Grade: 8th Snap-that!

Portrait Project

Lesson Title:!
Snap-that! Portrait Project!
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Lesson Week - #:!
L#1: Putting things in the right place!
L#2: Photo, symbols, and outline!
L#3: Color approach!
L#4: Critique Review!
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Standards:!
!L#1 —
1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form
when making art.

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L#2 —

1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form
when making art.

3PR Use critical thinking and visual literacy to communicate a specific idea.

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L#3—

1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form
when making art.

3PR Use critical thinking and visual literacy to communicate a specific idea.

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L#4—

2RE Explain and defend their artistic decisions using visual art vocabulary.

6RE Develop and apply criteria to assess personal works for content and craftsmanship.

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Essential Questions / I can statements (What do you want them to know?):!
- How do I create a portrait from observation?!
- How do filters impact how I look and how we view portrait art?!
- How do I use symbols to communicate ideas about my artwork?!
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L#1—!
- I can identify where to place the face using observation.!
- I can practice creating a portrait and placing pieces in the right space.!

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Grade: 8th Snap-that! Portrait Project

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L#2 —!
- I can photograph myself using a filter for my portrait outline.!
- I can choose symbols to place in my composition that represent me.!
- I can create an outline for my observational portrait project.!
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L#3 —!
- I can choose a medium to color my portrait project.!
- I can apply color to my portrait.!
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L#4 —!
- I can participate in critique and provide kind, helpful, and specific feedback.!
- I can receive feedback and discuss my art work with peers.!
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Central Focus (What is your goal teaching this lesson, what will they accomplish, what
is your next step?)!
Students have been practicing drawing skills. Opportunity to combine portrait work with
observational drawing is apparent. Students have been engaged with media and use of
filters to obscure facial features, this opens dialogue for how filters have impacted
photographic portraiture. In this lesson students will observe portrait work of artists who
fill the composition and use symbolism. Students first will practice drawing from
observation and placement of facial features into a portrait. Students will then take a
photo of self and apply a filter, applying steps from exercise they will work from
observation to place facial details in the right space. Students will connect symbolism to
how they use emojis in their photos on social media. Students will develop their own
symbols for their art piece or barrow from the emoji style to communicate ideas about
self to fill the composition of their art work. Students will participate in a group critique of
portrait work to practice skills giving kind, helpful, and specific feed back then pair share
their art work to work on discussing art. They will consider how to take peer comments
and apply them in future art making.!
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Vocabulary (What words will you use? Focus is in bold):!
Observational Drawing!
Portraiture!
Symbols!
Filter!
Medium!
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Material (What do you need prior to teaching? Resources/supplies):!
L#1: Introduction power point, Practice outline portraits, 8x10 practice drawing paper,
Handout references!
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L#2: Drawing material, project paper, optional pen outline, webcam/cellphone, Teacher
Example, Rubric/checklist!
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L#3: Teacher example demonstration, project outline, pastels, colored pencils!

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Grade: 8th Snap-that! Portrait Project

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L#4: Art power point: practice with students critique or art, Critique hand out!
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Classroom steps (Start - Do - Finish / How are you going to accomplish your goal?)!
L#1: !
Start - Teacher shows students examples of portrait art. Teacher demos how to place
things on the face in the right space using observation and sketch planning. Teacher
has optional practice work sheet or offers students to challenge themselves by
experimenting drawing from different perspectives (1/2 - 3/4).!
Do - Students use handout to practice drawing faces, placing things in the right place.
Students are permitted to work from observation drawing each other or using reference
on chrome books or from imagination and using the template to create their own
characters. Students are also permitted to practice in sketch books to experiment with
other perspectives 1/2,3/4. Students should produce 1 detailed face or 3 quicker pieces
that demonstrate understanding of placement.!
Finish - Students are invited to share what they learned and created during their
practice. They are asked “What was successful, what was a challenge” and are called
to share with the class.!
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L#2:!
Start - Teacher shows more imaginative portraiture created by artists. Teacher calls
attention to alteration from real life and symbolism used in images. Teacher challenges/
questions their perception of the typical photo portrait to portraits that use filters.
Teacher instructs students to take a photo with their webcam or through snap chat and
apply a filter to their image, students are to use that photo to draw their portrait from
observation. Teacher relates emojis to symbolism and encourages students to fill their
compositions in interesting ways by applying symbols either emojis or their own designs
to relate to who they are and their interests. Teacher shows personal example. Teacher
hangs rubric check list and identifies where the class should be.!
Do - Students take a photo using their phones or webcam (webcamtoy.com) applying
a filter. Students can also apply stickers to the photo to draw from observation or
implement them from imagination/reference during the drawing process. Students work
to complete the outline for their portrait and to fill the composition of their paper with
symbols.!
Finish - Students pair share their drawings, they identify what stage they are at and
what their next step is to complete the work. !
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L#3:!
Start - Teacher demonstrates how to color portrait project using colored pencil or oil
pastel. Teach identifies shading and how to shape the work to show contour of face.
Teacher demos how to get the supplies to students and how to return them. Students
collect projects from bins and collect supplies needed.!
Do - Students work to complete their drawing using a combination of oil pastel and
colored pencil. Students have the option to use one material or both when completing
their drawing. When students are finished coloring they are to get checked by teacher to

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Grade: 8th Snap-that! Portrait Project

receive sticky note of what they could consider to further develop their coloring
technique.!
Finish - Students return supplies to the appropriate containers and return their art work.
Students share the challenges and successes they experienced while using the coloring
mediums of their choice.!
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L#4:!
Start - Show variety of portrait art, invite students into a public critique of work.
Introduce students to kind, helpful, and specific feedback. Introduce students to critique
sandwich, two compliments and something to improve the work. Pare students to
critique each others final art work.!
Do - Students participate in group critique of general art work, students complete
critique sandwich of each others art work in a pair critique setting. Once students finish
their critique they receive final response work sheet to reflect on their art work. They
complete the reflection and submit their work.!
Finish - Students share struggles of receiving or giving feedback, they can also share
what they feel is important/they enjoy about the process. Students submit work for final
grade.!
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Assessment (How will they show understanding? Mid point ::Formative:: /
Ending ::Summative::):!
L#1: Formative - participation in practice to develop skills in portraiture will be
documented.!
L#2: Formative - Participation in gathering resource for portrait project and starting
outline will be documented.!
L#3: Fomative - Participation in completing outline and color will be documented for
project progress.!
L#4: Summative - Participation in group critique writing kind, helpful, specific feedback.
Completed portrait project. Completed checklist and reflection. All will be collected for
final summative assessment.!
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What’s Next (What does this transition into for next lesson?):!
Students practiced working from observation, this will aid in next project as they
combine features of bugs they research and work from imagination to develop their own
species of bug.!
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Grade: 8th Snap-that! Portrait Project

Reflection (Notes on experience, what to consider, what to change):