Monochromatic Selfie-Portraits

Grade Level: Art 1 (Intro Art)

Lesson: 1 of 2
Duration of Lesson 2 weeks

Unit: 3 /

National Art Standards:

VA: Cr 1.2
VA: Pr 4.1
VA: Re 7.1
1) Learning Objectives
Content Objectives:
1 Students will use acrylic paint to create a
20 in x 15 in painting on canvas inspired
by the Pop Art movement using a
monochromatic color palette in a personal
style reflecting on the students choice of composition and/or props.
2 Students will use Photoshop to edit a portrait of themselves (taken
by a partner) to divide picture in various levels of value
3 Students will formulize composition and color choice based on
personal message and meaning to reflect own unique personality
4 Students will recognize and apply the important elements of Pop Art
such as symbolic use of color and bold forms
5 Students will utilize the elements of color and value (at least 8
value scale), and the principles of proportion and scale in their
painting
6 Students will informally critique one another during the design
process through small group discussions
Language Objectives:
Students will be able to recognize terminology such as:
Monochromatic
Primary Colors
Secondary Colors
Tertiary colors
Value
Intensity
Shade
Tint
The Pop Art movement
Artists Andy Warhol and Roy Liechtenstein
Behavioral Objectives:
1 Students will stay on task throughout class period
2 Students will respect materials in room (paint, brushes, tables)

3
4

Students will clean up after themselves

Students will use the digital equipment in the proper manner with
partner

2) Materials Needed:
Acrylic paint, brushes, 20 in x 15 in canvases

3) Prior Knowledge:
Students will have previous knowledge of:
Creating a grid to transfer photo of themselves to the canvas
Proportions and values concerning human face
Recognizing positive and negative shapes
Understanding value range and scale
Elements and principles of art and design
4) Procedures:
Week 1:
Day 1: Introduce monochromatic project by discussing popular culture in
relation to visual art with students. Explain the Pop Art movement, and
introduce artists Andy Warhol and Roy Liechtenstein. Show examples of their
work in PowerPoint for inspiration. Discuss monochromatic color and shades
and tints. Demonstrate value scales then begin working on black/white value
scale and monochromatic scale.
Day 2: Teacher takes pictures of each student, while everybody finishes up
value scales. Students will sketch out ideas for painting as far as color
scheme is concerned. Go to computer lab to edit photos to gray scale and
intensify values and print them off. Students will begin to grid photo.
Day 3: Students will finish gridding photo and begin transferring photo to
canvas.
Day 4: Once the students photo is transferred to the canvas, they must
present their concept to the teacher (color scheme) and get it approved
before they can start painting on canvas.
Day 5: Students who are ready to start painting on 20 in x 15 in canvas may
begin.

Week 2:
Day 6: Work day on monochromatic painting. All students should be starting
to paint by today.
Day 7: Work day on painting. Half-way informal critique in small groups.
Day 8: Work day on painting, work should be about 85-90% done by end of
day
Day 9: Work day, students should do their best to complete painting by end
of day

Day 10: Catch up on previous assignments not completed during lesson,

finish up any areas left on painting, complete self-assessment form once
painting is complete.
Instructional Strategies (direct instruction, modeling, demonstrations, ect.) :
Practice:
- Guided:
o
o
o
-

Teacher demonstrates gray values scales and monochromatic

value scales.
Shades and tints of a color is also demonstrated to students
Teach must approve of students concept as far as color
scheme and project idea is concerned

Independent:
o Students design and sketch out their basic idea and portrait
pose they want
o Students take pictures for project with a partner
o Students choose their own color scheme
o Students alter photo on computer to alter how heavy the
contrast is in terms of value, and how many values are
present
o Students are responsible for correctly transferring their photo
onto canvas
o Student create the final painting in their own style based on
project guidelines

Closing (activity to summarize or review the content objectives):

-

Brief lesson review in class

After finishing up painting, students will complete a project evaluation
form

5) Accommodations / Modifications:
Students with IEPS: Accommodations vary with student, General
accommodations might include:
- Cut-outs of human face for easy transfer
- Alternatives to holding paint brush (paint in other ways)
Gifted / Talented Students: Accommodations vary with student, General
accommodations might include:
- Instead of altering portrait to explicitly show the value range,
change the photo to only gray scale
- Change pose so the face isnt completely frontal but 3-quarter
6) Assessment of Learning:
Checks for understanding during lesson instruction:
Formative Assessments:

Observation of students work during class

Observe and make sure students are able to effectively edit photo on
computer
Students maintaining progress through checkpoints during week
Use of vocabulary during informal critiques

Summative Assessments:
Final 20 in x 15in Painting
Self / Teacher Assessments with Rubric

7) Lesson Reflection / Evaluation (analyze the lesson for):

(What went well and why?)

(What changes could or should be made?)
(How will I use the assessment data and what are the next steps
indicated by it?)

Planning Commentary:

1 What are the important characteristics of the students in the

class that need to be considered in planning, teaching, AND
assessing to facilitate learning for all students? Consider:
interests, social emotional development, culture, family, etc.
and How do these factors impact the ways in which I will teach
this content?

2 What theories or research supports this lesson plan and the

approach I have taken to instructing this content?

3 Art there any safety concerns I need to plan for to keep the
students safe?

4 How have I planned to support students in their use of the

academic language demands of this lesson (vocabulary and
language use?)

Some of the vocabulary used in this lesson will be already familiar to

the students. The vocabulary that isnt, will be written on the board and
the students are expected to use this language when discussing and
critiquing each others work during informal critiques.

5 What are the essential questions that can help frame or focus
my instruction?

What is Pop Art?

Could the Pop Art movement
survive today?

How does the mood of a piece

change depending on the color?

How does value change the mood?

6 For any student(s) with an IEP, how have I addressed their

specific goals and objectives?

7 How are the lessons within the learning segment connected

are the learning objectives directly related or connected?

Source of Lesson:

http://www.incredibleart.org/lessons/high/Kim-Pop.htm