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EAE Lesson Plan

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14 views

EAE Lesson Plan

Uploaded by

Dan Paolo Albinto
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Grade 6 Arts

Education
Lesson Plan

Ashlyn Helmeczi
Grade 6
Visual Arts - IDENTITY
“Self Portrait”
Lesson Time Required: 20 – 25 minutes
Note: take photographs of students and print prior to the lesson
Note: time of lesson may vary depending on grade level

Key Inquiry Question: How does visual arts express our own identity?

Prerequisite Learning: Students will have already been introduced to visual arts and have explored
their artistic talents. They will have already worked on prior visual arts assignments/projects and
will be introduced to what ‘self-portraits’ are.. Teacher will have exposed students a variety of
self-portraits from a variety of cultures and types of art.

Required Resources and Materials:


o Pencils
o White paper (1 sheet per student)
o Graphite (1 piece per student)
o Portrait/photograph of each studentà camera, printer
o Exemplar of finished product
o Optional:
o Markers (to add color/write a title)
o PowerPoint of different self-portraits in different cultures and instructions
o Construction paper for border and glue
o Music (playing in the background while students work)

Arts Education Goals Addressed:


Creative/Productive – students will create their own self-portrait and have the opportunity to use
a new material, graphite. They also will be creative in how they compose their self-portrait (leave
it with the graphite look, color and make it look more abstract, etc.)

Cultural/Historical – students will explore and be exposed to a variety of self-portraits from


different cultures.

Critical/Responsive – students will respond critically to their artistic projects and respond to their
experience.

Proposed Learning Outcomes and Indicators:

Outcome - CP6.10 Create visual art works that express ideas about identity and how it
is in influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family
interests, gender).
a. Use inquiry in visual art to extend understanding of identity
f. Reflect on how images, elements of art, and principles of composition can
be organized to convey meaning and express identity in visual art
Outcome - CP6.11 Investigate and use various visual art forms, images, and art-making
processes to express ideas about identity.
a. Select various visual art forms (e.g., drawing, mixed media sculpture) to
express ideas about youth and identity
b. Investigate how visual artists and popular media manipulate the elements of
art (i.e., line, colour, texture, shape, form, and space) and principles of design (e.g.,
balance, rhythm, emphasis, variety, contrast, proportion/scale) to achieve
intentions, and apply understanding to own work
c. Make keen observations of detail, and increase skills in representing unique
features of individual people, animals, plants, and objects.
d. Identify and create visual patterns
e. Examine ways of creating contrast (e.g., bold/subtle, rough/smooth, light/dark)
Outcome - CP6.12 Demonstrate increased skills and problem-solving abilities in a variety of
visual art media.
b. Demonstrate and determine skillful use of range of appropriate tools,
technology, materials, and techniques
d. Describe own critical and creative thinking, decision-making, and problem-
solving processes
Outcome – CR6.2 Investigate and identify ways that the arts can express ideas about identity.
a. Analyze and describe how identity may be expressed through various styles and
forms of art
Outcome – CH6.1 Investigate how personal, cultural, or regional identity may be reflected in arts
expressions.
a. Apply critical thinking when analyzing and describing how identity is expressed in
arts expressions
d. Describe why personal and cultural identity is often an important influence in
the creation of arts expressions.

Cross-curricular Competencies:
Developing identity, developing artistic skills

Connections with Other Areas of Study:


Health Studies 6 – strong correlation to the health curriculum (development of personal
standards and identity, perceptions related to body image)

Math 6 – strong correlation to the math curriculum relating to angles, lines and shapes

Career Education 6 – strong correlation to the career education curriculum (investigate the
influence of a positive self-image)
Planned Learning Activites:
1. Students will receive materials (pencil, paper, graphite, photograph of their face)
2. Teacher will show exemplar of their self portrait and explain how to complete project:
1. Rub graphite on the BACK of their photograph
2. Place white paper behind their photograph (graphite side and white paper are
touching à photograph of self is in the front)
3. Trace (with pencil) all lines of their photograph
4. The lines will go through onto the white paper because of the graphite (graphite is a
crystalline form of carbon)
3. Students will begin these steps, while teacher assists and explains when needed
4. Once graphite part is complete, the students can choose where they want to take their
piece of art à glue on construction paper for a border and create a title for their portrait,
use marker to add color and design to their self-portrait, etc.
5. Once students finish, they will analyze and reflect on their self-portraits to themselves or
to a partner (critical/responsive). They will complete a self-reflection.
6. Hang finished product up on a bulletin board and then put in portfolio

Optional: add English Arts/Career Education curricula and allow students to write about
themselves to add to the portrait

Plans for Assessment:


- These portraits will be kept in the students’ arts education portfolio
- Students will complete a self-evaluation/reflection of the progress
- Here are two examples of reflection papers
Artist Statement
__________________________
What? __________________________
What did you __________________________
make? What did __________________________
you use to make
__________________________
it?
__________________________

__________________________
How? __________________________
How did you __________________________
make this? What __________________________
were the steps __________________________
to create it?
__________________________

__________________________
Why? __________________________
Why is this piece __________________________
of art special? __________________________
What does it tell __________________________
to your viewers? __________________________
https://www.pinterest.ca/pin/86
3917140990782732/

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