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Self-Portraiture inspired by Chuck Close

Kortni Hobbs
Course Level: 4th Grade
Total Time: Two 50-Minute class periods
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I. PREPARATION
A. Materials:
1. Paint brushes, cups for containing water, acrylic paint in primary colors, black
and white, 10 x 10 inch white paper, rulers, pencils, stand up make up
mirrors
B. Resources:
1. Images of Chuck Closes pieces http://chuckclose.com
2. Example portrait I have previously made
C. Vocabulary
1. Portrait - a painting, drawing, photograph, or engraving of a person, esp. one
depicting only the face or head and shoulders.
2. Pattern - A repeated sequence of color and/or design
3. Color Scheme - A plan for selecting or organizing of colors; the group of
colors used in a piece of artwork
4. Primary Colors - The basic colors, no other colors can be mixed to produce
the primary colors which are red, blue, and yellow
5. Secondary Colors - are created by the combination of two primary colors.
They are green, violet, and orange
6. Hue - The name of the color
7. Value - the lightness or darkness of a color - lights are called tints and darks
are called shades
8. Intensity - Pure brilliant color or dulled, neutralized color. Adding a portion of
the compliment will dull the color.
9. Complimentary Color - the color directly across the color wheel, i.e. red and
green
10. Warm Hue - colors with red in them, yellow too because of the sun (red,
yellow, orange)
11. Cool Hue - colors which have blue in them (blue, green, violet)
12. Pigment - the colored material, either mineral or organic, that is mixed with a
material which binds it together to make paint
13. Palette - The surface on which an artist sets out and mixes their pigments.
This is also the word used for the range of colors an artist may use in their
work
14. Grid system - Dividing a two-dimensional or three-dimensional space into
smaller compartments.
II. TEACHING THE LESSON
A. Introduction:
1. Day 1 (10 Minutes) I will begin the lesson by introducing myself. I will ask the
class if they know what a self-portrait is and ask them to give me examples. I
will then show the students photos of Chuck Closes work. I will ask them
what do they see? How does he use colors in his works? Can they see how
he uses the grid system? How does the use of pattern and color come into
play in his paintings?
2. I will then show them the youtube video Chuck Close on following the grid
https://www.youtube.com/watch?v=_e-p5M0vhZI, and ask how stye are going
to use the grid and paint patterns to make their portraits. (EX: Using a
restricted palette, choosing a zoomed in or zoomed out composition for their
portrait)
3. I will show the class my own portrait that I have made
B. Day 2 (5 Minutes)
1. I will ask questions to review the material covered in the prior lesson: What
process does Chuck Close use in his paintings? How does he use the paint?
a) Objectives:
(1) Students will learn:
(a) identify color concepts (VA.5.3.4)
(b) experiment with color mixing (VA.5.3.5)
(c) Arrange grade-level appropriate elements of art and
principles of design in a 2-D product (VA.6.3.2)
(d) Explore a variety of art-making techniques and approaches
through various media using grade-level appropriate elements of art
and principles of design (CR.2.4.1)
(1) Use of Resources
(a) Resources will be used as stated in the introduction
(2) Demonstration (10 Minutes) I will:
(a) Show the students the example portrait I have made
(b) Write Vocabulary for the project on the board as a reminder
for the students
(c) Use of journal to sketch composition ideas
(d) Demonstrate how to properly use the grid system, and how
to use and clean brushes

I. STUDENT ACTIVITY
A. Day 1: Part 1 (35 Minutes)
1. Sketchbook: Students will sketch out a composition and decide on what
colors they will be using in their portraits
2. Students will use rulers, pencils, and paper to draw a grid system onto
white paper
3. Students will use the stand-up make up mirrors to use for drawing their
self portraits
4. Students will draw portrait on grid paper
B. Day 2 (35 Minutes) Select a group of students to pass out materials
1. The Assignment:
a) Students will use acrylic paint and brushes to paint their self-portraits
using the grid system.
b) Guided Practice: Remind students to go one square at a time, and to be
conscious of the colors and patterns they use and choose to put next to
each other, in order to get a clear picture of their faces. Reminding them of
hue, value, and saturation.
c) Clean Up: 5-10 minutes before the end of class, students who finish early
will be asked to help clean up and collect unused supplies. Give students
some warnings about how much time is left in the class as all materials
must be cleaned before being put away.

II. EVALUATION
A. Day 1 (5 Minutes)
1. Viewing Student Work - Ask some students if they would like to share their
portraits with the class
2. Discussion/Reinforcement - Sample Questions: What did we learn today
about Delita Martin? What process does he use for his paintings? How do you
plan to use the grid system?
B. Day 2 (10 Minutes)
1. Viewing Student Work - Ask students to volunteer to show their work and
showing their classmates
2. Discussion/Reinforcement - Ask students: Tell me about the colors you
have chosen. How did it effect the pattern decisions and making you made?
How is your work similar and fife rent form the works of Chuck Close? (Thank
everyone for doing their work, and explain that their pictures will be displayed in
the hallway.)

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