Self Portraits

Self Portraits

by

Sarah Longman

Self Portraits

This mini unit encompasses an interdisciplinary approach in developing numerous mathematical concepts, developing the language art strand of speaking, reinforcing concepts in Arts Education and enhancing the overall goals of the integration of Aboriginal content and perspectives into the existing curriculum. This mini unit can also be adapted to meet the needs of students from various age levels.

Lesson Objectives

· Expose students to various types of art media such as pastels, water paint and oil paint.

· Student will create a self portrait of themselves through the creation and application of personal symbols.

· To expand students understanding of the concept of balance and symmetry

· To further expand students understanding of the concept of balance and symmetry and discuss the importance that these concepts have to First Nations people.

· Students will become aware of the interconnectedness of the self and how this relates to their classmates, family, community etc.

· To create a new appreciation of art and to understand expression of ideas through a variety of mediums

· To provide students with the opportunity to use language in various modes

· To develop and enhance speaking skills

· To provide students with an opportunity to reflect in a meaningful way

Connections to Saskatchewan Mathematics Curriculum

Kindergarten to Grade 5

N-11 Recognize, demonstrate, and explain patterning of numbers, objects, and events (Grades 1-2)

G-13 Name, illustrate, and identify examples from the environment of

square, rectangle, circle, triangle (Grades 1-2)

hexagon, octagon, oval (Grades 3-4)

parallelogram, pentagon (Grades 4-5)

trapezoid, rhombus (Grades 5)

G-14 Trace and draw 2-dimensional figures (Grades 1-3)

G-15 Differentiate between figure and background (Grades 1-2)

G-16 Combine 2-dimensional geometric figures to make other figures (Grades 1-5)

G-17 Recognize, draw, and name

point, line, line segment (Grades 3-4)

parallel, intersecting, and perpendicular lines (Grades 4-5)

G-21 Enlarge and reduce figures (Grade 5)

G-22 Identify and draw using simple figures:

translations (slides) (Grade 4)

reflections (flips), rotations (turns) (Grade 5)

G-23 Create symmetrical figures and determine lines of symmetry (Grades 3-5)

G-24 Identify and name examples of symmetry in the environment (reflection or rotation)

(Grades 3-5)

G-29 Understand and use the term symmetry (Grade 3-5)

Grade 6-8

G/M 13 Identify, name, give an example, and list the properties of the following figures

parallelogram, trapezoid, rhombus, pentagon, hexagon, octagon (Grade 6)

isosceles trapezoid (Grade 8)

triangles (classification according to their sides) equilateral, isosceles, scalene (Grades 7-8)

triangles (classification according to their angles) right, acute, obtuse, equiangular (Grades 7-8)

G/M 14 Combine 2-D geometric figures (polygons) to make other figures (Grades 6-7)

G/M 28 Identify and draw, using simple figures

reflections, rotations, translations (Grade 6-7)

a combination of translations, reflections, and rotations (Grades 6-7)

G/M 29 Determine lines of symmetry (Grade 6)

G/M 32 Create symmetrical shapes using reflection or rotation (Grades 6-7)

G/M 33 Continue or create patterns using translations, reflections, and/or rotations (Grades 6-7)

Geometry and Mathematics

Geometry is the study of objects, motions, and relationships in a spatial environment. As students become more skilled at connecting the physical world to abstract representations, they demonstrate how well they have developed spatial awareness. Observing and learning to draw and construct two-and three-dimensional figures in various positions help students develop spatial sense.

Grade Seven Arts Education

The students will:

· continue to develop an understanding of the various ways artists acquire and transform ideas (feelings, experiences, social and political positions, etc.) into visual form

· identify and explore the various functions of visual art; for example, as celebration, entertainment, adornment, record of the past, etc.

· identify and explore environmental, historical and social factors that influence visual artists and their work.

· examine how visual art mirrors and influences individuals, societies and cultures, past and present

· examine the work of various artists

· develop critical thought and learn to support their interpretations and opinions when responding to art

Colour Theory

Colour is an element of art which can be the most expressive but can also be the most difficult to describe. Students in the middle years should further their study of colour in the environment while learning about many relationships between colour and themselves. Through an exploration of different colour schemes and techniques, students should develop an understanding of some of the expressive qualities that can be achieved through colour.

· the students will explore a variety of media and tools and to use colours in a variety of ways.

· using a colour wheel students begin to understand and organize colours such as, high intensity, primary, monochromatic, complementary, analogous, split complementary, valve, tint, shade.

· further to study of colour in the natural and constructed environment and study the effects different colours and colour combinations have upon the individual.

· upon how artists have used colour to express different ideas and experiences

· further the study of colour in the environment and understand how artists use colour to express different ideas and experiences

· examine sources of ideas for art-making, make connections between ideas and visual art works, and generate ideas for personal expression

· develop an understanding of the elements of art and the principles of design, and learn to apply this understanding to their expressions and responses to works of art

· examine ways visual art mirrors and influences individuals, societies and cultures, past and present

· gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the cultures’ visual art works

· identify and explore the various functions of visual art; for example, art as entertainment, adornment, humour, etc.

· begin to understand the use of the principles of design in the work of others and increase the variety of ways they use the principles in their visual art expression

· continue to perceive, describe, analyze and interpret art works and make informed judgments about art works using increasingly appropriate vocabulary

· increase their understanding of the contributions of various artists, past and present, to the field of visual art.

Grade Eight Language Arts

As students actively engage in the speaking process, their perceptions can change from moment to moment and from week to week. As individuals acquire new information, the language they use changes. Students generate and explore ideas for speaking topics through a variety of pre-speaking activities such as the following:

· Constructing thought webs and graphic organizers

· Reflecting upon personal experience

· Students will learn speakers talk to express ideas, emotions, and opinions, and to share information

· Students will be able to identify who their intended audience is

In order to communicate and interact with others, students need to engage in a variety of formal and informal speaking situations, depending upon their purpose for speaking. Some purposes for speaking include the following:

· to express personal feelings, ideas, or viewpoints

· to tell a story

· to entertain or amuse

· to describe

Grade Eight Social Studies Objectives:

Students will;

· Know some functions or purposes of the arts in a culture.

· Know that often art serves practical purposes

· Appreciate the many forms that art can take in a culture.

· Appreciate the many purposes that art serves in a culture.

· Recognize that cultures vary in their valuing of the arts.

· Appreciate that the arts are an important tool for maintaining a culture.

Materials

Note *(the materials used in this project will variety with the age level of the students.)

· Choice of one – oil paint, water paint, pastels, markers, crayons (this activity will work using any of these materials)

· *kitchen hooks (8 per student)

· *spool of leather string

· *various colored beads (12 per student)

· paint brushes (if painting)

· linseed oil or Alexander odorless turpentine (for oil paint)

· 4 sheets of newsprint

· loose leaf sheet

· cotton rags (if painting)

· plastic cups for cleaning brushes (if painting)

· *8”10 artist canvas board (1 per student) (for oil paints)

* = optional

Time Frame

Allow a minimum of four periods to complete the project.

Day 1

· Begin by discussing with students the purpose of an autobiography. Discuss the components of an autobiography.

· Have student think about five things that they would include in their own autobiography. Have the students write five sentences about themselves on a piece of loose leaf.

· Discuss symbols. Brainstorm with students various types of symbols in their world. Include universal symbols, safety symbols, cultural symbols etc.

· Replace the sentences by selecting five words that would tell something about themselves.

· Return to the five descriptive words and have students select and decide on appropriate symbols to accurately illustrate the five words that they will use in their self portrait.

· Symbols must have a personal meaning to the student.

An example may be stick persons to illustrate family members or siblings.

The choice must be the students with guidance from teacher. Brainstorming various views may assist in creating symbols from an ariel view.

Day Two

· Once students have selected the appropriate symbols to illustrate the written words in their portrait, students will priorize in order of importance. Have students place numbers 1-5 beside their choices.

· Have the student remove all the circular lines from their illustrations. Limit the students to apply the use of lines and geometrical shapes only.

· Introduce the concept of symmetry to the students. Demonstrate by folding a piece of paper in half, lengthwise. Fold once more to form a perfect square. Explain to students, from a First Nation perspective symmetry represents equal balance. What is done on one side of the page must also be done to the other side of the page. They must be mirror images.

· Once students select the order of the illustrations, draw the most dominant illustration (#1) on the folded paper first.

· Have students add the second, third and fourth illustration to the picture.

· Ensure that the concept of symmetry is applied to the top of the page, the bottom of the page as well s to the left side of the page and the right side of the page.

· Next have students select colors that they will use for their symbols. Discuss with students the reason for their choice of color. E.g., red represents passion, etc.

· Students should have a colored draft of their picture completed.

Day Three

· Students are now ready to transfer their work of art into water colors or oil paints. Using water color paints, or oil paints students begin the final finished copy. Allow the students the opportunity to explore the various uses of creating color shades with the use of water colors. Allow the picture to dry overnight.

Day Four

· Introduce the students to oil paints. Show the students the appropriate mixtures of linseed oil and paint.

· Cover a square cardboard with wax paper. This will become the artist paint palette.

· Demonstrate with students the various shading techniques. Adding white paint to the basic colors will lighten the darker shades to provide a larger variety of colors.

· Allow students to experiment on canvas paper. If oil paint is being used children can experiment with mixing colors. White paint mixed with other colors will lighten the shades.

· Students are now ready to transfer their portraits to canvas 8”10 artist boards. Explain that the color yellow is the lightest color and will be the color used to draw the outline of their symbols. Remind the students to apply the concept of symmetry again.

· Rulers can be used to make straight lines.

· Allow the paint to dry overnight.

· Oil paint, once dried can be painted over. This allows the student opportunity to make changes to their painting.

Day Five

· Discuss with students the concept of connectedness. Explain to students all of the paintings will be now tied together. Discuss what would happen to the picture if one painting becomes untied. Will the paintings still remain in balance?

· Allow the students a final opportunity to make any changes to their painting.

· At this stage allow sufficient time to have individual students discuss, explain and interpret the meaning of their painting to the class. Each student should be encouraged to explain and tell their personal story. Allow the students an opportunity to fine tune their public speech.

· Begin the process of connecting the paintings together.

· Measure an equal distance between two utility hooks. Screw into the top, bottom and sides of the painting.

· Attach by tying leather strands to each hook. Once the leather is attached, students can begin to add various colored beads.

· Allow the student the opportunity to decide on the formation of the paints.

· Once the students decide, begin tying and connecting all the paintings together to create a single painting.

Day Six

· Hand the finished piece of art in an area that can be seen by all.

· Have students prepare posters for the Art Opening

· Extend the excitement by hosting an art opening. Invite parents, community members, etc.

· The students will love to share their personal stories with family members.

· Enjoy the beauty of your hard work!