I Can See Clearly Now An Introduction to Watercolor Self-Portraits This lesson is an introduction of watercolor self-portraits for young elementary school students. The lesson provides students with a new painting technique, watercolor, and allows them to express their emotions in a more vibrant light, a la Impressionist artists. The purpose of this lesson is to inspire students to express their emotions through art, in this case through watercolor. After reading the story by Dr. Seuss, students will begin to connect different colors with different types of feelings, leading them to express how they interpret themselves in a colorful self-portrait. In order to more fully understand portrait expression, students will be introduced to Vincent Van Gogh’s self-portraits. Van Gogh’s portraits vary greatly in color and reference will be made to his Blue Period in particular. Grade Level:
K-3
Time Required:
1-2 hours
Materials:
watercolor paper (large) watercolor brushes watercolor paints water cups small mirrors pencils
Text:
My Many Colored Days
by Dr. Seuss
Vocabulary:
Self-portrait: a painting of the face of an artist completed by the artist himself Objectives: • Students will create a self-portrait • Students’ color choice in self portrait will represent a personal emotion Procedure: Set Up: At each place: one watercolor brush, one tray of watercolors, a water dish, and a large piece of watercolor paper. Introduction: Introduce the lesson vocabulary word of self-portrait. Read Dr. Seuss’ book, My Many Colored Days. Discuss how color can represent a feeling (Have you heard someone say they feel ‘blue’?). Show students examples of Van Gogh’s self-portraits. Discuss the pieces and use class volunteers to label the color and emotion that might go with each piece. Ask students for examples of how they are feeling that day and what color they would use to embody that feeling.
Demonstration: At the front of the class, paste a blank sheet of watercolor paper. Model portrait drawing with basic facial proportions. Ask questions, “What am I missing?” “An ear!” Demonstrate a technique for applying watercolor and painting a self-portrait, step-bystep, using color to represent emotion. Start with the eyes and move outwards, filling the full page and background. Also walk class through proper brush cleaning techniques to avoid muddying colors. Execution: The students will return to their seats. Students are asked to look in the mirror for a few moments while thinking about their feelings. Students will proceed to sketch their selfportraits and then add paint. Day 2: Have students return to their dried watercolors and add detail using felt-tipped pens and colored pencils. Discuss why adding details can enhance a portrait and what details might be added. Reflection: After the lesson has been completed, class will circle up as a group. Ask for volunteers to share what emotion they described and what color they used to do so. Ask them what they liked about the lesson and what they found difficult. Motivational Material: Provide class with examples of Van Gogh’s self-portraits on posters around the room. Assessment: Formative: On-going checks with teacher for comprehension. Summative: Class discussion and teacher completed rubric. Vermont Standards: 5.22 Students convey artistic intent from creator to viewer or listener. 5.28 Students use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. This is evident when students:a. Use dance, music, theater, and visual arts to communicate. 5.29 Students use the elements and principles of two- and three- dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing. National Standards: 1a. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. 5a. Identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works. 5e. Correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions. Lesson Adaptations: Adaptations may be made for students with limited control over motor skills. Such adaptations include larger watercolor brushes, larger canvases, and enlarged photos of themselves. For shortened class periods, limited watercolor choices may be given.
Name____________________________
I Can See Clearly Now An Introduction to Watercolor Self-Portraits Self-portrait: a pictorial representation of the face of the artist done by the artist FOCUS
D and below
C- C C+ Student effort is not Student effort is nearly non-existent. not where is Student shows no visible should be. focus. Student is not focused.
B- B B+ Student is actively engaged in work throughout the process.
Color Usage
1 color used. Little to no evidence that previous guidelines for emotionally expressive portraiture have been followed: student cannot identify their emotion indicated by color choice.
1 color used. Visible effort has been made to follow guidelines for emotionally expressive portraiture: student indicates that a color has been used.
2 colors used. Portraits follow previously instructed emotionally expressive portrait template: student can define their color usage and indicated emotion.
Project
Does not complete the project.
Completes only one lesson objective.
Student creates a self-portrait using the proper materials.
Process
A- A A+ Student shows extreme effort and determination in their effort and output. 3 or more colors are used. Portraits go above and beyond previous emotionally expressive portraiture guidelines: student elaborates upon their color usage and the tie to their emotional state. An extremely well done selfportrait follows the lesson objectives and takes it to another level.