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Self Portraits and Identity

Who are you?

Term 1 2020

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Dairy Flat Primary School VISUAL ART Unit Plan

Self Portraits and Identity TERM 1 2020

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Levels: 1 - 5

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PK- Developing Practical Knowledge

Students will explore a variety of materials and tools and discover elements and selected principles.

DI- Developing Ideas

Students will investigate (& develop) visual ideas in response to a variety of motivations, observation, and imagination.

CI- Communicating and Interpreting

Students will share the ideas, feelings, and stories communicated by their own and others’ objects and images.

UC- Understanding in Context

Students will share ideas about how and why their own and others’ works are made and their purpose, value, and context.

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Teaching Focus/

Elements and Principles

Elements Covered:

Line, point, tone, texture, colour, form, shape, space.

Process:

Drawing, painting, printmaking, construction, collage, modelling, paper machier, mixed media, fabric and fibre, design and graphics, time-based (video, photography, computer-generated)

Principles Covered:

Balance, harmony, contrast, rhythm, tension, pattern.

Media/ Materials: (for example)

Pencil, pastel, crayon, dye, clay, paint, fabric, paper, cardboard, natural materials, recycled materials, printing inks, Fimo, salt/play dough.

Key competencies

  • Thinking (use creative, critical, metacognitive processes to make sense of information experiences and ideas)
  • Using Language, symbols, and texts
  • Managing self (prepared and on time, self control, “Can Do’ attitude, Make the best choices)
  • Relating to Others (considerate, open, honest, courteous)

Participating and contributing (value everyone, respect, responsible, involved)

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Key aspects of learning

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Level 1

Level 2

Level 3

Level 4

Level 5

Developing Ideas to Communicate an Intention

(PK, DI, UC)

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Expresses ideas in response to a variety of motivations.

Uses imagination and observation.

Develops ideas in response to a variety of motivations.

Uses imagination and observation.

Uses invention with materials.

Generates and develops ideas in response to a variety of motivations.

Uses imagination and observation.

Uses invention with materials.

Generates ideas using observation and imagination.

Develops ideas in response to a topic or motivation and selected artists' works.

Generates, develops, and refines ideas in response to a topic or motivation.

Incorporates in their own work ideas and conventions used by selected artists.

Viewing, Analysing, and Responding

How is it made?

What message is conveyed?

(CI, UC)

Talks about their own and others' art works.

Describes how and why meaning is conveyed in their own and others' art works.

Identifies the means by which selected objects and images communicate different kinds of ideas.

Explores and describes how the use of different media influences the communication of ideas in selected art works.

Describes and evaluates how ideas and processes communicate meaning in selected art works.

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Tasks to be completed

  • Brainstorm/discover what a portrait is
  • Create two crayon and dye sheets
  • Write an EXPLANATION of what the patterns and colours you have chosen mean to you- how they represent you
  • Create a bank of at least ten positive words to describe yourself and your values (include at least 3 te reo Maori words)...write onto a doc.
  • Use Word cloud to create a word cloud about yourself. Paste onto I Am doc. (print onto one crayon and dye paper)
  • Photograph yourself - selfie
  • Write a POEM to describe yourself - overlay Poem on Selfie
  • Create an Acetate face (overlay onto other crayon and dye paper)
  • Write a REPORT about Colin McCahon

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  1. Discuss: Portraiture– Before observing portraits: • What is a portrait/self-portrait? • We see many painted portraits. What other ways do artists make portraits? (sculptures/busts, coins etc)
  2. Explore: Self Portrait Lesson Slides
  3. Identity • What is ‘identity’? • From what you have seen, how do artists tell us about the identity of a sitter in a portrait?
  4. Purpose • What do you think the purpose of a portrait is? Is there one purpose?
  5. Activity: • Chart ideas in a brainstorm.

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Conclusion: • Portraits take on many different styles from realistic to abstract. They do not always have to be a realistic representation of the sitter or artist, but they contain a great deal of information that can help us infer detail about a sitter’s identity. • Extend on this brainstorm during the following lessons.

What is a Portrait?

WALHT: look at a variety of portraits and discus ideas about what portraits are, are made of and should include

WALHT: consider the purpose of a portrait

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Self Portraits and Identity- Who Are You?

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  • Create two papers using colours and textures to represent yourself.
  • Choose three analogous colour crayons. (colours beside each other on the colour wheel)
  • Find an interesting texture in your environment. Lay over your A4 cartridge paper. Using the side of your crayon, gently rub the paper to reveal the pattern. Repeat using your selection of crayons, until you have covered your paper.
  • Choose a complimentary colour to dye the patterned paper. (colour that is opposite the analogous colours on the colour wheel)
  • Write to EXPLAIN what the patterns and colours that you have chosen mean to you - the artist.

Colour Wheel

Crayon and Dye - Texture Rubbing

We are learning how to : recognise analogue and complimentary colours

We are learning how to : use crayon and dye to create a textured pattern

Self Portraits and Identity- Who Are You?

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Colin McCahon

We are learning about Colin McCahon and his art

We are learning how to : analyse and discuss what we see in Colin McCahon’s art

Self Portraits and Identity- Who Are You?

TASK:

  1. Individually, go to the Colin McCahon links on this slide. Research Colin McCahon’s’ Life and art.
  2. Write a Report about the artist and his art.

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Te Papa Biography Of Colin McCahon

McCahon House Biography

McCahon Documentary

Why did Colin McCahon use words in his art?

Colin McCahon - The Luminary

“My painting is almost entirely autobiographical – it tells you where I am at any given point in time, where I am living and the direction I am pointing in. In this present time it is very difficult to paint for other people – to paint beyond your own ends and point directions as painters once did. Once the painter was making signs and symbols for people to live by; now he makes things to hang on walls at exhibitions.[6] "

Colin McCahon The Luminary". NZedge. Retrieved 27 November 2015.

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  1. Take a selfie photo - pick how you want to pose and whether you want to express an emotion through your pose. What Identity are you trying to convey?
  2. Print out A4 photos, trace the main contours of your face (and body) onto acetate with Vivid.
  3. Paint the back of the acetate using acrylic paint. Select an analogous colour scheme thoughtfully, also apply your paint in directional marks to best accentuate the flow of hair and clothing. Remember to think carefully about the fact that the first strokes of paint applied are what is most visible once the painting is done, dried, and flipped back over.
  4. Lay over one of your Crayon and Dye papers

Reverse Painting Acetate Self Portraits

We are learning how to : draw the face-identifying features – using line and shape

We are learning how to : draw the face-identifying features –tone and contrast

Self Portraits and Identity- Who Are You?

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https://www.deepspacesparkle.com/romero-britto-inspired-hearts/

Valentines Day Hearts cards

Romero Britto -Pop Art Hearts

We are learning how to : create pattern in the style of Romero Britto

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