Title of Learning Segment: The Post-Modern Principles Self Portrait Grade: 6-8

Title of lesson Plan: The Post-Modern Principles Self Portrait

Name:     Nichole Broome              7-8
1 image

Standard(s): NVAS— VA:Cr2.3.5a Identify, describe, and visually document places

and/or objects of personal significance.
i.e. I can analyze how I use artistic choice to describe my identity and artistic identity. I can
research artmaking and find objects that I create meaning through.

SCVAS – VA.CR IM.2.1 I can use a variety of art media, techniques, and processes
in my artwork.
i.e. I can compare traditional self-portraiture media and technique to more contemporary
ways of showing identity. I can explore ideas of personal identity through discussion with
peers and how I might execute that idea in visual art mediums and techniques.

SC English Lang. Standard 2: SWBAT formulate questions about personal identity and build
knowledge on contemporary portraiture.

Vocabulary Definition(s):
1. Identity- the distinguishing character or personality of an individual: INDIVIDUALITY
- “Identity.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/identity.
2. Appropriation- borrowing imagery from historical and mass media sources, such as found
photos and advertising.
- Sweet, Katie. “Postmodern Art Principles.” Prezi.com, 4 Feb. 2013, prezi.com/xd6x-
fxqeg1j/postmodern-art-principles/.
3. Artistic choice- exhibiting taste, discriminating judgment, or sensitivity. Exhibiting an
involvement in or appreciation of art, especially the fine arts. Artist picks and choices elements
that form the art.
-"Art.". “Art.” The Columbia Encyclopedia, 6th Ed, Encyclopedia.com, 2018,
www.encyclopedia.com/literature-and-arts/art-and-architecture/art-general/art.
4. Vanitas- A still life artwork which includes various symbolic objects designed to remind the
viewer of their mortality and of the worthlessness of worldly goods and pleasures
- Tate. “Vanitas – Art Term.” Tate, Tate, www.tate.org.uk/art/art-terms/v/vanitas.

Vocabulary Practice: Student will analyze how artist use artistic choice to create meaning
through think, pair, share. They will compare traditional self-portraiture to more contemporary
ways of showing identity through class discourse and student evaluation. Students will interpret
their own identity and investigate how they represent themselves through personal artistic
choices in a self-portrait. Students will practice the language functions through the processes of
researching representational objects, discussing objects with peers and teacher, applying
knowledge to making a conceptual art piece, through their student evaluation, and critique. How
do objects, places, and design shape my identity? How do artists and designers create works of
art or design that effectively communicate?

Materials:
 Electronic devices
 Sketchbook
 White and Black paper
 Glue Sticks
 Pencils
 Drawing media
 Magazines
 Air Dry Clay
 Recycled material
 Student brought in material
 Large array of different material for student media stations (paint, pastels, marker,
modeling mold, etc.)
 PowerPoint
 Laptop/Projector
 Student Evaluation Sheet

Steps to complete the project (bulleted):

 Introduction with a VTS session on Frida Kahlo. Then a class discussion on identity and
briefly review the post-modern principle of appropriation.
 Big idea of identity: who am I as an artist and as a person? Teacher will lead the
discussion and introduced the concept of how identity can be represented through
artistic expression as well as provide a PowerPoint with artist Aubrey Flack, Mark
Bradford, and Glenn Ligon. Artist can use objects instead of just their face to create a
successful self-portrait.
 Students will compare/contrast traditional self-portraiture to more contemporary ways of
showing identity through peer discourse. Then research for the artmaking process of the
lesson plan.
 Teacher example. Students will come up with five objects that represent them that are
different than the teachers. The instructional process will start with a “think, pair, share”
table discussion of what objects represent me and why? Get groups to share out loud
and provide a few examples so class can have more ideas.
 Explain how objects can represent a person specifically as well as explain the
procedures and guidelines of the project. Each student must have ten representational
objects organized into a composition and three objects must be drawn. Students may
not use self as a one of their representational objects.
 Discuss how the teacher used objects to reflect on her identity and how the student
could use objects to reflect on identity. Teacher will discuss vanitas and how those
artists used objects to represent self.
 Individual research and explore ideas in sketchbook to create designs using a minimum
of ten objects. Teacher will provide an art 21 video on identity for students as well as
vanitas link.
 Show cubist movement/Picasso to give more art references for non-traditional
portraiture. Allow students more time to finish sketches of ten objects as well as the final
composition and present ideas to teacher.
  TW respond to students’ ideas and give the final paper which will be sized 18” x 12” or
according to the proposed sketch. Students can use available classroom materials, bring
in materials from home, or used recycled materials to execute artwork. If necessary,
students may continue to assignments planned for day four if they completed all day
three assignments.
 Finish final draft of artwork. Mount all artworks on given black paper with guided practice
from teacher.
 Write at least two paragraphs about the artwork and how the objects represent your
identity/ artist identity. Mount the paragraphs on given black paper as well, teacher will
have papers pre-cut.
 Informal critique that will be used to practice appropriate constructive criticism and how
to review one’s own art. Summative assessment will be given after critique. It pertains a
combination of a self-evaluation and a graded rubric to be filled out by the student.
Lesson closure will be presenting class artwork in school “gallery” with a reception for
parents and teachers.

Notes:
Limited knowledge on post- modern principles (will review in class) and how to use a large array
of materials (choice-based classroom). Must have prior knowledge of traditional self-portraiture.
Central Focus: Students will create self portraits using representational objects of self. Student
process-based learning will be based on the ideals of discovering artistic and personal identity.
Assessment:
Formative: TW observe, support, and ask periodic questions during the Learning Segment. As
well as perform a sketchbook check at the end of class. Summative: Student will analyze,
interpret and investigate their own identity through the rubric, critique, and student evaluation.

Reference(s):
• “The Wounded Deer, 1946 by Frida Kahlo.” Https://Www.fridakahlo.org/the-Wounded-
Deer.jsp.
• Sweet, Katie. “Postmodern Art Principles.” Prezi.com, 4 Feb. 2013, prezi.com/xd6x-
fxqeg1j/postmodern-art-principles/.
• “1909 To 1912.” The Weeping Woman, 1937 by Pablo Picasso,
www.pablopicasso.org/cubism.jsp.
• The Broad, www.thebroad.org/art/mark-bradford.
• Artspace Editors. “Decoding Glenn Ligon's Most Iconic Commentary on Race.” Artspace,
19 Feb. 2016, www.artspace.com/magazine/art_101/book_report/glenn-ligon-phaidon-
excerpt-53528.
• “Condition Report | Glenn Ligon | Take It or Leave It Digital Archive.” The Hammer
Museum, 24 Feb. 2017, hammer.ucla.edu/take-it-or-leave-it/art/condition-report/.
• “Cubist Portraits Photography - Google Search | Phase in 2018 | Pinterest | Picasso,
Pablo Picasso and Picasso Cubism.” Pinterest, Pinterest, 24 Nov. 2018,
www.pinterest.com/pin/71987294020489621/?lp=true.
• “Glenn Ligon In.” Art21, art21.org/watch/art-in-the-twenty-first-century/s6/glenn-ligon-in-
history-segment/.
• “Mark Bradford.” Art21, art21.org/artist/mark-bradford/.
• “Pablo Picasso Painting, Signed Art Original, Cubist Found Vintage, Artwork, Art.”
Worthpoint, www.worthpoint.com/worthopedia/pablo-picasso-painting-signed-art-
1881322934.
• “Photorealism.” Audrey Flack, www.audreyflack.com/photorealism/.
• “Vanitas - Still Life - Pieter Claesz.” USEUM, useum.org/artwork/Vanitas-Still-Life-Pieter-
Claesz-1625.