|The teacher's sample of an|
Topic: An abstract and realistic portrait
Topic: introducing the differences between abstract and realistic portraiture.
Topic: introducing the differences between abstract and realistic portraiture.
Goals & Objectives:
- I will expect that 80% of my students will demonstrate proficiency at the GLE level for the completion of this portrait assignment.
- Art GLEs are 5th grade level benchmarks for the Fine Arts Content Standards in the Show-Me Standards for Missouri Public Schools. Pupils are expected to refine their skills and increase their control of each media they use to complete art projects.
- At each grade level, students are to demonstrate their knowledge from previous years as well as those specified for their current grade level.
Strand I: Product/Performance for Subject Matter: Fine Art
A.3. Communicate ideas about subject matter and themes in artworks created for various purposes
Grade 4 - Portrait: Create facial features in correct proportion, Exaggerate, distort, or simplify features to create an abstract portrait, Still Life: Exaggerate, distort, or simplify observed objects to create an abstract still life, Landscape: Create an original seascape
Grade 5 - Portrait: Create a portrait from observation, Still Life: Create a still life from observation that shows the illusion of form, Landscape: Create an original outdoor scene to show the illusion of space
Strand II: Elements and Principles – Proportion
F. 2. Select and use principles of art for their effect in communicating ideas through artwork.
Grade 4 - Identify realistic facial proportions
Grade 5 - Identify and use relative size (realistic scale)
Grade: 5th -6th
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: two class periods
Facility & Equipment Requirements:
- One computer lap top
- Room with good lighting
- Large tables, approximately ten, each seating four students
- Two sinks
- Dry erase board
- Drying racks
- Cabinets for storage
- Projector for viewing computer video, CDs and DVDs
Resources needed: Visual aids such as: books, slides, web pages, reproductions and sample art works.
Materials per student:
Students should collect or be provided with the following materials:
- white drawing paper
- crayons, markers, and colored pencils
- a large photograph of a person torn from a magazine or a photograph they may cut in half of a person
Step-by-step studio activity specifics:
Phase 1: Introduction: Clarify goals and establish set: The goal of this lesson is to teach students the difference between an abstract portrait and a realistic portrait and to also teach them how to create an original artwork that includes both perspectives.
- The first objective is to teach students a clear understanding of the differences between realistic portraits and abstract portraits. Each child should be able to either write or explain out loud what these differences are by the end of the unit using the common vocabulary attributed to the characteristics of both portrait types.
- The second objective is to train the eyes and hands of students as they process through the lesson plan. Every child in the classroom should turn in a completed art assignment by the end of the unit.
|Teacher's sample Venn Diagram with answers.|
- In this case I will either introduce the lesson with a slide show, with an actual display of artwork or with a book display in which the pairs of abstract and realistic portraits will be shown side by side during this concept lesson. The resources that are available will determine which of these introductions I use.
- We will then most likely have a lively discussion about the differences between abstraction and realistic portraiture, during which I will expect students too participate in filling out a graphic organizer (Venn Diagram, just left) that I will both draw on the board and hand out work sheets for them to take notes on. The lesson should take approximately 2 hours and 30 minutes or two and a half class periods.
- After class discussions, I will hand out the art project materials and review the instructions. I have attached a sample graphic organizer to this lesson plan. I have filled out the answers in red, so that a substitute will understand the anticipated responses from the class. Below is a list of teacher generated focus questions that may be used during the presentation as well.
I’ve also included a vocabulary list just below that students will need to hear the instructor use in reference to the slide presentation and will be included in the quiz they are to be given after completing the portrait art project.
- portrait - A portrait is a painting, photograph, sculpture, or other artistic representation of a person, in which the face and its expression is predominant. The intent is to display the likeness, personality, and even the mood of the person.
- profile - an outline of something (especially a human face as seen from one side)
- frontal view - a head-on view of the sitter, when the sitter directly faces the viewer
- side view - a view from the side of something
- representational portrait - representational is another word for realistic when someone is discussing art (used especially of art) depicting objects, figures,or scenes as seen; "representational art"; "representational images"
- abstract portrait - In the case of a portrait, a person's face is represented by strategically simplifying all types of information associated with their appearance.
- patron - The person who pays for an artist to have either his likeness recorded or someone else's.
Teacher Generated Focus Questions: that I will ask the students during the slide show:
- What characteristics make a realistic portrait look real?
- Do you think an artist would need a lot of training to create a portrait like this? If so, why?
- What do you think is the difference between an abstract portrait and a realistic portrait?
- What are the words we might use to describe an abstract portrait?
- What are the techniques an artist might use to create an abstract portrait?
- What is the difference between a profile and a portrait?
- What is the difference between a frontal view and a side view?
Primary Art Activity, The Portrait Art Project: Students will learn about portraits through the individual activity of the art project combined with the discussions they hear and by observing both professional artwork and the artwork of their peers. Students may do all of these activities in a relaxed social environment grouped together with their peers at tables. This kind of environment encourages children to interact and learn information from each other. School children learn artistic languages by the constant use of those languages within a peer environment. They may not always be aware of this experience as educational. Artists call this learning activity "modeling" or "simulating." Students also use art projects to learn process and knowledge through "discovery" which will immediately lead them to "inquiry". Both of these methods are constructivist models that have been used in the art classrooms and academies for centuries.
Phase 3: Check student attainment of concepts: After the students have finished their primary art assignment they will be given both a short quiz worth 30 points and a rubric evaluation of their art project worth 70 points. I have included both a sample quiz and a grading rubric with this lesson plan.
Phase 4: Analyze student thinking processes: A copy of "Analyze Your Art!" in this packet. Discussions concerning the student projects will follow the return of quizzes and rubrics. This discussion is similar to a critique but varies slightly in that only the attributes of each project are pointed out. It is not a time for students to discuss their opinions about each other’s talents, but a time to learn “how” to analyze the visual information in front of them.
Modifications for Students With Special Needs:
Modifications for the hard-of-hearing or deaf student:
- Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
- Student will be provided with written instructions so that they read about the discussions and demonstrations
- The instructor may use a amplification devise provided by the school or student’s parents
Modifications for the student with limited vision or blindness:
- will be allowed to observe samples of art projects with their hands and for extended periods of time
- Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
- The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
- Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
Modifications for students with mild brain injury:
- Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
- Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
- Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
- Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal. Teachers should rinse off the brayers and glass sheets.
Formal Assessment: Short Quiz for Abstract/Realistic Portrait Unit (worth 30 pts.)
All lesson plans and photographs by Grimm copyright 2011