Visual Arts: Portraits III

Faces We Know and Love
Grade Level: 6-9

(Starred * statements reflect Student Objectives. **Assessment options for teacher)

Day 1: Preparatory Work / Examination

*Examine / comment on the process and products of portrait artists, using correct terminology.

1. Present Sarah Brokke video; have students write down 5 verbs and 5 nouns that exemplify what they observed. http://youtu.be/21lz-GYjVno
2. Spread out a variety of portrait drawings and paintings on the tables. Ask students to associate their verbs and nouns with the art portraits on the table. Call on students to explain why they correlated the word they did with the image they chose; compare/contrast with Sarah's work.

**Assessment: Chronicle student participation and responses; look for use of correct terminology.
*Practicing drawing what they see using viewfinder/positive and negative space.

Day 2

1. Introduce viewfinder. Look at positive/negative space; practice drawing what you see through the viewfinder

**Assessment: Observe student use of viewfinder, ask them to describe what they are seeing through it as they go through the process.
*Manipulate positive and negative space for a specific effect.

Day 3

1. Examine art examples, including Sarah's, again. Have each student choose one portrait, and have them draw ONLY the negative space. Discuss the impacts of how the artist chose to place the portrait image on the picture plane.

**Assessment: Participation, reflecting understanding of concept as student describes their own choices.

Day 4-5: Art Assignment

"Using either your own photograph or a picture of another, plan out the space for your portrait on the picture plane. Do you want the head to overlap the edges of the paper? What would happen if you centered the image, versus having it off-side? Block off the space for your portrait.

Grid your paper to the appropriate number of spaces (described in practice drawing). Begin copying your image, box to box, from your reference image to your paper. Get basic shapes/lines down first; then slowly add detail."

*Demonstrate understanding of how to create a variety of skin tones.

Day 5-6

Using paint samples from the hardware store, have students match a paint sample to a skin tone they have found in the example/reference artworks. Demonstrate mixing of colors to create skin tones, focusing on value (lights and darks). Have students try to mix the skin tone on their paint sample. Demonstrate creating FORM and VOLUME using different values of the colors students mixed.

Discuss as a class how values create expression in faces...have students mark an example portrait with a post it note; most expressive color. Discuss results as a class.

**Assessment - Participation in discussion, descriptive terminology. Accuracy of color match; did student select the right colors to create the sample?

Day 7-8: Begin painting portraits

**Ask students to share their completed work (critique), Each student in the class will need to reflect "two glows and a grow" - two positive comments and one suggestion - for another student's work at some point in the critique process. Students are scored both on their own analysis of THEIR work as well as their statements about others' work.

Funding for this program is provided by the Minnesota Arts and Cultural Heritage Fund. Click here for more information or visit the Minnesota Legacy website.

Clean Water, Land & Legacy Amendment