Grade: 9-12 Curriculum Area: Visual Art

Ms. Laura Martin 12/1/13

Unit of Study/Art history/Cultural context: Proportion; Portraiture (History of and Technique) SPI's/Standards of Art: TN: 1.1.1-1.1.4, 1.4.1-1.4.4, 2.1.1-2.1.4, 4.1.1, 5.1.1, 5.2.1, 6.2.2 (history)

Objectives: Materials: The student will create portraits using accurate proportions Copy paper (exercise) of the head. (1.1.1, 2.1.1) 18x24 Paper (project) The student will learn how to develop a range of values to Graphite Pencils make a self-portrait look three-dimensional rather than flat. Blenders (1.4.4) Kneaded Erasers The student will learn how to draw from observation using Mirrors a mirror to create the self-portrait. (2.1.4) Themes and Foundations The student will learn symmetrical balance, proportion, of Art Textbook and contrast of values. (1.1.1-2.1.4) The student will compare and contrast portraiture from historical and modern art, and possible meanings. (5.2.1) Assessment Strategies: Questions and responses during presentation and demonstration. The results of the Mug Shot Activity. Individual monitoring during practice (double-check comprehension). Rubric for the final project: scoring based on how well Objectives were met in the project. (For example, if all the objectives of the portrait are met, student completed the textbook questions and contributed to class discussion, and most importantly behaved well/gave great effort, he or she will receive an A.) At the end of the semester, the final exam will include questions about Proportion.

Guided Learning Steps: Mug Shot Activity a pre-assessment to observe possible current levels of comprehension. Students will work in pairs, taking turns describing a mug shot of a criminal that the other must try their best to draw out, like a sketch artist. This allows peer-to-peer interaction and cooperation, while adding relevance by invoking a real-world occupation. Powerpoint Presentation Proportion: Allow students to interpret and analyze the technique of creating portraits using proportions. Questions will demonstrate comprehension after going over each step of the process. Features of the Face: same as proportion, but allows students to interpret and analyze the different processes of creating the eyes, nose, ears, mouth, and hair to show realism in the portrait. Demonstration/Guided Practice Proportion: teacher will guide students through each step of creating a proportionate head by drawing along with them. Individual Practice (Project) [3-4 days] Students will use mirrors to create self-portraits. This builds on their previous projects of drawing from observation, e.g. still-lifes. They will

demonstrate continued progress in showing value using graphite, from previous lessons. Reflection Teacher and students will read pages 357-367 in the Themes and Foundations of Art textbook (Portraiture), to reinforce their understanding of portraiture as well as analyze centuries of Portraiture and its purpose in different societies. Students will answer questions 16 in Section II Review, and share answers with the class. Teacher will also encourage reflective discussion on what students liked and disliked about drawing portraits.

Vocab: value (chiaroscuro), proportion, portrait / self-portrait, surreal portraits

Essential Questions: What is a portrait? What is a self-portrait? Why do you think artists throughout history have focused on portraiture? o What do you think is the purpose of portraits? How can portraits and self-portraits help you think about your own and others identity?