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Self-Portrait Unit Lesson Plan

This is my lesson plan for K-5. There are different projects for different grade lesvels
by

Christy Berry

on 17 August 2011

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Transcript of Self-Portrait Unit Lesson Plan

Scoring Opportunities Art Expression Art Connections Art Connections
Follow step by step directions to create artwork
Critical Analyisis
Explain similarities and difference between two pieces of artwork based on the same subject. History, Culture,Society
Look at different artist from different times and places
Find similarities and differences between artwork from different cultures.

Explain similarities and difference between two pieces of artwork based on the same subject. Vocabulary Frida Kahlo
Vincent Van Gogh
Proportion
Self-portait
Facial features
Pupil
Intensity
Attached/Detached Ears
Reflection Self Portrait Unit Plan First Grade Second Grade Scoring Opportunities Art Expression Art Connections Art Connections
Follow step by step directions to create artwork
Demonstate quality craftsmanship
Critical Analyisis
Explain similarities and difference between two pieces of artwork based on the same subject. History, Culture,Society
Look at different artist from different times and places
Explain similarities and difference between two pieces of artwork based on the same subject. Modifications Advanced: Have students add value to their image
Modification: Have students draw objects in the air.Have students draw an object first with their finger. Have students follow in pencil the teacher's finger as the object is drawn.
Have sentences and vocabulary words on the board. Begining Procedure For all lessons Day 1
Introduce the artist Frida Kahlo and why she created her self-portaits. Explain what a self-portrait is and why artists create self-portaits.
Have students draw a small skinny oval in the air. Have students draw a large fat oval in the air.
Explain how to use a low intensity when drawing their oval in pencil (so they can barely see it.)
Have students draw a large oval lightly on their paper.
Have students draw two vertical lines in the air that slightly bend at the top and then using a converging line have the students make the letter "V". Finally, have the students draw curved lines for the shoulders.
Have students then draw this on their paper.
Have students then draw a light dotted line half way on the paper.

Day 2
Review a few questions about self-portaits and who Frida Kahlo was. Remind students to use less intensity and draw lightly.
Have students then place dots on this line for their pupils
Have students take their mirror and look at their reflection, specifically their pupils. Explain that the pupils take in light and the more light their pupil is smaller and less light they are bigger. Turn off the lights. Let the eyes adjust a bit, then turn the lights back on. (I usually do this twice, maybe somebody blinked).
Show the students to draw a circle around the pupil. Have students then take their eye and make it big. Show how the eye lid covers the top of the eye and is like a hill. Show how to draw the valley under the eye.
Have students draw around the pupil.
Have the students look in the mirror and see if there are eyelashes on the top and bottom and look at the direction.
Have the students draw the top eyelashes longer than the bottom. Show how to draw a bad eyelashes, and good eyelashes.
Next have the students feel their eyebrows and how the eyebrow has texture. Show how to draw short vertical and diagonal lines for their eyebrows.
Next explain that the nose is made up of shadows. Show the placement of the nose. I have students draw the letter "J" and a foward and backward letter "C" for the nose.

Day 3
Review a few questions about self-portaits and who Frida Kahlo was. Remind students to use less intensity and draw lightly.
Show students how to draw lips. Show how the corners line up with the middle of the eyes. Show how the top lip looks like the letter "M" with a line underneath it. Show students how to draw the bottom lip like the letter "U".
Have the students draw this.
Next, have the students look at their ears and to determine if they have attached or detached ears.
Show how to draw the ears on the board.
Have students draw their ears.
Finally, have students draw their hair (I ususally demonstate each student's hair type on the board) Day 4

Have students sit on the carpet area and show pictures of Frida Kahalo and how she colored her face. Introduce Vincent Van-Gogh and how he colored his face. Have the students give a thumbs up or down as they find similarities and differences ( assement tool).
Using multicultural crayons show students how to match skin color on the top of their hand.
Show how to color a self-portait nicely and neatly.
Show students how to overlap colors to create shadows (blues, greens, purples, pink, browns).
Have students color their self-portait. Procedure for first, second, third, and fifth Procedure for third, and fifth Day 5
Review facts about Frida Kahlo, Vincent Van Gogh, and self-portait vocabulary.
Show students examples of background from Frida Kahlo and Vincent Van Gogh.
Demonstrate how to add any kind of background that they would like to use using a pencil very lightly.
Have students draw and color their background

Day 6-8
Each day review acts about Frida Kahlo, Vincent Van Gogh, and self-portait vocabulary.
Have students work on their picture.

Day 9
Have students write about their artwork using a title card and artist statement. Have them explain how they used elements of art/principles of design in their artwork. Have students describe their artwork. Procedure for first and second Day 5
Read the story Frida by Jonah Winter. Talk about why kinds of things are in the background. Show students examples of background from Frida Kahlo and Vincent Van Gogh.
Demonstrate how to add any kind of background that they would like to use using a pencil very lightly.
Have students draw and color their background.

Day 6
Read the story I love my hair by Natashia Anatasia. Explain that after coloring their self-portait and background students will add yard and accessories to their picture. Demonstrate how to carefully add glue and yarn to their picture.

Day 7-8
Each day review acts about Frida Kahlo, Vincent Van Gogh, and self-portait vocabulary.
Have students work on their picture.

Day 9
Have students write about their artwork using a title card and artist statement. Have them explain how they used elements of art/principles of design in their artwork. Have students describe their artwork. Procedure for fourth grade Day 4
Review information about Frida Kahlo. Show students how to trace over their face with a skinny paint brush is black (white paint can be used). Tell students to take their time and trace slowly. The idea is to make a frame for their face (like stain glass). Have examples of stain glass windows.
Have students trace their face in paint.

Day 5
Review a few questions about self-portaits and who Frida Kahlo was. Show examples of stain glass windows again. Explain that we are going to use oil pastels to fill in for the glass area. Show students how to add value. Explain that they need to make it colorful. Tell them that they can have patterns or plain in their pictures. Remind students they can have value in their picture. Show students how to be careful when adding their areas of color. Explain that if they make an opps they can take either a black oil pastel or paint and retrace the lines at the end.

Day 6-8
Each day review acts about Frida Kahlo, Vincent Van Gogh, and self-portait vocabulary.
Have students work on their picture.

Day 9
Have students write about their artwork using a title card and artist statement. Have them explain how they used elements of art/principles of design in their artwork. Have students describe their artwork. Fourth Grade Scoring Opportunities Art Creation
Demonstrate quality craftsmanship
Elements of Art and Principles of Design
Draw human forms in accurate proportions
Critcical Analysis
Analysis own artwork and work of art for elements of art. Real World Connections
Describe different purpose for art Art Expression Art Connections Third Grade Fifth Grade Scoring Opportunities Scoring Opportunities Art Expression Art Connections Art Connections Art Expression Art Creation
Create artwork the demonstrates quality craftsmanship
Elments of Art and Princples of Design
Create artwork from visual observation
Critical Analysis
Catigorize artwork as portrait, landscape, or still life. History, Culture,Society
Identify and Describe different artist from different times and places
Find similarities and differences between artwork from different cultures.
Real World Connections
Describe different purpose of art. Art Creation
Create artwork the demonstrates quality craftsmanship
Critical Analysis
Catigorize artwork as portrait, landscape, or still life. History, Culture,Society
Find similarities and differences between artwork from different cultures.
Real World Connections
Describe different purpose of art. Attached Detached Day 1 Day 2 Day 3 Computer drawn example http://www.artsonia.com/museum/art.asp?id=4630101&exhibit=164321&gallery=y http://www.artsonia.com/museum/art.asp?id=5331751&exhibit=189189&gallery=y http://www.artsonia.com/museum/art.asp?id=4652718&exhibit=164320&gallery=y http://www.artsonia.com/museum/art.asp?id=5298411&exhibit=164318&gallery=y http://www.artsonia.com/museum/art.asp?id=4455091&exhibit=164315&gallery=y http://secure.syndetics.com/index.aspx?type=xw12&isbn=0316522759/LC.GIF&client=vlcp&upc=&oclc= When reading the story have the students notice all the different kinds of animals or creatures that are in the background.
Afterwards ask students what kind of animals, creatures, or things that they want in the background http://secure.syndetics.com/index.aspx?type=xw12&isbn=0590203207/LC.GIF&client=vlcp&upc=&oclc= When reading the story have the students notice all the different kinds of hair styles there are.
Afterwards ask students what kind of style they want for their portrait.
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