Unit Title: Discovering the Many Layers of Ourselves

Big Idea: Identity

Lesson 2: History of Portraiture as Identity
Suggested Time: 1 50 min. class period
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
VA:Cr2.1.4a Explore and invent art-making techniques and approaches.
VA: Re9.1.3a Apply one set of criteria to evaluate more than one work of art.

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting curricular and student
needs
TSW learn the concept that there is no one correct way to represent themselves. There are many ways
and artists have to make creative choices in this matter.
TSW learn how to create correct facial proportions.
TSW learn how artists in the past have used portraiture.

Assessment (the type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson.
Pre-assessment: Have students do drawings of themselves without any instruction.
Post-assessment: Students will create a second self-portrait after learning how to use correct facial
proportions. Then, students will reflect while looking at both drawings noticing how they grew and what
stayed the same. They will also decide which drawing they like best: their pre-assessment drawing or
their revision drawing.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
Set up
1. Have all materials out and ready.
2. Have PowerPoint up and ready.
Day 1
1. Pre-assess by asking the students to create drawings of themselves doing their best.
2. Discuss self-portraits.
3. Using PowerPoint, show students how artists in the past have worked with portraiture. Question
what a portrait says about the person in it.
4. Teach correct facial proportions modeling each step for the students for the more visual learners.
5. Have students re-create a self-portrait trying to implement correct facial proportions.
Conclusion
1. Reflective discussion looking at both of the portraits they created. Where did you grow? Where
did you stay the same? Which one do you prefer?

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs.
The teacher will provide many opportunities to respond to ensure student engagement. The preassessment will get the students in a hands-on activity right away. The teacher will use technology to
present the lesson to reach the iKid generation. The teacher will then allow the students to apply what
they have learned to a revision drawing. The teacher will then allow time for reflection on their process
and personal growth.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives.
Visual Thinking Strategies: Students will discuss a piece of artwork and respond to the following
questions: What is going on in this picture? What do you see that makes you say that? What
more can we find?
Students will create a list of societal influences in their lives. They will then search these images
on a computer, save the images to a word document, and print the images.
Students will fill out an exit slip describing what stuck with them and what confused them.

Resources and Materials

List of tools, personnel, and materials used in the planning of and during the instruction of the lesson.
Pencils
Artist Journals
Colored Pencils
Crayons
Markers
9x12 white drawing paper
PowerPoint

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student
learning.
Teacher will use a projector and PowerPoint presentation during instruction.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
If students are struggling, the teacher will assign a student helper to those students in need of extra
assistance. If further help is needed, the teacher will work with the students in need one-on-one.

Classroom Management

Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.

Teacher has the students enter while using TUMS to set a positive environment for the classroom (Touch
them, Use their name, Make eye contact, Smile). Teacher has taught behavior expectations at the
beginning of the year so students know what is expected. Classroom expectations are also posted on
the wall as a reminder. There are seats placed away from other students in case the student needs to be
separated from class for behavioral reasons. Teacher will use a 4 to 1 ratio for positives versus
negatives. Teacher provides many opportunities to respond to keep students engaged.

Extensions
Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.

If students have extra time, they will add to their portraits using realistic colors or abstract colors
understanding the difference between the two.

Follow-Up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).

Teacher will require an exit slip for students to leave the class. They will respond to the following
prompts: What stuck with you today? What confused you today? The students will hand these to the
teacher completed as they walk out of the room. The teacher will use these to inform further instruction.