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This project has been designed to suit normal classroom conditions and illustrates how the classroom can be adapted to create the working space required.
Young students express their thoughts, ideas and feelings about themselves and at the same time they develop their own symbols and techniques to create self portraits.
6 to 14 years of age
Students use colour, line, shapes and textures to express personal ideas and feelings about themselves.
2 sessions of 1 hour and 30 minutes each PLUS 1 session of 1 hour.
Group desks in lots of four to create space in the centre and cover desks with secured sheets of plastic or single sheets of newspaper.
This project has been designed to suit normal classroom conditions and illustrates how the classroom can be adapted to create working space required.
Create a self portrait based on ideas such as self esteem, identity, intimacy, heritage, ancestry and cultural background using charcoal sticks and paint.
The student as an individual.
Portraits by artists such as Van Gogh, Frida Kahlo, Picasso, Andy Warhol and any other portraits or reference, which you find inspiring. Visual references can be easily obtained from the school library or the internet.
Depending on the age group, students will require either more or less time to paint their portraits. Younger students will spend less time painting and their pictures will be less detailed. They will have little concern with adult concepts like space and proportion. Older students will attempt to express and record ideas about themselves in a more detailed way. To assist students to express their ideas visually, follow through with them the four steps of Motivation, Reflection, Perception and Technique.
1. Teacher with art students
Prepare for painting their portraits— gather the students in a group and encourage them to talk about the portraits on display, visual references, by asking questions. Base your questions on the steps of art criticism. (1)
Describe: What is the painting about? Is it a portrait? What does the person in the picture look like? Where is the person sitting/standing?
Analyse: What kind of lines, shapes, colours and textures has the artist used?
Interpret: What is the mood? Is this a happy painting? Is the person in the painting sad? How does it make you feel? (tense, energised, calm or relaxed?)
Judge: Do you like this painting? Why?
Help the students to focus their thoughts on themselves by asking questions such as: Who are you? What is home for you? Have you ever felt lonely? Who are your best friends? Where do you play?
Discuss the various features of the face such as the different types of hair, the different shaped noses, the different coloured eyes and skin colour, and then, ask the students if they can describe them themselves.
With short brush strokes or with long brush strokes? Has the paint been applied with other tools such as sticks for example? What colours has the artist used? Are the colours dark, or bright, realistic, or expressive?
2. Room arrangements
3. Drawing the face using charcoal
4. Creating texture and shading using charcoal
5. Mixing skin tones ready to paint with
6. Applying skin tones to the charcoal drawing
By the third session, students will be able to display their work and should be encouraged to talk about their self portraits. Use the four steps of art criticism: Describe, Analyse, Interpret and Judge to guide students with their comments.
7. Applying paint using short brush strokes
8. Applying paint using long brush strokes
9. Applying paint using long brush strokes