BASIC INSTRUCTIONAL MODEL (BIM) |
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LESSON PLAN FORM |
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EDUC 229B, SECTION 1, Dr. GUENTER |
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Lesson Preparer | : Don McVicker, Phase I - Student Teacher |
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Grade Level | : 4 - 6 (Adaptable through Adult) |
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Time Frame | : 2.5 - 3 hours over 2 days |
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Reference | : Claire Clyde, Teacher, McKinley Primary School, |
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Gridley, CA. |
LIFE SIZED SELF - PORTRAIT |
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TOPIC: |
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Visual arts lesson featuring a student self-portrait that is created by individual |
student drawings. The drawings emphasize line, shape, color and possibly |
texture depending upon the student's selection of materials. |
COMPONENT OBJECTIVES: |
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Artistic Perception: Each student will identify the lines, shapes and colors |
unique to his/her drawings. |
Creative Expression: Each student will create a unique representation of |
themselves using crayons, markers, tempura paints and/or torn paper. |
Historical and Cultural Context: Through direct lecture and film review, the |
students will be introduced to historic and cultural self-portraiture. They will |
identify particular styles which influence their artistic creation. |
Aesthetic Valuing: In groups of four and within the class as a whole, students |
will discuss their self-portrait and how it does or doesn't relate to other |
portraits. In addition, students will discuss their use of color and texture. |
RATIONALE: |
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The visual arts offer creative, historic, perceptual and aesthetic intellectual |
opportunities. Creating this self-portrait will give students the chance to |
explore their creativity while valuing the historic implications of self- |
portraiture as an art form. Through small group and whole class critiquing, |
students will learn to compare and contrast abstract visual representations. |
Appreciation of the shapes and colors demonstrated within the visual art |
imagery will enhance students abstract thinking skills, a necessary life-long |
ability. |
STRATEGY: |
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A combination of guided discovery and direct instruction will be used. |
VOCABULARY: Self-Portrait, Outline, Color, Paint |
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Self-Portrait: A representation of an artist made by that artist |
Outline: The outer most boundaries of a figure |
Color: Paint that imparts a hue |
Paint: The action of applying color |
PROCEDURES: |
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Introduction: |
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To open the lesson, I will ask the students if they have ever drawn a picture of |
themselves or if they have ever looked in a mirror? After the initial |
discussion, I will show the students several examples of how other people have |
drawn their own portraits. On the overhead projector, on an easel chart or |
possibly using a paint program on a computer, I will demonstrate 2-3 examples |
of self-portraiture. I will stress the importance of the creation and not the |
product. I will do this by emphasizing cave drawings as important a work or |
art as the most valuable Van Gogh rendering. The most important elements to |
be addressed are: outlines and color. Prior to passing out the materials to the |
students, the teacher will describe and model a self-portrait. Each student must |
produce his/her own original creation. |
Student Activity Sequence: |
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1.) | Using a sheet of butcher paper at least as tall as the student, the student |
must lie on his/her back. Using a pencil or felt-tip marker, the student |
will trace a crude outline of his/her body shape. |
2.) | Using his/her choice of crayon, felt-tip markers, tempura paint the |
student will paint or color the portrait. Any combination of colors may be |
used with free expression emphasized. |
3.) | If desired, students may use torn construction paper to add texture to the |
portrait. |
4.) | Students should identify their portraits by writing their names on the |
back in pencil. |
5.) | Students should be encouraged to take their portraits home as a door |
decoration. |
Closure: |
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Once the portrait is dry, the students should work in groups of four to discuss |
their portrait. They should discuss their choices of color and texture. In |
addition, students should compare and contrast their portraits with the works |
shown or described in the introduction. As an entire class, students should |
compare the similarities and dissimilarities of their paintings. The teacher |
will listen to the students reviews and encourage the students to look for the |
feelings within the portraits. The teacher will ask the students if they believe |
the cave drawings may have been created during an art lesson in pre-historic |
times. |
EVALUATION: |
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The evaluation will occur once the portraits are dry. The teacher and the |
student pairs will check to see that each portrait was first outlined and then |
painted. The teacher will listen to each critique for signs of understanding of |
outlines and color. Additionally, the group will discuss the concept of self- |
portraiture for understanding of artists' rationale. Students will relate their |
creations to historical and cultural works introduce in opening activities. |
MATERIALS / PREPARATION: |
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Copies, pictures or videos of many types of self-portraits |
20-35 Sheets of butcher paper, approximately six feet in length |
20-35 sharpened pencils or markers |
Various Crayons |
Various Felt-tip Markers |
Various Tempura Paint Colors |
Paint Brushes |
Various Colors of Construction Paper (Optional) |
Lots of room |
CLEAN-UP: |
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Students will be responsible to clean their own area including washing of |
brushes, tables and desks. |
EXTENSIONS: |
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This lesson can be adapted from K-adult. It can be integrated into mathematics |
by asking students to measure the portrait height, limb length, finger length, |
head width, chest width. This can be done with a ruler or even using simple |
block. Records can then be made of tallest, shortest and so on. The portraits |
can also be arranged from smallest to largest or boys versus girls to |
demonstrate their interrelation. |