Sara McKillop Art Planning Unit: Art Self-Portrait Date: Starting 16/09/10 Year group: Year 2 Key Learning

g Objectives: Year 2, Term 1: to represent observations, ideas and feelings, and design and make a painting Learning Outcome for unit: Chn are working towards painting a self-portrait and the start of the unit will prepare them for making decisions towards this aim. Session Shared learning and teaching Independent learning Plenary Ask the children to collect Ask the children to Share some of the photographs and other investigate a range of chns pictures. information about themselves at drawing media and the marks they can make, eg try home, school and play. out techniques for showing Display images of children by textures of hair, smoothness of skin, pattern on clothing. painters, photographers and Encourage children to illustrators (including photographs of the children in explore different types of marks, eg bold, expressive, the class) together with quiet, wriggly. Ask them to examples of artists' selfuse marks that portraits. communicate ideas about Talk about selected images of themselves and how they would like to be seen by children, raising questions others, eg big and bold, about the ways in which the clothes worn, the pose and the quiet and thoughtful. activities shown, convey ideas about the children. Talk about selected selfportraits focusing on how artists Assessment criteria I can Statements identify I can draw a detailed differences in picture of my eyes. ways that children are represented in art identify ways in which artists represent themselves and suggest reasons for this

Sara McKillop Art Planning have conveyed ideas about themselves, eg how do the artists show themselves? As a painter? As a mother? As a friend? As a person with status? Ask the children to suggest why portraits are made, eg to record an important time in a person's life, to project a powerful image of the person, to portray individuals as wealthy, knowledgeable or hard working. Focus the children's attention Give the children mirrors. Share some of the on one self-portrait. Ask them to Ask them to look at chns pictures. describe: themselves and think about the size and shape of their the person or people and faces and about the size of parts of their face or body in the objects they are holding, wearing, etc (the relation to each other. content, subject) Ask them to draw life-size the main shapes and colours, etc in the image and miniature self-portraits, (the visual elements and including themselves as a whole or just their head and the composition) how the image is made. shoulders. Is it a photograph? A painting? A print? (materials and processes used) how the image makes them feel about the person portrayed. What sort of person is this? What is the person doing? What does the image tell you about the person? (the ideas and

identify aspects I can draw the parts of of one selfmy face in detail. portrait and say what they think and feel about it identify ways in which children in the class are similar to and different from each other suggest ideas about how to represent themselves record selfportraits from observation, working on different scales

Sara McKillop Art Planning meanings) Ask the children to look at each other's appearance, eg their height, shape, colour of skin and hair, facial features. Talk about how the children would show themselves in a portrait. What clothes would they be wearing? How would they like to be seen? What would they be doing? Would they include objects such as toys or a pet? Display children's work so far to Encourage children to Share good show how they look different experiment with mixing examples from one another. Put the colour to make skin shades images of children they talked and with controlling the about in session 1 alongside consistency of the paint. their work and talk about Show them how to apply the similarities and differences. colour in stages, deciding Reinforce that the children can which parts they will treat as choose how to project flat colour and which parts themselves in their selfthey will work and make portraits, and show themselves more complex. as they wish to be seen. Chn can apply a light wash to an A3 piece of artists paper in prep for next week. Using their drawings as a Chn draw on the features in Share the chns pics reference, ask the children to detail and start painting so far. make a larger painting. Ask them on at least the skin them to draw the outline and colour today. main shapes of the portrait using light-coloured chalk. Show them how to mix paint and colour to represent skin, eyes, hair, etc. Demonstrate a

comment on differences in others' work

I can draw my face and mix a skin colour.

plan, compose I can add the features and make a self- to my self-portrait. portrait painting

Sara McKillop Art Planning system of colour mixing, eg combining two colours to achieve a range, adding black or white to make darker or lighter tones. Continue with paintings

Continue painting

As before

plan, compose I can paint a selfand make a self- portrait portrait painting identify the I can review my work successful parts and improve as of their painting necessary. and explain why they think these parts are successful identify what they might like to change or improve

Ask the children to say what Allow children time to edit Share final paintings they would like to change about and improve their paintings their work and what they think where possible they would like to do in the future. How might they show themselves differently? What characteristics might they have portrayed instead? What would they like to show in a portrait of someone else?