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This set of three lessons asks Level 6 students to study and make portraits. The
artwork that they are to produce is a self-portrait and the pedagogical tool most employed in
teaching these lessons is unsurprisingly self-reflection (Letts 2013, p.470-472). Having
closely examined a small number of contrasting portraits, students must reflect upon to
represent themselves.
References.
Letts, W 2013, Reflective Practice, in Teaching Making a Difference (2nd ed.), John Wiley
and Sons, Milton, Queensland, pp.460-488.
Lessonduration(mins.):
1hour
Titleoflesson:
LearningOutcomesandspecificpurpose:
Describe outcomes in
your own words. Be
specific.
Appreciating a Portrait
Level6sstudyofportraitureisbeguninthislessonbyestablishinginstudents
mindswhatareportraits?And,whypeoplemakethemandlookatthem?
Particularimportanceisattachedtotechnologyinthislessonbecausechildren
nowthemselvespractiseanelectronicformofportraiturewithcamerason
smartgadgetsandgalleriesonsocialmediawebsites.
Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Thisisthefirstlessonofaseriesofthreewhichareconnectedtoboththeother
artssubjectsandthestudentshistorycurriculumasitconcernstheFederationof
theAustraliancolonies.Publicfigureswerepaintedatthetimeasanaspectof
theirpublicrole.(Theystillare:aGrade6excursiontoCanberracouldhave
includedtheNationalPortraitGallery.)Familiaritywiththeideaofapainting
andthemakingofoneisassumed.
Resourcesrequired
Theexamplesofportraitsusedforthislessoncanbealtereddependinguponthe
contextoftheschoolsactivitiesandpersonnel;andhowtheymayberecorded
photographically;alsowhatartworksthestudentsmayhaveseen,studiedor
enjoyedinotherclassesorinotheryears.(AschoolwithanAsianLOTE
programmemayhaveusedthatcountrysartinlanguagelessons.)
Ihavechosenfourexamplesofportraiture:twophotographicandtwopainted.
Thetwophotographicare(1)ofafamilygroupand(2)ofagroupof
schoolchildreninaclassorteam.(Thefamilialphotographisofmyown
relativesanditmighthelpmakethelessonfamiliariftheschoolphotograph
werefromthestudentsschoolalthoughpreferablyofunfamiliarstudents
perhapsslightlyhistoric?)Thetwopaintingsarebothfamous,fineartexamples
drawnfromcontrastingperiodsandstylesandchangeableattheinstructors
will.IhaveusedPortraitofMyCousinbyE.PhillipsFox(18934,NGV)and
NonobyHenriMatisse(1908,Met.NY)becausebotharepaintingsofchildren
aroundtheageofGrade6students.
Equipmentrequired:
Artsupplies,andawayforstudentstocarefullystudytheexamplesofportraits:
perhapsonpaperoronscreens;bestifstudentscanhandletheseexamples.
Attachments:
ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.
LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?
Learningactivities,keyquestionsandteacherexplanations:
Tothewholeclassasone,showthefamiliar,photographicportraitsand
askforcontributionsofwhattheseareandwhypeoplemightmakeand
keepthem?Dothestudentshaveanythingliketheseathome?Ifso,are
theyonlyofthemselves?Arethere,perhaps,olderones,orotherpeople?
Whatdotheyknowaboutthewordportrait?(Iftherearephotographs
ofthestaffandstudentofficeholdersabouttheSchoolsOfficethatcould
bealinktotheidea?)
MainComponentofLesson
Learningactivities,keyquestionsandteacherexplanations:
Theintroductionshouldbeaimedattakingtenminutes.Thenext,groupactivity
istotakearoundtwentyminutesandisanalysisofthefourportraitexamples:
bothaspicturesandasportraits.
ThestudentsaretodiscussandtohaverecordedbyeachGroupsnotetakerwhy
theythinkthatapersonwouldhavewantedtomaketheseportraits;howthe
peoplewhoareinthemmightfeelabouttheseportraitsofthemselves;andwhat
feelingsandemotionstheseportraitsgivethemwhoarenotinportrayed?
Theanalysisoftheportraitsasportraitsratherthanpicturesdependspartlyupon
whattoolsofanalysisthechildrensartlessonshaveusedsofar.Theimportant
aspectsforthenextactivityishowtheportraitsarecomposedaroundtheir
subjectssoastotelltheviewersomethingaboutthem.Whatpartsofapersons
bodyaremostclearlyvisibleandwhymightthatbe?Howisshapeandcolour
usedinmakingtheseportraitsandwhatdoesthisdototheeffectoftheportrait?
TheClasscandiscussallofthesequestionsasawholeusingthethoughtsofthe
differentGroupsandtheteachercanrecordtheirresponsesonaboardorscreen
togivethestudentsaresourcefortheirnextactivity.
Thestudentsareeachtoplanandbeginaportraitofthemselves.Otherpeople
maybeincludedinthisworkaslongastheyarenotthefocusoftheportrait.It
willbeexecutedusingnonelectronicmedia;onpaperusingpencils,crayons,
andpaintasthestudentsdecide.
Attach work-sheets
separately.
Make sure the content is
evident from your
description!
Theimportantthingisforstudentstounderstandthatthisisartwithapurpose:
torecordaparticularpersonataparticularpointintimethemselves,now.
Inthetimeleftstudentsaretofirstrecordtheplanningdetailsoftheportrait.
Whatwillbeincludedintheportraitandwhy?Also,whatsortofimpression
theywishfortheirworktohave.Whatwillitssayaboutthem?Studentsshould
beencouragedtomakestatementsaswellasnotesandsketches,evenscribbles
anddoodlesontheirplanandpapersolongasitishelpful.Informstudentsthat
theirplansandbeginningswillbecollectedandstoredforthenextlesson.
LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.
Learningactivities,keyquestionsandteacherexplanations:
Collectthestudentsworkandconcludethelessonwithabriefdiscussionof
whatdecisionstheyhavemadeandwhy;askingifanyartthattheyhaveseenor
donehasaffectedtheirdecision?
Assessmentofstudentslearning:
Recordingofthestudentsdiscussionasawholeclassgroupandinsmall
groups;alsotheplanningandbeginningoftheirportraits.
Thethingtoevaluateishowthestudentshavegraspedtheideaofaportraitand
howoneiscomposedtorepresentaperson.
Lessonduration(mins.):1hour
Titleoflesson:
LearningOutcomesandspecificpurpose:
TheLevel6requirementforArtthatstudentsstudyandmakeaportrait.Inthis
lessonstudentsworkupontheportraitofthemselveswhichtheyhaveplannedin
thelastlesson,andaretoldthatthefinishedworksaregoingtobedisplayedat
theendofthenextlessonsothatalloftheirclassmatescanseethemtogether,as
aclassportrait.
Describe outcomes in
your own words. Be
specific.
ContinuingWithYourPortrait.
Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Theknowledgeandplanningcompletedinthelessonprevioustothisone;also
suchgraphicartskillsasstudentswillhaveacquiredstudyingartuptothispoint.
Resourcesrequired
Theadditionalportraitwhichtheclasswillconsiderasawholebeforereturning
totheirownworkisAnthonyvanDycksSelfPortraitof16134
(Kunsthistoriches,Vienna)becauseitisincontrasttotheearlierportraitsas
beingolderandpaintedbyitssubject,whenhewastwoorthreeyearsolderthan
GradeSixstudents.Thiscouldbechangediftheteachingcontextbettersuits
anotherwork.
Equipmentrequired:
Art supplies and means for all students to both see and appreciate the
new portrait.
Attachments:
ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.
LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?
Learningactivities,keyquestionsandteacherexplanations:
Remindstudentsofthematerialcoveredintheprevious,firstlesson.Asaclass,
theycanconsideranotherportraittobringtothefrontoftheirmindswhatthey
hadlearnedinthepreviouslesson.Thismaybea
MainComponentofLesson
Describe what you will do
as a teacher and what you
want students to do.
Provide brief details of the
learning activities to be
used.
Think carefully about the
purpose of your chosen
activities. Identify key
ideas to be emphasised.
Provide examples and
questions you will use.
Give an estimate of the
duration of each activity.
Learningactivities,keyquestionsandteacherexplanations:
Thegreaterpartofthissecondlessonthechildrenwillpassworkingon
theirportraitsofthemselves.Theteachershouldcirculateamongstthe
classwhiletheydosobothtotakenoteofhowthechildrengoaboutthis
andtoenquireanddiscussthechildrensworkwiththemtoseewhatuse
theyaremakingofwhattheyhavebeendiscussingabouttheexamplesof
portraits.
LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.
Learningactivities,keyquestionsandteacherexplanations:
Warnstudentsofapproachingtimetoputawayworktopreventworkbeing
rushedandremindthattheyshallbeexhibitingtheirportraitattheendofthe
nextlessonandsooughttohaveitcompletedbythen.
Assessmentofstudentslearning:
Studentsgraspofwhatisaportraitandhowtomakeonewithconsiderationof
theappropriateelementscanbeevaluatedinthislessonintwoways.(1)Bythe
wayinwhichstudentsgroupscontributetothediscussionofnewportraitsin
thislesson.(2)Bythewayinwhichstudentsindividuallycontributewhenasked
howtheirownworkisprogressing.
Lessonduration(mins.):
1hour
Titleoflesson:
LearningOutcomesandspecificpurpose:
Describe outcomes in
your own words. Be
specific.
ThislessoncontinuestoexploretheLevel6AusVELSartstopicofportraits
withinthecontextoftheLevel6historyareaofFederation.
Thestudentscompletetheirportraitsinthislesson;thentheyshouldframethe
paintingusingcolouredpaperandprovideanameforthepainting,e.g.Self
Portrait2016,orArtClass2016.
Theyareallexhibited.Studentscompletearubriconownandapeers.Portraits
becomepublicpropertyandareevaluatedbythepublic;asisdoneinpublic
buildings.
Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Thestudentsarecompletingapieceofartworkwhichwillbeseenbytheir
classmates.Theyshouldapplyknowledgeofportraitsacquiredduringthis
sequenceoflessons.Itisassumed,however,thattheyhavesomeknowledgeof
howtobeanaudienceofartworks,particularlythoseproducedbytheirclassand
differingintheirqualityofexecution.
Resourcesrequired
TheportraitsexecutedbythechildrenandpreservedintheArtRoom.Also
facilitiestohangormountallofthesefinishedworkstogetherwithlabelsand
spaceenoughforstudentstohavetimeandfreedomtoobserveandevaluate
themsuchastoformtheirownopinionofwhichisbest.
Equipmentrequired:
A ballot box and sufficient ballots for the class to mark and cast their
choices. Also, some sort of prize to be awarded to the winning portrait
and some way that it can be preserved in the Art Room for some time, as
indeed would a winning portrait.
Attachments:
ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.
LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?
Learningactivities,keyquestionsandteacherexplanations:
ThebeginningofthisLessonshouldbothemphasisethatthisisthelessonin
whichtheportraitsshallbefinishedandrevealthatthereisgoingtobean
exhibitionofthem,acompetitionandaprizeforthebest.Thestudentsare
themselvesgoingtomakethedecision.Theycouldbegivensomeadditionalart
historybybeingtoldthatthereissomethingsimilarandfamousdoneeveryyear
inAustralia,theArchibaldPrize.
MainComponentofLesson
Learningactivities,keyquestionsandteacherexplanations:
Thirtytofortyminutesofthishourlonglessonwillbespentinmakingsurethat
thestudentsallhavesomethingwhichtheyfeeliscompletedandadequate
enoughforexhibition.
Thismayrequirestudentstohavereinforcedthattheimportantaspectsofa
portraitarethehandsandface,togetherwiththesettingofthesubjectalladding
uptosayingsomethingaboutthem.Thesecanbedoneingreatdetailorinlittle
solongastheyarepresent.Studentswhobelievethemselvestobehave
completedcouldberemindedtolookattheirworkcarefullyandthoughtfullyto
thinkofwhattheycouldimproveaboutitandwhatdetailstheymightadd.
Atthecompletionoftheirportraitsthestudentsaresenttopostthemontothe
wallorwireonwhichtheywillbedisplayedandjudged.Inintroducingthe
studentstotheirnewrolesasgallerypatronsandartcriticssomecareoughttobe
takeninmakingsuretheyknowthatthisisarespectfulactivityinwhichtheyare
showingtheirownintelligenceandtastebyseeingandappreciatingwhatan
artististryingtodo.Theskillinexecutingapaintingordrawingisimportantbut
soistheideaswhichwereexecutedandtheambitionwhichtheartistheld.They
arerewardingalloftheeffortwhichtheartistshowsaswellasthesuccessin
effectingthem.Thisisasecretballotandeachstudentshouldthinkcarefully
abouttheirchoice.
LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.
Learningactivities,keyquestionsandteacherexplanations:
Thelessonconcludeswiththeawardoftheprizetothewinningportraitand
somediscussionofwhyitmighthavewonandwhatqualitiesitshowsasawork
ofart.
ThewinningportraitcanbeespeciallyandtemporarilyexhibitedintheArt
Roomandthechildrencanbetoldtolookoutforportraitsofimportantpeoplein
placeswhichtheyvisit,suchaslocalgovernmentbuildingsormuseumsor
churches.
Assessmentofstudentslearning:
Theportraitsarethemselvesfinishedpiecesofworktoevaluateagainst
theknowledgeofportraituretaughtduringthelessonsandthestudents
priorwork.Thestudentscontributionstothecompetitionpartofthis
lessoncanalsoprovideevaluablematerialabouttheirattitudetowardsart
andabilitytoappreciateit.