Professional Documents
Culture Documents
Materials: camera or cell phone, photo prints, acrylic paint, pencil, 18 x 24 canvas board
Lesson Sequence:
1. Introduction: PowerPoint
a. Discuss artist work- Kehinde Wiley, Renee Cox, Tom Jones, Mickalene Thomas
b. Compare with traditional portrait painting of the Renaissance
c. Talk about the power of posing and considering composition to create desired
mood. What does this pose convey to the audience? Think about facial
expression as well.
d. Discuss patterning and symbolism.
e. Think about who you might use as the subject of your piece- someone who is
under-appreciated in your life. Could be at home, at school, at work, etc. Be
creative and be able to back up your choice. Consider clothing choices.
2. Demonstration:
a. Have students volunteer to model/pose positions of power for the rest of the
class; have the class think of ideas for model to try. Does this pose work? How is
this pose more powerful than this one?
b. Gauge how students are doing with painting maybe some confusion on
highlight and shadow, do a demo on painting techniques as needed:
i. Painting skin tones and difficult areas like faces and hands or folds in
fabric
ii. Color matching
iii. Proportion
iv. Grid translations
v. Shadows: using blues and violets instead of black
3. Work Time:
a. Survey the room for students who need help coming up with an idea/struggling
with painting techniques.
b. Ask students questions- Who did you choose and why? When thinking about
your composition, how will you relate to the work of the artists we discussed?
Have you considered what patterning you might incorporate into the
background?
4. Artist Statement: students write statement according to handout:
a. Who is the subject of your piece and why did you choose them?
b. Explain how you addressed their pose and the composition of your piece back
this up with evidence from the selected artists and examples presented in the
PowerPoint.
c. What symbolism did you use in your choice of pattern for the background?
5. Assessment:
a. Rubric- Students considered the material presented in the PowerPoint (artist
examples) when making decisions for their own composition. Students took a
photograph of a significant person; students translated this photo into a painting
with a thought-out background design. Decisions are backed up/explained in
carefully articulated artist statement.
6. Exhibit:
a. Students will plan an exhibit that coincides with a larger school event (open
house, parent teacher conference, etc.) and invite the person they chose as their
subject.
Name:_______________________________ Date:________
3 2 1 STUDENT TEACHER
SCORE SCORE
Subject of photo Subject of photo Minimum effort
is thoughtfully is a person of evident lack of
selected and significance; thought put into
PHOTO positioned. however, position photo.
lacks impact.
Total: Total:
Name:_______________________________ Date:________