Teacher: McCormick_ Art M/J All classes

Concept/Topic: Art
Unit Essential How can portraits and self-portraits help you think about your own and others
Question: identity?
Date/Time: All Middle School Art Classes. 4-6 weeks.
Grade Level: 6th-8th

Learning Objectives Students will be able to create self portraits by use of lines and different
values.
LEQ (Lesson Essential Students will be able to accurately demonstrate proportions of their face by
Question): use of pencil.

NGSSS VA.68.C.2.4: Use constructive criticism as a purposeful tool for artistic

growth.
VA.68.C.2.3: Examine artworks to form ideas and criteria by which to
judge/assess and inspire personal works and artistic growth.
VA.68.S.1.1: Manipulate content, media, techniques, and processes to
achieve communication with artistic intent.
VA.68.F.3.4: Follow directions and complete art tasks in a timely manner to
show development of 21st-century skills.
Cross Curricular MAFS.K12.MP.5.1:Use appropriate tools strategically.
Connections MAFS.K12.MP.6.1:Attend to precision.
MAFS.K12.MP.7.1:Look for and make use of structure.
MAFS.7.G.1: Draw, construct and describe geometrical figures and
describe the relationships between them.
LAFS.6.SL.1.2: Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how it contributes to
a topic, text, or issue under study.
Student Activities & Students are first introduced to the Selfie PPT.
Procedures Within the power point, provide examples of artists with self-portraits. We
discuss how a mood is created based on the artists chosen medium. We
also talk about how forms are created from shapes and by use of values we
can create the illusion of space. PPT below.
Next we review the symmetry of the face, breaking down the face shape
into fractions, 1/2, 1/4, and 1/8th. Basically determining where the eyes go
(one eye space between two eyes) We review facial shapes (such as round,
oval, heart, square, etc.. ) (we also discuss jaw and hair lines)
Next we review step by step how to create an eye, nose and mouth turning
basic shapes of the face (using direct observation) into forms. I also
demonstrate how to manipulate value to create depth.
Students will then have 3-5 days to complete a worksheet where they have
to complete full rendered with value images of 3 eyes, 3 noses and 3
mouths.
Next students will be assessed and teacher will decide which students will
create their own self portrait using pencil, soft color pencils or oil pastels.
Teacher will determine medium based on students mastery of
understanding.

Resources/Materials 2 Graphic Organizers

Demonstrations

Assessment/HOT-Q Teacher will assess students based on Rubric (provided).

Teacher will also provide students with works by other artists giving the
students a variety of visuals to demonstrate different moods created from
self portraits.
Assessment will be a timed self portrait given on Friday 11/18

HOT-Q
Identify and describe the use of positive and negative space in the artworks.
(Describe)
Analyze how the artist uses negative space to create and emotion in the
portrait. (Analyze)
Interpret which element of art helped the artist create contrast.
(Interpretation)
Form an opinion on this composition. (Judgement)
ESE Accommodations ALL Students will be provided with extra time as needed.
ESOL One on one time will be given to each student. ESE/ELL/ESL learners will
Differentiated Instruction be given a buddy to help with instruction.
Small group instruction for ALL students.
Visuals will be available to everyone.
Instructional worksheets will be provided to everyone
Directional Repetition
Demonstrations
ESE students have the ability to use any taught medium (pencils, color
pencils, crayons, markers)
Rubric Provided to all students (attached, in english and Spanish)
Vocabulary emphasis, scale, proportion, focal point, value. contrast, blending, balance,
symmetry, asymmetrical, expression, profile view, full length view, light,
texture, shape, line, space, Positive and negative Space,
Reviewed Artists:
Rembrant, Picasso, Frida Kahlo, and Kehinde Wiley.
Civics Connection Think About: Engage in metacognition, Able to create and express informed
explanations, opinions and arguments.
Demonstrate: Use appropriate behavior in a variety of settings, can listen to
and analyze text, speech and arguments.
Express:Self-discipline, Empathy, Open-minded, engage in reflective
practice.
POWER POINT EXAMPLE

Student Example
Modification Worksheet (available to all students
 Emerging -1
Understanding of Art Student demonstrates
Concepts and Skills: minimal comprehension
FACIAL of facial proportion. 0-1
facial proportions were
PROPORTION
measured correctly.
Understanding of Art Student rarely
Concepts and Skills: demonstrates ability to
OBSERVATIONAL draw from observation.
No features show
DRAWING
evidence that the student
has studied his/her own
likeness.
Craftsmanship and Student demonstrates
Use of Media: minimal understanding of
PENCILS USED TO using pencil to add value
and shading. Artwork
CREATE VALUE/
shows poor craftsmanship
SHADING
and insufficient attention
to detail. Artwork appears
messy or unfinished.
Use of Class Time Student rarely uses class
time to develop his/her
artistic skills. Student is
infrequently productive
and completes few tasks
with a positive attitude.
Developing - 2
Student demonstrates
basic comprehension and
integration of some facial
proportions. 1-2
proportions were
measured correctly.
Student occasionally
demonstrates
understanding of how to
draw from observation.
1-2 facial features show
evidence that the student
has studied his/her own
likeness.
Student demonstrates
basic understanding of
using pencils to add value
and shading. Some
shading creates the
illusion of 3-D form.
Artwork may appear
messy or unfinished.
Student uses some class
time to develop his/her
artistic skills. Student is
occasionally productive
and completes some tasks
with a positive attitude.
Proficient - 3 Exemplary - 4
Student demonstrates Student demonstrates
comprehension and highly developed
integration of most comprehension and
facial proportions. 2- 3 integration of proper
proportions were facial proportion.
measured correctly. Portrait is meticulously
planned and executed.
Student demonstrates Student demonstrates
understanding of how strong ability to draw
to draw from from observation. All
observation. 2-3 facial facial features show
features show evidence evidence that the
that the student has student has studied his/
studied his/her own her own likeness.
likeness.
Student demonstrates Student demonstrates
essential understanding accomplished
of using pencils to add understanding of using
value and shading. pencils to add value and
Most shading creates shading. The shading
the illusion of 3-D accurately creates the
form. Overall illusion of 3-D form.
craftsmanship is good. Overall craftsmanship
on the artwork is
outstanding.
Student uses most class Student always uses
time to develop his/her class time to fully
artistic skills. Student is develop his/her artistic
productive, focused, skills. Student is
and completes tasks constantly productive,
with a positive attitude focused, and completes
most of the time. all tasks with a positive
attitude.
 Emerging -1 Developing - 2 Proficient - 3 Exemplary - 4

Comprensin de los El estudiante demuestra
conceptos y una comprensin mnima
habilidades del arte: de la proporcin facial.
PROPORCIN
0-1 proporciones faciales
FACIAL
se midieron
correctamente.
El estudiante demuestra la El estudiante demuestra El estudiante demuestra
comprensin bsica y la comprensin e la comprensin
integracin de algunas integracin de la altamente desarrollada
proporciones faciales. 1-2 mayora de las y la integracin de la
proporciones se midieron proporciones faciales. proporcin facial
correctamente. 2- 3 proporciones se apropiada. El retrato es
midieron meticulosamente
correctamente. planeado y ejecutado.

Comprensin de los El estudiante rara vez
conceptos y demuestra capacidad de
sacar de la observacin.
habilidades del arte: Ningunas caractersticas
DIBUJO demuestran la evidencia
que el estudiante ha
OBSERVACIONAL
estudiado su propia
semejanza.
El estudiante demuestra a El estudiante demuestra El estudiante demuestra
veces comprensin de que entiende cmo una fuerte habilidad
cmo dibujar de la sacar de la observacin. para sacar de la
observacin. 1-2 rasgos 2-3 rasgos faciales observacin. Todas las
faciales muestran muestran evidencia de caractersticas faciales
evidencia de que el que el estudiante ha muestran evidencia de
estudiante ha estudiado su estudiado su propia que el estudiante ha
propia semejanza. semejanza. estudiado su propia
semejanza.

Artesana y Uso de El estudiante demuestra
los Materiales: una comprensin mnima comprensin bsica del
del uso de lpiz para
LPICES USADOS
agregar valor y
PARA CREAR
sombreado. Las
VALOR /
ilustraciones demuestran
SOMBRERA
la artesana pobre y la
atencin insuficiente al
detalle. Las ilustraciones
aparecen desordenadas o
inacabadas.
El estudiante demuestra la El estudiante demuestra
la comprensin esencial la comprensin de usar
uso de lpices para del uso de lpices para
agregar valor y
agregar valor y
sombreado. La mayora
sombreado. Algn del sombreado crea la
sombreado crea la ilusin ilusin de forma
de forma tridimensional. tridimensional. La
artesana en general es
Las ilustraciones pueden
buena.
aparecer desordenadas o ional. La artesana en
inacabadas. general es buena.
El estudiante demuestra
lpices para agregar
valor y sombreado. El
sombreado crea con
precisin la ilusin de
forma tridimensional.
Artesana en general en
la obra de arte es
excepcional.

Uso del tiempo de El estudiante rara vez usa
clase tiempo de clase para
desarrollar sus habilidades
artsticas. El estudiante es
infrecuentemente
productivo y termina
algunas tareas con una
actitud positiva.
El estudiante usa un poco
de tiempo de clase para
desarrollar sus habilidades
artsticas. El estudiante desarrollar sus
ocasionalmente es
productivo y completa
algunas tareas con una
actitud positiva.
El estudiante usa la El estudiante siempre
mayor parte del tiempo usa el tiempo de clase
de clase para para desarrollar
plenamente sus
habilidades artsticas.
El estudiante es habilidades artsticas. El
productivo, enfocado, y estudiante es
termina las tareas con constantemente
una actitud positiva la
productivo, enfocado, y
mayor parte del tiempo.
completa todas las
tareas con una actitud
positiva.