ART Grade 1 Teaching Guide

UNIT 1
FIRST QUARTER: Drawing
Module B: Drawing Involves Creating Different Kinds of Lines and Shapes
LESSON 2: Face Portraits
Lesson Summary
Art History/
Connecting
Before the camera
was invented, people
drew faces instead of
taking pictures.

Art Production
Creating
Draw a portrait;
shapes and lines using
pencil, crayon, or
charcoal.

Art Criticism/
Looking and Seeing
-What is good or
nice about each
persons face
-Choosing a favorite
portrait and being
able to say why.
-Identifying lines and
shapes in a persons
face.

Art Appreciation
Appreciating
Each face is unique.
Our faces are works of
art.

TIME ALLOTMENT: 1 SESSION (40 minutes)

OBJECTIVES
The learner will:
1. Identify regular shapes circle, oval (oblong), square, triangle - that can be seen in a
persons face.
2. Identify and describe the different types of lines that can be seen in a persons face:
Curved, straight, crooked (zigzag),
Thick, thin long, short
3. Define the given art vocabulary.
4. Differentiate, or tell the difference, between faces; both their own and their classmates.
5. Identify what is unique, different, and beautiful about each part of the face, their own
and other students.
6. Learn the reason for portraiture.
ART VOCABULARY
Portrait: A picture or a drawing of a person from the shoulders to the head.
Symmetry: When one shape is copied, then flipped (just like in math). When one side
is exactly the same as the other.
Elements and Principles
1. Line
3. Form
2. Shape
4. Symmetry (balance)
Materials
Pencil, paper,
Wall and masking tape, for posting.
Alternative materials:
o Charcoal, crayons, Chalk
o Newspaper with no pictures, old wrapping paper, brown paper bags, or any wall.
3

ART Grade 1 Teaching Guide

( Cont: Unit 1: First Quarter: Drawing, Module B, Lesson 2)

MOTIVATION
Show portraits done by Fernando Amorsolo, Ben Cabrera, and Justiniano Asuncion
and ask students who the persons in the portraits; do the artists have the same style.

Alternative resources:
Pictures of people they are familiar with, or drawn portraits of Philippine
Presidents that can be found in a grade 5 Aralin Panlipunan or Philippine history
textbook.
Childrens drawings
Mirrors (so the students can look at their own faces)
If there are no mirrors available, students can be paired up and look at each
others faces.
Ask the students to choose a portrait they like and give the reason why they chose it.

PROCEDURE
1. Show portraits done by Amorsolo, Ben Cabrera, and other artists.
a. Lacking these portraits, show students pictures of drawn portraits of the
presidents of the Philippines from textbooks. If there are many textbooks
available, divide the students into groups and give each group a textbook, opened
to the specific pages.
b. Without portraits or textbooks, have students face mirrors, to look at their faces.
c. If there are no printed material or mirrors, have the students pair off, and ask
them to look at each others faces.
2. Identify the parts of the face. Ask the students what shape they think of when they look
at each part of the face. If there is an easily manageable number of students in the
class, ask the students to trace the shapes using their fingers. Include the shape of the
head.
a. If using print or mirrors, have the students lay their finger on the surface and
trace the shape.
b. IF students are looking at each others faces, have them trace the shape with one
of their fingers, but not touching the face of the other students. They may take
turns, or trace at the same time.
3. Ask the students to tell the class, or each other (if working in pairs), what is different and
beautiful about one or two parts of each persons face.
*If prints of the portraits or pictures are available, explain to the student that before
cameras were invented, they had to draw faces of people. This is also why some
portraits or drawings of faces look exactly like the person, and others look a little
different.
4. Give each student a drawing tool, and something to draw on.
5. Group the students into two.
a. If you used a printed portrait or picture, have the student observe the face and
comment on the shape of the face, eyes, nose, mouth of the person.
b. If you used mirrors, work can be done individually. Have the student take a
second look at themselves.
Have the students look at their own or their partners faces again and then ask them to
draw the shape of the head.
6. The teacher can call the attention of the students and remind them of the following:
a. Eyes: start with the shape of the eye. Then the eyeball. Call the students
attention as to where the eyeballs are placed can they see the whole circle of

ART Grade 1 Teaching Guide

4
( Cont: Unit 1: First Quarter: Drawing, Module B, Lesson 2)

the eyeball? then have the students draw only the part of the eyeball that they
can see.
b.
Eyebrows and eyelashes: What kind of lines are your or your friends eyebrows?
Thick? Thin? Lightly curved? Bent? Long? Short? Have the students draw the line of
the eyebrow, making it thick or thin where needed. Do the same with eyelashes.
c. Nose: Have students look at the bottom of the nose and the nostrils. What kind
of line does it form? And what shape are the nostrils? Have the students draw
what they see.
d. Lips: Have the student draw the line where the upper and lower lips meet. What
does the line look like? Then have the students draw the line of the upper lip,
than the line of the lower lip.
e. Ears: Look at the shape of the ear. What line does it look like? Curved? Slightly
curved? It would help if the students are allowed to compare the ears to other
things they are familiar with does the shape of the ears look like cup handles?
Butterfly wings? Have the kids draw the ears.
f. Hair: Where does the hair start on the head? At the top, above the eyes? The
line that forms at the edge of the hair? Is it straight? Wavy or curvy? Thick? Thin?
Have the students draw these as well.
7. After the drawings are finished, Tape the portraits on the wall, as close to the students
eye level if possible. If there is not enough wall space to post all the portraits, lay the
portraits in a line along the floor (in this case masking tape is not necessary).
a. OR hang strings from corner to corner of the room and paper clip the drawings on
the string. You can also use laundry clips.
PROCESSING, EVALUATION
1. Take a few minutes to look at each portrait. Ask the students which one they like best,
and why.
2. Does the drawn portrait look like the person?
3. Not all portraits drawn by artists look exactly the same as the person. That is the role of
a camera and a photograph. Now artists express their own style or interpretation when
they draw a portrait. If three or four artists draw the same person, each artist will draw
a different person because each will have their own style.
4. Affirm the differences in the childrens art works. Each person draws in his own way
And there is NO RIGHT OR WRONG WAY OF DRAWING.