This digital unit plan focuses on portraiture and involves students creating their own digital self-portrait. Students will study the purposes and styles of portraits throughout history. They will analyze portraits using formal elements and contextual clues. Students will then take a self-portrait using photography and digital tools to manipulate the image in a traditional, abstract, or surreal style. Peers will provide feedback on how effectively the portraits convey identity. The unit aims to teach visual art standards through creative self-expression and aesthetic analysis of portraits.
This digital unit plan focuses on portraiture and involves students creating their own digital self-portrait. Students will study the purposes and styles of portraits throughout history. They will analyze portraits using formal elements and contextual clues. Students will then take a self-portrait using photography and digital tools to manipulate the image in a traditional, abstract, or surreal style. Peers will provide feedback on how effectively the portraits convey identity. The unit aims to teach visual art standards through creative self-expression and aesthetic analysis of portraits.
This digital unit plan focuses on portraiture and involves students creating their own digital self-portrait. Students will study the purposes and styles of portraits throughout history. They will analyze portraits using formal elements and contextual clues. Students will then take a self-portrait using photography and digital tools to manipulate the image in a traditional, abstract, or surreal style. Peers will provide feedback on how effectively the portraits convey identity. The unit aims to teach visual art standards through creative self-expression and aesthetic analysis of portraits.
This digital unit plan focuses on portraiture and involves students creating their own digital self-portrait. Students will study the purposes and styles of portraits throughout history. They will analyze portraits using formal elements and contextual clues. Students will then take a self-portrait using photography and digital tools to manipulate the image in a traditional, abstract, or surreal style. Peers will provide feedback on how effectively the portraits convey identity. The unit aims to teach visual art standards through creative self-expression and aesthetic analysis of portraits.
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Digital Unit Plan Template
Unit Title: Portrait Unit Name: Angelica Ruiz
Content Area: Art Grade Level: 9-12 CA Content Standard(s)/Common Core Standard(s):
Visual and Performing Arts, Grade 9-12, Proficient
2.0 CREATIVE EXPRESSION
Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
3.0 HISTORICAL AND CULTURAL CONTEXT
Role and Development of the Visual Arts
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
Diversity of the Visual Arts
3.3 Identify and describe trends i the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.0 AESTHETIC VALUING
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
Make Informed Judgments
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
Big Ideas/Unit Goals:
What do portraits tell us about a person?
What does a portrait say about the culture and timeframe in which that person lived?
How can a portrait be constructed to make the audience perceive the subject the way the artist intends?
Unit Summary: Students will study explore the purpose of portraiture and their uses and styles over time by constructing a portrait or self- portrait that conveys a sense of identity and fluency of visual language. Students will display knowledge of art historical conventions , ability in creative expression, skill in digital photography and photo-editing software, and proficiency in aesthetic judgment
Assessment Plan: Entry-Level: Formative: Summative: A r t Te r m s S u r v e y : Guided Notes for Teacher Lecture Digital Portrait Students will be assessed on their knowledge of Students will use guided notes to scaffold their Students will create a portrait that displays learning when viewing the lecture knowledge of digital tools and follows the art terms that will be pertinent to the unit. assignment rubric. Students will also build background knowledge Portrait Detective for the subject of portraiture In groups, they will discuss portraits by Graphic Organizer for Critique well-known artists, searching for visual Students will display knowledge of digital tools clues as to the subject and style of each and awareness of how the elements of art and the principles of design are used when portrait. constructing a depiction of a person.
Webercise Students will be assessed on their ability to follow directions. Students will gain a greater understanding of the process of creating a digital portrait.
Study Sketch Students will sketch ideas of their portrait in each of the three mandated styles
Peer Progress Monitoring Critique
Students will review their peers study sketches and write commentary on how they can be altered to better fit the project criteria.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities: Objective: (Assessments): Students will view Students can identify the The students will view a short presentation by the teacher on the various purposes that examples of various style and period of each portraits have served over human history, and how they can be analyzed to reveal details about ways that portraits have portrait and at least one the sitter. Students will then be given a sample of portraits from various timeframes and been used throughout characteristic about the cultures. They will be given guided notes to keep their attention on the big ideas and a vocabulary sheet to familiarize themselves with art historical terms. In groups, they will discuss history to represent subject that is implied in the portraits and attempt to answer 3 questions about each portrait. The questions will be specific people and the portrait. related to the when the person lived, their station in life, and their personality. The groups will identify different reasons then present their answers using visual clues in each portrait as support for their findings. why portraits are made. Lesson 2 (Webercise/ iPad Lesson) Student Learning Acceptable Evidence: Lesson Activities: Objective: The portrait will conform Using either their own cameras or one borrowed from the school, students will take self- Students will construct a to one of three given portraits following basic rules of composition and lighting. Students will then use either portrait or self-portrait genres (Traditional, Photoshop or other software to manipulate the photo in one of the following styles: Traditional, using photography and Abstract, or Surreal), Abstract, or Surreal. The face must convey a recognizable expression, and there must be clues digital manipulation display proficiency with in either color choice, composition, setting, or objects that reveal information about the subject. software that conveys adigital photography and sense of identity and photo-manipulation personality. software (with regard to composition and design), and conform to one of three given genres. Lesson 3 (Graphic Organizer) Student Learning Acceptable Evidence: Lesson Activities: Objective: Students will make Students will be divided into groups of 3 and analyze the self-portraits of another group of 3. Students will analyze the determinations in three They will complete a graphic organizer on Popplet.com for each self-portrait that prompts them portraits, identifying areas: formal Analysis, to identify the style, compositional choices, and visual clues that convey the subjects identity their genres and judging contextual interpretation, to the viewer. their effectiveness as a and aesthetic evaluation. portrayal of a person. They will provide support for each determination by citing visual evidence in the portrait. Unit Resources: Tutorial for Abstract Portrait https://www.psdbox.com/tutorials/posterized-abstract-portrait-effect Tutorial for Traditional Portrait https://petapixel.com/2015/05/15/how-to-turn-a-photo-into-a-painting-with-photoshop/ Tutorial for Surreal Portrait https://photoshoptutorials.ws/photoshop-tutorials/photo-manipulation/create-this-surreal-representation-of-the-mind-artwork-in-photoshop/ Graphic Organizer http://popplet.com/ Understanding Formal Analysis http://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
Useful Websites: Activities for Understanding Portraiture: Portrait Detectives: http://www.liverpoolmuseums.org.uk/kids/games-quizzes/portraits/
Museums with Collections of Portraiture:
National Portrait Gallery (U.S.)
http://npg.si.edu/ National Portrait Gallery (U.K.) http://www.npg.org.uk/ Los Angeles County Museum of Art http://www.lacma.org/ The Huntington http://www.huntington.org/ The Getty http://www.getty.edu/
Help with Photography and Photo-Editing
Cambridge in Colour http://www.cambridgeincolour.com/tutorials.htm Photoshop Online http://www.photoshop.com/tools/get_flash
