Title: Wacky Selfie
Unit: Self Portrait
Grade Level: Proficient
Medium: Pastels
Suggested Time: 2 Periods
Instructional Objectives:
Students will demonstrate advanced control with media, techniques, and processes when creating two-dimensional works of art. (KS 1-3)
Students will consistently clean up and organize materials and equipment with minimal prompting. (KS 1-6)
Students will critique art works based on the use of the elements and principles. (KS 2-2)
Elements of Art:
Color & Line
Principles of Design:
Balance & Unity
Materials & Equipment:
IPad
12x18 Black Construction Paper
Glue
Flat Drying Rack
Chalk Pastels
Q-tips
Tissues
Vocabulary:
Arbitrary Color – Colors chosen by the artist independent of what is observed
Art Criticism Process – Organized approach to the observation and evaluation of a work of art
using description, analysis, interpretation and judgment
Proportion - The size relationships of parts to a whole and to each other
Unity – Principle of design that relates to the sense of wholeness in an artwork. A coherent
relationship among the elements in a work of art
Art Production:
DAY 1
DAY 2
http://www.moma.org/learn/moma_learning/search?query=self+portrait
http://www.moma.org/learn/moma_learning/tools_tips - Expressionist Portraits Power Point
Aesthetic Questions:
How does color affect your interpretation of the work?
Does a person have to be symmetrical to be beautiful?
Does the warping make the portrait less attractive?
Art Criticism / Analysis Questions:
Students will compare and contrast self-portraits from artist of the past.
Evaluation Criteria:
Content:
Student demonstrated advanced control with media, techniques, and processes when creating two-dimensional works of art. (KS 1-3)
1 2 3 4 5
Creativity:
Student explored color and stroke variation.
1 2 3 4 5
Craftsmanship:
Student covered paper completely. Glue is in neat lines. No globs.
1 2 3 4 5
Completion:
Student completed work on time.
1 2 3 4 5
Comments:
Total: /20
Unit: Self Portrait
Grade Level: Proficient
Medium: Pastels
Suggested Time: 2 Periods
Instructional Objectives:
Students will demonstrate advanced control with media, techniques, and processes when creating two-dimensional works of art. (KS 1-3)
Students will consistently clean up and organize materials and equipment with minimal prompting. (KS 1-6)
Students will critique art works based on the use of the elements and principles. (KS 2-2)
Elements of Art:
Color & Line
Principles of Design:
Balance & Unity
Materials & Equipment:
IPad
12x18 Black Construction Paper
Glue
Flat Drying Rack
Chalk Pastels
Q-tips
Tissues
Vocabulary:
Arbitrary Color – Colors chosen by the artist independent of what is observed
Art Criticism Process – Organized approach to the observation and evaluation of a work of art
using description, analysis, interpretation and judgment
Proportion - The size relationships of parts to a whole and to each other
Unity – Principle of design that relates to the sense of wholeness in an artwork. A coherent
relationship among the elements in a work of art
Art Production:
DAY 1
- Good Morning Class! What do you think of my selfie? Show warped seflie on IPad.
- Does this count as a work of art?
- Am I a professional or amateur?
- Today class, we are all going to take selfies and warp them. We are going to be working with glue and chalk pastels, which require a big amount of clean up. We’re also going to be looking at selfies in art history and critiquing the different styles.
- MOMA’s self-portrait collection. Students will compare and contrast the different styles of self-portraits.
- Distribution of Ipads. Students will go into Warp it app and take selfie. Distribute construction paper and glue. Demonstrate steady stream of gluing. Walk around to check for understanding.
- Students will place paper in drying racks. Students will be required to name the artist of a self-portrait that was covered in order to line up.
DAY 2
- Student’s portraits will be dried and put on table where are assigned along with a test sheet.
- Demonstrate chalk pastels – Blending, Hatching, Cross-hatching. Have students try out on test sheet.
- Independent practice. Students will completely fill in construction paper with pastel techniques.
- Given an five minute warning, students will clean up in a timely fashion and be seated to wait for homework assignment.
- Students will take picture of work and for homework compare their work with a self-portrait that was discussed. Noting style, expression and answering aesthetic questions. Hand out assignment sheet.
- Tables will be dismissed to line up one by one.
http://www.moma.org/learn/moma_learning/search?query=self+portrait
http://www.moma.org/learn/moma_learning/tools_tips - Expressionist Portraits Power Point
Aesthetic Questions:
How does color affect your interpretation of the work?
Does a person have to be symmetrical to be beautiful?
Does the warping make the portrait less attractive?
Art Criticism / Analysis Questions:
Students will compare and contrast self-portraits from artist of the past.
Evaluation Criteria:
Content:
Student demonstrated advanced control with media, techniques, and processes when creating two-dimensional works of art. (KS 1-3)
1 2 3 4 5
Creativity:
Student explored color and stroke variation.
1 2 3 4 5
Craftsmanship:
Student covered paper completely. Glue is in neat lines. No globs.
1 2 3 4 5
Completion:
Student completed work on time.
1 2 3 4 5
Comments:
Total: /20