BASIC INSTRUCTIONAL MODEL (BIM)

LESSON PLAN FORM

EDUC 229B, SECTION 1, Dr. GUENTER

Lesson Preparer	: Don McVicker, Phase I - Student Teacher

Grade Level	: 4 - 6 (Adaptable through Adult)

Time Frame	: 2.5 - 3 hours over 2 days

Reference	: Claire Clyde, Teacher, McKinley Primary School,

Gridley, CA.

LIFE SIZED SELF - PORTRAIT

TOPIC:

Visual arts lesson featuring a student self-portrait that is created by individual

student drawings. The drawings emphasize line, shape, color and possibly

texture depending upon the student's selection of materials.

COMPONENT OBJECTIVES:

Artistic Perception: Each student will identify the lines, shapes and colors

unique to his/her drawings.

Creative Expression: Each student will create a unique representation of

themselves using crayons, markers, tempura paints and/or torn paper.

Historical and Cultural Context: Through direct lecture and film review, the

students will be introduced to historic and cultural self-portraiture. They will

identify particular styles which influence their artistic creation.

Aesthetic Valuing: In groups of four and within the class as a whole, students

will discuss their self-portrait and how it does or doesn't relate to other

portraits. In addition, students will discuss their use of color and texture.

RATIONALE:

The visual arts offer creative, historic, perceptual and aesthetic intellectual

opportunities. Creating this self-portrait will give students the chance to

explore their creativity while valuing the historic implications of self-

portraiture as an art form. Through small group and whole class critiquing,

students will learn to compare and contrast abstract visual representations.

Appreciation of the shapes and colors demonstrated within the visual art

imagery will enhance students abstract thinking skills, a necessary life-long

ability.

STRATEGY:

A combination of guided discovery and direct instruction will be used.

VOCABULARY: Self-Portrait, Outline, Color, Paint

Self-Portrait: A representation of an artist made by that artist

Outline: The outer most boundaries of a figure

Color: Paint that imparts a hue

Paint: The action of applying color

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PROCEDURES:

Introduction:

To open the lesson, I will ask the students if they have ever drawn a picture of

themselves or if they have ever looked in a mirror? After the initial

discussion, I will show the students several examples of how other people have

drawn their own portraits. On the overhead projector, on an easel chart or

possibly using a paint program on a computer, I will demonstrate 2-3 examples

of self-portraiture. I will stress the importance of the creation and not the

product. I will do this by emphasizing cave drawings as important a work or

art as the most valuable Van Gogh rendering. The most important elements to

be addressed are: outlines and color. Prior to passing out the materials to the

students, the teacher will describe and model a self-portrait. Each student must

produce his/her own original creation.

Student Activity Sequence:

1.)	Using a sheet of butcher paper at least as tall as the student, the student

must lie on his/her back. Using a pencil or felt-tip marker, the student

will trace a crude outline of his/her body shape.

2.)	Using his/her choice of crayon, felt-tip markers, tempura paint the

student will paint or color the portrait. Any combination of colors may be

used with free expression emphasized.

3.)	If desired, students may use torn construction paper to add texture to the

portrait.

4.)	Students should identify their portraits by writing their names on the

back in pencil.

5.)	Students should be encouraged to take their portraits home as a door

decoration.

Closure:

Once the portrait is dry, the students should work in groups of four to discuss

their portrait. They should discuss their choices of color and texture. In

addition, students should compare and contrast their portraits with the works

shown or described in the introduction. As an entire class, students should

compare the similarities and dissimilarities of their paintings. The teacher

will listen to the students reviews and encourage the students to look for the

feelings within the portraits. The teacher will ask the students if they believe

the cave drawings may have been created during an art lesson in pre-historic

times.

EVALUATION:

The evaluation will occur once the portraits are dry. The teacher and the

student pairs will check to see that each portrait was first outlined and then

painted. The teacher will listen to each critique for signs of understanding of

outlines and color. Additionally, the group will discuss the concept of self-

portraiture for understanding of artists' rationale. Students will relate their

creations to historical and cultural works introduce in opening activities.

MATERIALS / PREPARATION:

Copies, pictures or videos of many types of self-portraits

20-35 Sheets of butcher paper, approximately six feet in length

20-35 sharpened pencils or markers

Various Crayons

Various Felt-tip Markers

Various Tempura Paint Colors

Paint Brushes

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Various Colors of Construction Paper (Optional)

Lots of room

CLEAN-UP:

Students will be responsible to clean their own area including washing of

brushes, tables and desks.

EXTENSIONS:

This lesson can be adapted from K-adult. It can be integrated into mathematics

by asking students to measure the portrait height, limb length, finger length,

head width, chest width. This can be done with a ruler or even using simple

block. Records can then be made of tallest, shortest and so on. The portraits

can also be arranged from smallest to largest or boys versus girls to

demonstrate their interrelation.