Unit Overview

Grade/Class: 7

Identity- Danny Haas Self Portraits

-Throughout history, portraiture has been used for selfexpression.
-Throughout time, artists have used a variety of media,
design elements and principles, and personal and cultural
symbolism in their portraits.
-Effective portraits often reveal insights into the external
context and interior condition of the subject.

Concept: Identity
Concept Question: Why do artists create self portraits?
What can we learn from a self portrait?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of
Identity and Self Portraits influence artists and their artmaking. In this unit, students will explore conceptual
ideas, technical skills,and the artmaking process. Students will be able to work independently to develop their
personal voice that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
7.16 The student will analyze and reflect on the purposes and meaning of art.
7.17 The student will describe personal responses to visual qualities in works of art.
7.18 The student will interpret ways that social and cultural beliefs can influence responses to works of art
VA SOLs Aesthetics
7.18 The student will analyze and reflect on the purposes and meaning of art.
7.19 The student will describe personal responses to visual qualities of works of art.
7.20 The student will interpret ways that social and cultural beliefs can influence responses to works of art.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
7.13 The students will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
7.14 The student will apply processes of art criticism to evaluate works of art.
7.15 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.
VA SOLs Analysis, Evaluation, and Critique

7.14 The student will identify subjects, themes, and symbols as they relate to meaning in works of art.
7.15 The student will apply processes of art criticism to evaluate works of art.
7.16 The student will compare and contrast the processes artists use to create works of art.
7.17 The student will analyze, interpret, and evaluate works of art, based on personal and contextual
information.
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will compare and contrast various visual arts careers.
VA SOLs Art History and Cultural Context
7.10 The student will identify styles and themes in contemporary and historical works of art.
7.11 The student will analyze how art and culture influence each other.
7.12 The student will identify the uses and impact of persuasive techniques (e.g., selection of images, design,
type, media) in print and contemporary media.
7.13 The student will compare and contrast various visual arts careers in relation to career preparation.
Visual Communication and Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
7.1 The student will use, and record in a sketchbook/journal, steps of the art making process, including
research, to create works of art.
7.2 The student will apply contemporary media to communicate ideas, experiences, and narratives through
works of art.
7.3 The student will explain and apply ethical decisions in art making.
7.4 The student will use the elements of art and the principles of design, including the following, to express
meaning in works of art.
1. Color harmonious chromatic relationships
2. Line gestural
3. Space illusion of depth
4. Shape organic, geometric
5. Emphasis focal point, dominance
6. Proportion actual, exaggerated
7.5 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.6 The student will apply a variety of techniques in observational and expressive drawing.
7.7 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.
7.8 The student will develop their artistic voice through their personal works of art.
7.9 The student will demonstrate craftsmanship with attention to detail in works of art.
VA SOLs Visual Communication and Production
7.1 The student will use, and record in a sketchbook/journal, steps of the art-making process, including
research, to create works of art.
7.2 The student will refine media techniques to demonstrate craftsmanship.

7.3 The student will use ideas, concepts, and prior knowledge to solve art-making problems and create works
of art.
7.4 The student will communicate ideas, experiences, and narratives through the creation of works of art, using
traditional and contemporary media.
7.5 The student will explain and apply ethical decisions in art making.
7.6 The student will apply elements of art and principles of design, including the following, to express meaning
in works of art:
1. Colorharmonious chromatic relationships
2. Linecontrast, gradation
3. Spacepositive, negative
4. Emphasisfocal point, dominance
5. Proportionactual, exaggerated
7.7 The student will use a variety of compositional techniques, including perspective, to create the illusion of
space within the picture plane.
7.8 The student will apply a variety of techniques in observational and expressive drawing.
7.9 The student will create three-dimensional works of art, using various processes to include clay handbuilding techniques.

KNOW
Knowledge

Students will know

Elements: Line, shape, color, space

Principles: proportion
Portraiture
Self Portrait
Symbolism
Stylized
Alter Ego

UNDERSTAND
Meaning

Students will understand that

-Throughout history, portraiture

has been used for selfexpression.
-Throughout time, artists have
used a variety of media, design
elements and principles, and
personal and cultural symbolism
in their portraits.
-Effective portraits often reveal
insights into the external context
and interior condition of the
subject.

DO
Skill

Students will be able to

Start with a pencil drawing, then

move into paint to create a
proportionally accurate, stylized
self portrait.

Stage 2: Assessment Evidence

SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Create a proportionally accurate, stylized self portrait using
Composition/formal design/visual
first pencil, them tempera paint.
organization
Craftsmanship/technical skill
Originality/innovation
Written/Oral Reflection/Critique:
Participation/Effort
Self evaluation
Written/Oral Reflection/Critique:
Understanding of concept
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-Teacher takes attendance and performs other administrative tasks while
students complete journal work
-PowerpPoint
-Students will receive the lesson handout to keep in their journals
presentation
-Students will recieve a project planner to fill out and keep in their journals -Lesson Handout
-PowerPoint presentation to introduce lesson, artist, and self-portraiture
-Project Planner
-Discuss vocabulary words and project instructions
-Sample
-Students will review handout and start to fill out project planner complete -12x18 white paper
with sketch.
-Rulers
-Teacher will give demonstration on following portrait reference guide and -Pencils/erasers
setting up their sketch
-Students will begin setting up their sketches on their final papers
Teacher Reflection:
Day
2

-Teacher takes attendance and performs other administrative tasks while

students complete journal work
-Students will continue to sketch their figure outline

-12x18 white paper

-Rulers
-Pencils/erasers

-Students will begin to draw the details on their figure, creating their alter
ego and following their sketches
-Ipads will be available for students to research additional accessory items
that they might want to include in their portrait
Teacher Reflection:
Days
3-4 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Students will continue to work on their pencil drawing until all details are
added neatly and clearly with a well thought out and carried through alter
ego
-Ipads will be available for students to research additional accessory items
that they might want to include in their portrait

-Ipads

-Students final papers

-Pencils/erasers
-Ipads

Teacher Reflection:
Days
5-8 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Once students finish the pencil portion of their project, they will begin
applying paint
-Students will continue to paint their projects carefully, taking time to pay
attention to craftsmanship and mix colors meaningfully

-Liquid tempera paints

-Water buckets
-Paint brushes

Teacher Reflection:
Day
9

-Students will be given the opportunity to add detail to their paintings by

adding colored pencil and sharpie marker on top (paint must be dry)
-Students will review project handout and log into Google Classroom to
take their Self-Portrait quiz
-Students will complete their self evaluation rubric and turn in their work
Teacher Reflection:

UNIT TEACHER REFLECTION:

Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?

-Colored pencils
-Sharpie markers
-Ipads for quiz
-Self evaluation rubric

Does the unit address key concepts and essential questions?

Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
x
Open-ended activities
x
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
x
Independent
Tiered activities/products
x
Journal prompts
x
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest
21st CENTURY SKILLS
x
Critical thinking
Creative/Innovative thinking
x
Problem solving
Information literacy
Listening
Collaboration
x
Communication
Social responsibility
Sustainability
Interdependence
Health literacy

7th Danny Haas inspired Self Portraits

Big Idea-Identity
Students will create alter ego self-portraits inspired by artist Danny Haas. We will
use guidelines to first draw in pencil a proportional figure. Students will then add
the alter ego element to their portrait, then complete their work with liquid tempera
paint. We will discuss the different functions of art and why artists create selfportraits.
-Participate in class discussion
-Complete Project Planner worksheet (including sketch)
-Complete the lesson- Create a neat, well planned self-portrait
Criteria

Excellent

Good

Average

Needs
Improvement

Lesson Objective-Student created

their painting showing mastery
through drawing proportionally and
paint application

20

19-16

15-7

6-0

Overall design and composition of

project was uniform and detailed.
Alter ego is clear and well thought
out

20

19-16

15-7

6-0

Preparation- Closely examined lesson

objective and researched ideas.
Recorded ideas carefully and planned
ideas with sketches

15

14-13

12-7

6-0

Craftsmanship- Project exhibits

skilled manipulation of media with
attention to detail

15

14-13

12-7

6-0

Aesthetics- Artwork communicated

the Big Idea. Elements and Principles
of art work well to create a successful
composition. Project is pleasing to
the eye. Subject matter is easily
recognized

15

14-13

12-7

6-0

Work Habits- Behavior and attitude

was excellent. Materials were used
safely and effectively. Student was
committed to the project and
constantly on task. Didnt rush to
complete. Cooperative and
participated in discussion. Showed
respect to teacher, self, others, and art
room. Students used problem solving
skills and worked independently to
complete project

15

14-13

12-7

6-0

Rate
Yourself

Teacher
Rating

Total
Points