Self Portrait Unit Plan

Grade: 7/8
Duration: 4 weeks
19 - 50 minute classes
Instructor: Emma Turner

Unit Rationale:
I chose to create a self-portrait unit for my Grade 7 Drawing class
and my Grade 8 Art 101 class for several reasons. The first reason
being that this group of students (or at least the ones that have been
in the school since grade 7) have not done self-portraits before. I think
drawing self-portraits can be very beneficial, mostly because students
are required to draw what they actually see, not what they think they
see, or what they want to see. With the overload of media images
bombarding them, adolescents often think things should look a certain
way, and I want them to start noticing all of the different and unique
characteristics that make faces beautiful. Students at this age 12-14
tend to be vain, and I dont associate anything negative to that. Selfportraits are a great way to discover wonderful things about yourself
that may have before gone un-noticed.
The other reason for doing this unit is to get them involved in
using drawing tools other that pencil. I want them to experience using
charcoal, conte and ink so they can become acquainted with
characteristics of drawing. By using different mediums, they will
explore texture, value, gesture, and movement in different ways. I
think exposing students to different materials is very beneficial
because they can get a feel of what they really love using, and what
they do not.

Unit Summary:
Students will begin by exploring different drawing materials
including graphite, conte, charcoal and ink. They will experiment with
line properties, value, movement, texture, etc. They will familiarize
themselves with how each material transfers to paper, what
characteristics it has, how tricky it is to use and how they can create
imagery with it. This will be done through line studies and value scales.
Next students learn about portraits, stylistically and structurally. They
will be given an opportunity to become comfortable drawing from a
mirror, rather than an image. Also, they will draw a partner, giving
them the experience of drawing from a model. Lastly they will be asked
to create four self-portraits in each of the materials using what they
have learned about value, line, gesture/realism, and facial
characteristics. There will also be a group critique at the end where
students will describe their own work as well as comment on their
peers.

Lesson 1 Summary:
These four classes will focus on the exploration of four drawing
materials- graphite, charcoal, conte and ink. They will participate in
line studies where they will experiment with line weight, form, texture,
emphasis, etc. Students will also complete a value scales and still life
rendering for each medium to become comfortable with how each
medium reacts to pressure, shading and blending.
Lesson 2 Summary:
These next four classes will be all about drawing the portrait proportions and facial features. We will talk about both gestural and
realistic portraits. They will be drawing a peers portrait as well as a
self-portrait to prepare them for the final project.
Lesson 3 Summary:
Students will complete four self-portraits (each in a different
medium), keeping in mind everything they have learned throughout
the previous 8 classes. When they are finished they will mat their
artwork and display in for the group critiques.

Lesson 1: Material Exploration 4 - 49 minute classes

Materials:
- Newsprint
- Value Scales
- Graphite (Penicls 2B-6B)
- Charcoal (Compressed and vine)
- Conte (White and black)
- India Ink
- Brushes
- Water Buckets
- Still Life Objects
Learning Objectives
- Students will experiment with line weight, texture and shading
using a variety of drawing materials
- Students will understand the different properties/characteristics
of each drawing material
- Students will practice drawing from still life

Preparation
- Have still life objects ready to go
- Have example line and value studies available
- For value scales, have strips of paper already divided and ready
to start
Introduction (for Day 1 only 7 min)
- Show images of different drawing materials and how they can be
used
- Have images of self portraits in these various materials up for
discussion
- What do you notice about each drawing material? How
are they different? How are they the same?

Graphite

Conte

Charcoal

Ink

Graphite

Charcoal

Conte
Ink
- What do you notice about the lines, shading, texture,
etc.
- How is the mood different in these images? Why is it
different? Is it the result of the material that makes it
different or is it the style of the drawing?
-What are some different ways you could use your
drawing tool to create texture and varying line?
Project Description:
After we have discussed the materials and images I will introduce the
project. Students will produce four self-portraits. One in graphite, one
in charcoal, one in conte and one in ink. They will then be matted
together in a grid and displayed.
But first we must familiarize ourselves with the drawing tools we will be
using.

**For each material, the students will make a value scale to become
comfortable with what it takes to differentiate the value. I will walk
them through the scale with each material, and there will be a
reference on the board. Before starting each scale, we will briefly talk
about what techniques might need to be employed to achieve different
points on the scale.

**For each material, the students will sketch a still life shape, using the
value scale made for that day. Before starting, I will put an image on
the board that demonstrates what I want them to do. We will briefly
discuss highlight (2 or 1 on the value scale) and shadow (5 or 6 on the
value scale). I will ask/tell them about smudging and blending as well.

Day 1 March 18th Graphite 49 min. (Minus 7 min from intro)

Goal: Students will explore graphite

Materials: Newsprint, graphite, erasers, sheets for value scale,
still life shapes

Activity #1 Experimentation

5 min. Students will experiment with graphite on their newsprint. I will

be walking
around making suggestions about line weight, texture, shape,
space etc.
5 min. Students will do a short gallery walk. I will tell them to look for
interesting
applications that they especially like or hadnt thought of. I will
have a couple
of students share with the class. I will also make sure to ask
questions about t
application of graphite (i.e. Is it easy to achieve darkness? How
do you
achieve texture? Etc.)
Activity #2 Value Scale
15 min. Students will create a value scale on the divided sheets
provided for them.
Activity #3 Still Life
15 min. Students will refer to a shape (spray-painted grey) that has
been placed in
front of them. They will sketch the shape in their sketchbooks,
focusing on
value. This is a very short time so they will be told to focus on
the shape, the
shadows and the highlights.
2 min. Clean up

Day 2 March 19th Charcoal 49 min.

Goal: Students will explore charcoal

Materials: Newsprint, charcoal, erasers, sheets for value scale,
still life shapes
Prep: Have charcoal and newsprint already set up for students.
Also have an image of a charcoal study on the smartboard to
remind students of its properties.

Activity #1 Experimentation
5 min . Students will experiment with charcoal on their newsprint. I
will be walking
around making suggestions about line weight, texture, shape,
space etc.

5 min. Students will do a short gallery walk. I will tell them to look for
interesting
applications that they especially like or hadnt thought of. I will
have a couple
of students share with the class. I will also make sure to ask
questions about t
application of charcoal (i.e. Is it easy to achieve darkness? How
do you
achieve texture? What else did you notice? Etc.)
Activity #2 Value Scale
17 min. Students will create a value scale on the divided sheets
provided for them.
Activity #3 Still Life
20 min. Students will refer to a shape (spray-painted grey) that has
been placed in
front of them. They will sketch the shape in their sketchbooks,
focusing on
value. This is a very short time so they will be told to focus on
the shape, the
shadows and the highlights.
2 min. Clean up

Day 3 March 20th Conte 49 min

Goal: Students will explore conte

Materials: Newsprint, conte, erasers, sheets for value scale, still
life shapes
Prep: Have conte and newsprint already set up for students. Also
have an image of a conte study on the smartboard to remind
students of its properties.

Intro
5 min. Discuss with students the properties and techniques to keep in
mind when working with ink. If you use pure ink it will be very dark, the
more water you add the lighter it will be. Address this by asking
questions such as What do you think will happen if you add water?
Also mention that ink is going to drip and look messy, it is a good
thing!.
Activity #1 Experimentation
5 min. Students will experiment with conte on their newsprint. I will
be walking

around making suggestions about line weight, texture, shape,

space etc.
5 min. Students will do a short gallery walk. I will tell them to look for
interesting
applications that they especially like or hadnt thought of. I will
have a couple
of students share with the class. I will also make sure to ask
questions about t
application of conte (i.e. Is it easy to achieve darkness? How do
you
achieve texture? What else did you notice? Etc.)
Activity #2 Value Scale
17 min. Students will create a value scale on the divided sheets
provided for them.
Activity #3 Still Life
15 min. Students will refer to a shape (spray-painted grey) that has
been placed in
front of them. They will sketch the shape in their sketchbooks,
focusing on
value. This is a very short time so they will be told to focus on
the shape, the
shadows and the highlights.
2 min. Clean up

Day 4 March 21st Ink 49 min

Goal: Students will explore ink

Materials: Newsprint, ink, brushes, water buckets, sheets for
value scale, still life shapes
Prep: Have ink, water buckets and newsprint already set up for
students. Also have an image of an ink study on the smartboard
to remind students of its properties.

Activity #1 Experimentation
5 min. Students will experiment with ink on their newsprint. I will be
walking
around making suggestions about line weight, saturation,
texture, shape,
space, etc.

5 min. Students will do a short gallery walk. I will tell them to look for
interesting
applications that they especially like or hadnt thought of. I will
have a couple
of students share with the class. I will also make sure to ask
questions about t
application of ink (i.e. Is it easy to achieve darkness? How do you
achieve texture? What else did you notice? Etc.)
Activity #2 Value Scale
17 min. Students will create a value scale on the divided sheets
provided for them.
Activity #3 Still Life
20 min. Students will refer to a shape (spray-painted grey) that has
been placed in
front of them. They will sketch the shape in their sketchbooks,
focusing on
value. This is a very short time so they will be told to focus on
the shape, the
shadows and the highlights.
2 min. Clean up

Lesson #2: Portraits Proportion and Structure 4 - 49

minute classes
*these will be done only in graphite
Materials:
- Graphite value scale
- Graphite (Penicls 2B-6B)
- Mirrors
- Sketchbooks
- Erasers

Learning Objectives:
- Students will understand and recognize the proportions of the
face
- Students will notice differences between faces
- Students will understand detail and gesture in regards to
portraiture
- Students will sketch their own face as well as someone elses in
realistic detail
- Students will identify the difference between what they think
they see and what they actually see.
Preparation:
- Have photocopies of a generic face gridded into proportions

Day 5 March 25th - Proportion 49 minutes

Goal: Students will understand the general proportions of the

face in order to create a realistic portrait
Materials: Reference picture, pencils, erasers, sketchbooks, Self
Portraits for discussion.
Prep: Have portraits on board for discussion, reference pictures
ready to hand out.

Unknown (conte)
(ink)

Man Ray

Picasso (mixed)

Frida Kahlo

Introduction
10 mins.
Have students look at each of these self-portraits separately. Ask
questions such as
- What do you notice about the composition?
- How has the artist used the foreground and background?
- * In order to get students thinking in the right direction, I
will prompt them to think of questions that I think they
should talk about
For the Unknown artist ask
- What do you notice about this drawing?
- Can you guess the material?
- Has the artist used value?
- Where does the artist concentrate on detail?
For Man Ray ask
- How has Man Ray used positive and negative space?
- Where does he use value? How did he achieve that value?
- Do you think this is more gestural or realistic?
For Picasso ask
- What do you notice about this portrait?
- Did Picasso focus on being realistic or abstract?
- What is emphasized in this portrait? Eyes and nose
- What kind of shapes and lines did he use? Geometric or
Organic?
For Kahlo ask
- How is this portrait different from the rest?
- Has the artist made a realistic or abstract portrait?
- How has she used value?
- Is it dimensional or is it more flat?
Activity #1: Proportion

20 min. Students will draw a generic face in their sketchbooks using

the proportion
guide. Before beginning I will pull a student volunteer to help
me
demonstrate certain characteristics. For example, how the eyes
are
exactly in the middle of the face between the forehead and the
chin and how
corners of the mouth line up with the inner corners of the eyes.
*** I will tell students to draw the placement of features first
before getting
too much into details (i.e. the eyelashes, eyebrows, etc.)
5 min. Gallery walk to check out other students portraits.
12 min. Return back to their drawing or start a new one. During this
time I will
ensure that I have talked to each student about his or her
drawing.
2 min. Clean up.

Day 6 March 26th Details 49 minutes

Goal: Students will understand that features such as eyelashes

and eyebrows
are not manicured naturally, they are imperfect and vary
between people.
Materials: pencils, erasers, mirrors.
Prep: Mirrors ready for students to grab.

Activity #1: Eyelashes and Eyebrow observations

5 min. Show images on smartboard. Have students discuss what they
see. Give students hand held mirrors to look at their own eyelashes
and eyebrows. Discuss further.

Activity #2: Sketchbook Study

20 min. Students will practice drawing their own eyes in their
sketchbooks
making sure to remember what we have said about eyebrows
and
eyelashes.
20 min. Students will apply what they have learned to the faces they
drew
in the previous class.
4 min. Clean Up
Day 7 March 27th Drawing a Partner 49 minutes
Goal: Students will practice drawing portraits from a live model,
keeping in mind the strategies we have previously learned
Materials: Sketchbooks, pencils, erasers, gray scales
Prep: None
Introduction
5 min. Explain to students how the day will work. They will be in pairs
and take
turns drawing one another. Discuss with students behavior
expectations.
Make sure students understand the importance of being still and
not talking
too much.
Activity #1: Portraits
40 min. Students will have 20 minutes each to draw their partner. I
will be walking
around and will attempt to meet with each student briefly to
mention parts

that are working and provide feedback.

4 min. Clean Up.
Day 8 March 31st Practice Self-Portraits 49 min
Goal: Students will spend this period familiarizing themselves
with their own faces, looking in the mirror and transferring their
reflection to paper. They will keep in mind the previous two
lessons about proportion as well as their graphite studies as this
first preliminary drawing with be done in pencil
Materials: Pencils, erasers, sketchbooks, mirrors, graphite value
scale
Prep: None
Activity #1: Self Portraits
35 min. Students will work independently and will draw their selfportraits in
their sketchbooks. As they are working I will be going around
and making
sure they are on the right track. I will be keeping a record of
the formative
assessments I will be making of each student as I go around.
**Since this is not intended to be the polished final project yet,
I will
encourage students to take risks with their technique.
Activity #2: Gallery Walk
7 min. Students will take 3 or 4 minutes to walk around the room
and look at
their peers portraits. I will ask them to try and guess which
drawing
belongs to which artist. We will then have a quick discussion
about the
success of the self-portraits. I will ask students to share which
ones they
thought came out the best.
2 min.

Clean Up

Lesson #3: Multimedia Portraits 8-10 49 minute classes

Materials:
- Graphite value scale
- Graphite (Pencils 2B-6B) and sticks
- Charcoal
- Conte
- Ink
- Mirrors
- 8 x 11 paper, white and grey
- Erasers
Learning Objectives:
- Students will understand and recognize the proportions of their
own face
- Students will understand detail and gesture in regards to
portraiture
- Students will sketch their own face in realistic detail
- Students will identify the difference between what they think
they see and what they actually see.
- Students will create 4 self portraits, each in a different medium
Preparation:
Have value studies and sketchbooks available for reference

Day 9 April 1st Graphite Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in graphite
as a part of their final project. They will focus on highlights,
shadows and details.
Materials: Graphite value scale, pencils, paper, erasers, mirrors
Prep: None

Introduction (Day 9 only)

5 min. As a class we will look at the above portraits drawn with
graphite. Having
spent some time working with portraiture and graphite, I will
expect the
students to come up with some comments regarding the use of
the drawing
tool and the style of the drawing. I would like to get them
thinking about
what techniques the artist may have used that they could
implement. Having
spent the last period drawing their own faces, I would ask them
questions
about their experience.
How did you feel when drawing your own face?
What did you notice about drawing from a mirror?
How did you like using pencil? What were you able to do? What
did you find difficult to do?
Activity #1: Graphite Self-Portraits

25 min. Students will begin their good copy self-portrait in graphite.

Before
beginning I will ask students to remind me what the important
things to
remember are when doing a self portrait, as well as what
technical skills
they should keep in mind.
Activity #2: Pair/Share
5 min. Students will share their portrait with a partner. The partner will
then give
suggestions or comments that could help the artist with their
piece.
12 min. Back to Activity #1
2 min. Clean Up.

Day 10 April 2nd Graphite Self-Portraits Cont. 49 min

Goal: Students will finish drawing their self-portraits in graphite
as a part of their final project.
Materials: Graphite value scale, pencils, paper, erasers, mirrors
Prep: None
Activity #1: Graphite Self Portraits Cont.
40min.
ideally

Students will spend the duration of the class working on and

finishing their graphite self-portraits. Throughout this class I

will be
meeting briefly with each student, pointing out what looks
great and
what could use some improvement.
Activity #2: Gallery Walk
5 min.
Students will spend five minutes going around and looking at
the other
students work and checking out the advancements that have
been made.

2 min.

Clean Up

Day 11 April 3rd Charcoal Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in charcoal
as a part of their final project.
Materials: charcoal value scale, compressed and vine charcoal ,
paper, erasers, mirrors
Prep: None
Introduction
5 min. Since it has been a few classes since the students have
worked with charcoal
I will have them pull out their charcoal line studies as well as
their value
scales. We will have a quick discussion about the properties of
charcoal and
what kind of techniques we used. We will then refer to some
pictures and
make inferences as to how the artist achieved certain
characteristics

25 min. Students will begin their good copy self-portrait in charcoal.

Before
beginning I will ask students to remind me what the important
things to
remember are when doing a self portrait, as well as what
technical skills
they should keep in mind.

Activity #2: Pair/Share

5 min. Students will share their portrait with a partner. The partner will
then give
suggestions or comments that could help the artist with their
piece.
12 min. Back to Activity #1
2 min. Clean Up.
Day 12 April 4th Charcoal Self-Portraits Cont. 49 min

Goal: Students will finish drawing their self-portraits in graphite

as a part of their final project.
Materials: Graphite value scale, pencils, paper, erasers, mirrors
Prep: None

Activity #1: Charcoal Self-Portraits Cont. 49 min.`

40min.
ideally

Students will spend the duration of the class working on and

finishing their charcoal self-portraits. Throughout this class I

will be
meeting briefly with each student, pointing out what looks
great and
what could use some improvement.
Activity #2: Gallery Walk
5 min.
Students will spend five minutes going around and looking at
the other
students work and checking out the advancements that have
been made.
2 min.

Clean Up

Day 13 April 7th Conte Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in conte as a
part of their final project.
Materials: conte value scale, black and white conte, grey paper,
erasers, mirrors
Prep: None

Introduction
5 min. Since it has been a few classes since the students have
worked with conte
I will have them pull out their conte line studies as well as their
value
scales. We will have a quick discussion about the properties of
conte and
what kind of techniques we used. We will then refer to some
pictures and
make inferences as to how the artist achieved certain
characteristics

** My questions will focus on light and shadow to show the students

how both white and black conte can be used together to achieve the
illusion of light
What do you recall about using conte?
What do you notice about these three portraits that are different
than ones we have looked at over the past few classes?
Does conte react the same way as graphite? How about
charcoal?
Why do you think the artist used white conte in certain spots?
Activity #1: Conte Self-Portraits
25 min. Students will begin their good copy self-portrait in conte.
Before
beginning I will ask students to remind me what the important
things to
remember are when doing a self portrait, as well as what
technical skills

they should keep in mind.

Activity #2: Pair/Share
5 min. Students will share their portrait with a partner. The partner will
then give
suggestions or comments that could help the artist with their
piece.
12 min. Back to Activity #1
2 min. Clean Up.
Day 14 April 8th Conte Self-Portraits Cont. 49 min.
40min.
ideally

Students will spend the duration of the class working on and

finishing their conte self-portraits. Throughout this class I will

be
meeting briefly with each student, pointing out what looks
great and
what could use some improvement.
Activity #2: Gallery Walk
5 min.
Students will spend five minutes going around and looking at
the other
students work and checking out the advancements that have
been made.
2 min.

Clean Up

Day 15 April 9th Ink Self-Portraits 49 min.

Goal: Students will begin drawing their self-portraits in ink as a
part of their final project.
Materials: ink value scale, ink, paper, brushes, water, mirrors
Prep: None
Introduction
5 min. Since it has been a few classes since the students have
worked with ink
I will have them pull out their ink line studies as well as their
value

scales. We will have a quick discussion about the properties of

ink and
what kind of techniques we used. We will then refer to some
pictures and
make inferences as to how the artist achieved certain
characteristics

How are these portraits different from those done in charcoal or

pencil?
What do you notice about the lines? The shadows? The
highlights?
How do you think the artist created variation in his or her
values?

25 min. Students will begin their good copy self-portrait in ink.

Before
beginning I will ask students to remind me what the important
things to
remember are when doing a self portrait, as well as what
technical skills
they should keep in mind.
Activity #2: Pair/Share
5 min. Students will share their portrait with a partner. The partner will
then give
suggestions or comments that could help the artist with their
piece.
12 min. Back to Activity #1

2 min. Clean Up.

Day 16 April 10th Ink Self-Portraits Cont. 49 min.
40min.
ideally

Students will spend the duration of the class working on and

finishing their ink self-portraits. Throughout this class I will be

meeting briefly with each student, pointing out what looks
great and
what could use some improvement.
Activity #2: Gallery Walk
5 min.
Students will spend five minutes going around and looking at
the other
students work and checking out the advancements that have
been made.
2 min.

Clean Up

Day 17 & 18 April 14th & 15th - Catch Up Days

Students will have these two days to improve, redo or finish any of the
four portraits that they have been working on. During this time I will be
able to spend a few minutes chatting with each student about their
work and giving them detailed formative assessment. During the
second day, students will mat their work in a grid
To get it ready for display and critique.
Day 19 April 16th Display and Critique 49 min
Introduction
10 min. As a class we will talk about what a meaningful/useful
critique sounds like.
We will brainstorm elements of art that we can comment on. I
will also ask
students to come up with some ideas about what a meaningful
critique is
not. I will be splitting them up into groups of about 5 to do
small group
critiques, so we will have a discussion about things to keep in
mind for this.
Activity #1: Small Group Critique

20 min. Students will spend twenty minutes critiquing one anothers

work. I will
ask them to keep a record of at least two thoughts for each
persons piece
in their sketchbooks so that I can assess their critique as I
wont be able to
listen to each group at the same time.
Activity #2: Class Critique
19 min. For the remainder of the class I will be asking each group to
talk very
briefly about what was said during their group critique. Either
something
that they brought up, or a point another student made that
they found
interesting. They could also mention which portraits or
medium in general
they found to be successful.