Let s FACE it! Drawing the face is fun. Discipline: Visual Arts. Drawing faces can integrate with other Utah standards. Literacy

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1 1 Cindy Clark Spring 016 Let s FACE it! Drawing the face is fun. Discipline: Visual Arts Artistic Processes: Creating, Presenting, Responding, Connecting Self-Portrait Assessment Description: Students collaboratively examine and respond to a diverse selection of self portraits. Students select from a variety of provided materials and tools to create a self-portrait that communicates personal interests Students present their artwork and discuss why they are meaningful to them. Students group the self-portraits on identified similarities and share reasons for grouping. Drawing faces can integrate with other Utah standards. Social Studies K-3 social studies all include aspects of SELF. Upper level students could draw portraits of people in different cultures or historical settings they are studying. Or draw portraits of characters in books they are reading. Literacy Math Standard 1. Write an opinion piece with a reason for the opinion. (Create a self-portrait Students will make sense of shape and space. (Students that expresses that opinion.) Standard. Write informational/expository text to convey complex ideas. (Create a portrait of a person who could easily convey the ideas i.e. a portrait of a president or a scientist Standard 3. Write narrative to develop real or imaginary events. (Create a portrait of a real or imaginary character.) will use shape and space to create a portrait). Students will describe and compare measurable attributes. (Students will compare parts of human face/proportions). Students will measure lengths indirectly. (Proportions of face)

2 ; Lorem Ipsum Dolor Spring 016 DRAW YOUR WORST FACE! STEP ONE: Draw the worst face you can. You have 10 minutes. You can use markers, crayons, whatever is on your table. Think: Worst! Ugly! Stupid! Horrible! Think of all those negative words that you sometimes express about your drawings. STEP TWO: Display pictures. Look at them. What do you notice that is INTERESTING? Use the term INTERESTING when looking at art. (And you can no longer make your worst face, because you have already done it. So there can be no more negative words as we learn to draw). Picasso As a child, Picasso painted like an adult. As an adult, he wanted to paint like a child. CONTOUR LINE DRAWINGS: A good place to start Look at evolution of selfportraits by Picasso. As a child Picasso had a photographic memory, and could paint realistic minute details. His father actually gave his own paints because of his ability. But Picasso didn t want to paint portraits like a photograph. He wanted to make his paintings interessting. Draw your face with white glue using contour lines. Use black paper. Let the glue dry. Then use chalk pastels to add color. Make it INTERESTING! What does your portrait say about you? Did you use your favorite colors? (See samples next page).

3 ; Lorem Ipsum Dolor Spring 016 Let the glue dry. Add color with chalk pastels. PROPORTIONS OF THE IDEAL FACE Help students examine the proportions of the ideal face. Examine ideal proportions of human face. You can make changes to achieve a likeness as needed. With lower grades, use an oval template, and with upper grades, have them draw an oval to start. Ideal Proportions of a Human Face 1. Draw an OVAL the ideal face shape. The eyes are 1/ the distance from the top of the head to the bottom of the chin. 3. The ideal face is five eyes wide. 4. There is one eye-width between the eyes. 5. Draw in eyebrows. 6. The end of the nose is 1/ the distance from the brows to the chin. 7. The nose is about one (1/1) eyewidth wide. 8. The line between the lips is 1/3 the distance from the bottom of the nose to the chin. 9. The ears line up with the brow line and the bottom of the nose. 10. The width of the mouth is in line with the pupils of the eyes. Now add details, hair, whatever is needed to make this portrait YOU! Remember the hair comes DOWN a little bit on the forehead. It doesn t sit on top of the head. 3

4 ; Lorem Ipsum Dolor Spring 016 Student Samples: Student portraits of someone who influenced them. (Media: Pencil, black oil pastel, watercolor) Besides creating the portraits, students wrote a paper about the person, describing them, and explained how they were a good influence. Students outlined their portraits with black oil pastel, and then practiced watercolor techniques of wet-on-wet, salt, resist, and color mixing. 4

5 4 3 1 ; Lorem Ipsum Dolor Spring 016 Responding: Creating: 1. Teacher provides a diverse selection of artworks that represent different times and places for student viewing and discusses subject matter with students. 1. Students collaboratively brainstorm multiple ways to create a self-portrait.. Students identify portraits and/or self portraits in the artworks. 3. Students examine and respond to examples of portraits and identify characteristics. 4. Students compare and contrast and discuss how art can reflect artist s personal experiences and interests.. Teacher provides a variety of materials and tools to create a self-portrait that communicates personal interests. 3. Students select from materials that they will use to create their portrait. 4. Students create a self-portrait that visually communicates something about the student s personal experiences and/or interests. Presenting: 1. Students examine class portraits, discuss visual traits, and identify similarities that might result in groups.. Students group artwork according to these similarities and share their reasons for placing them in a particular group. Connecting: 1. Students present artwork and explain why it is meaningful to them.. Students provide and receive feedback on their artwork. Just Like Me Key Vocabulary: Fourteen Artists edited by Harriet Rohmer analysis art collaborate communicate compare/contrast context creative process culture details grouping materials interpret portrait self-portrait Differentiation: A. Present visually and verbally. B. Modify tools and materials. C. Adjust timelines, adding extra time as needed. D. Provide different means of communication. E. Encourage exploration of subtopics or 5 issues.