piece.
A2: The student has an good ability to relate contexts and processes from their practice work and plan to their final piece.
A2: The student has an excellent ability to relate contexts and processes from their practice work to their final piece.
The student does not reach a standard described by any of the descriptors listed.
A3: The student has a limited ability to relate their plan to their final work.
A3: The student has an ability to relate some elements planned to their final work.
A3: The student has an general ability to relate their plan to their final work.
A3: The student has an excellent ability to relate their plan to their final work.
The student does not reach a standard described by any of the descriptors listed.
B1: The student has a highly limited use of ideas and artistic conventions to create a painting that shows emotion, identity or culture.
B1: The student has a limited use of ideas and artistic conventions to create a painting that shows emotion, identity or culture.
B1: The student has a satisfactory use of ideas and artistic conventions to create a painting that shows emotion, identity or culture.
B1: The student is able to use ideas and artistic conventions to create a painting that shows emotion, identity or culture.
B1: The student is able to successfully use ideas and artistic conventions to create a painting that shows emotion, identity or culture.
The student does not reach a standard described by any of the descriptors listed.
B2: The student demonstrates a highly limited ability to use brushwork and painterly techniques.
B2: The student demonstrates a limited ability to use brushwork and painterly techniques.
B2: The student demonstrates a satisfactory ability to use brushwork and painterly techniques.
B2: The student demonstrates a good ability to use brushwork and painterly techniques.
B2: The student demonstrates an effective ability to use brushwork and painterly techniques.
The student does not reach a standard described by any of the descriptors listed.
B2: There is an highly limited ability to employ colour, this could also include value and tone.
B2: There is an limited ability to employ colour, this could also include value and tone.
B2: There is an satisfactory ability to employ colour, this could also include value and tone.
B2: There is a good ability to employ colour, this could also include value and tone.
B2: There is an effective ability to employ colour, this could also include value and tone.
Application
Frank Curkovic
Level 0
Level 1-2
Level 3-4
Level 5-6
Level 7-8
Reflection & Evaluation (Final reflection to be written on student blog.) The student does not reach a standard described by any of the descriptors listed.
C1: The student shows a limited ability to identify or describe their own progress.
C1: The student is able to give a satisfactory description of their own progress.
C1: The student is able to give a good description of their own progress and identify areas that have been easy or challenging.
C1: The student is able to give an excellent description of their own progress and identify areas that have been particularly easy or challenging.
The student does not reach a standard described by any of the descriptors listed.
C2: The student shows a limited ability to identify either strengths or weaknesses in their own work, and this is often ineffective or incomplete.
C2: The student is occasionally able to identify either strengths or weaknesses in their own work, although this may be ineffective or incomplete.
C2: The student is generally able to identify strengths and weaknesses in their own work.
C2: The student can competently identify strengths and weaknesses in their own work.
The student does not reach a standard described by any of the descriptors listed.
C3: The student C3: The student receives feedback receives in a limited feedback. way.
C3: The student C3: The student receives feedback receives feedback constructively. constructively.
Personal Engagement The student does not reach a standard described by any of the descriptors listed.
D1: The student shows limited commitment in using artistic processes.
D1: The student shows satisfactory commitment in using artistic processes.
D1: The student shows good commitment in using artistic processes.
D1: The student shows commitment in using artistic processes.
The student does not reach a standard described by any of the descriptors listed.
D2: The student shows limited curiosity, selfmotivation and a willingness to take risks.
D2: The student occasionally shows some curiosity, or selfmotivation or a willingness to take some risks.
D2: The student generally shows some curiosity, selfmotivation or a willingness to take risks.
D2: The student demonstrates curiosity, selfmotivation or a willingness to take risks.
The student does not reach a standard described by any of the descriptors listed.
D3: The student works with peers only with direction or with much encouragement.
D3: The student generally works with peers in a positive way, with encouragement.
D3: The student usually works with peers in a positive way, with little encouragement.
D3: The student supports, encourages and works with peers in a positive way.
The student does not reach a standard described by any of the descriptors listed.
D4: The student rarely recognizes that art practices and artworks vary from culture to culture.
D4: The student occasionally recognizes that art practices and artworks vary from culture to culture.
D4: The student generally recognizes that art practices and artworks vary from culture to culture.
D4: The student recognizes that art practices and artworks vary from culture to culture.
Frank Curkovic
Level 9-10