Hair Raising Portraits
![Picture](/uploads/5/7/7/1/5771549/1159585.jpg?556)
Beth Conover
Title: Hair Raising Portraits
Grade: 5th Grade
PA Academic Standards For The Arts And Humanities: 9.1.5.C-Know and use fundamental vocabulary within each of the arts forms. 9.2.5.L-Identify, explain and analyze common themes, forms, and techniques from works in the arts. 9.4.5.D- Explain choices regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Objectives:
Knowledge: Students learn about the different types of lines in art and repetition. They will also learn about portraiture and the breakup of the face.
Skill: Students learn how to combine abstract art within their own realistic art. They will also learn how to control their fine motor skills. They will also learn how to block off areas of their page with glue in order to successfully paint with watercolors. Repeat lines and use their imagination to create different types of lines.
Attitude: Students learn to be aware of the importance of a steady hand, as well as patience. They will also be aware of the larger picture and not just small portions, since it is a portrait.
Prepare ahead: Gather visuals, former student examples, information on portraiture and supplies.
Prior knowledge: Students have some knowledge of the elements of art, and how to draw using crayons. They also have knowledge of primary and secondary colors.
Motivation:
Questions leading the students to discovery:
Demonstration: I will be doing a small portrait demonstration with the class this morning and then this afternoon you will be creating your own. So I need you watching and following along. It will be important that you have all of the necessary parts of the portrait in the appropriate spots. Okay so you all have a small paper. I want you to draw a very large egg or oval on the circle filling up most of the page (we need to work large so we have room for our facial features). So once you have your oval I want you to find the middle of it and draw a line across if horizontally. Then I want you to look at the space below that line and find that centerline and draw it horizontally. Now I want you to look below that line and find the halfway point again (just like we did before). Okay now we have made the lines for the eyes, nose, and mouth. Now draw a vertical line in the center of the face from the top of the head to the bottom of the page. Okay now we have a nice map for our face! Where do you want to start first? Okay, lets start with the eyes. Now what shape are our eyes? We have round eyeballs right so lets draw two nice symmetrical circles, but just like with our clay heads we had to hold the eyeballs in with what? Right, we need eye lids. So lets draw in our eyelids to create the shape of our eyes. This time we are going to put upper and lower eyelids. Okay now we need to put in a nose between our eyes. So lets start by defining the base of our nose. Everyone feel his or her own nose. What shape does it feel like? It is sort of a bulb/ or circle. So lets draw a half circle on that line we drew before. Look up at my page to make sure your doing it correctly. Okay to now we need the sides of our nose. What does that side of your nose feel like? It starts our really thin at the top right, and then it gets larger towards the bottom. So lets draw two symmetrical curving lines. Okay now we need a mouth. So we have a top and a bottom lip right? So lets draw a half circle for the bottom lip, and now lets focus on the top lip. The top is a little more difficult. Feel your top lip. It has two bumps in it right? Okay, so lets draw two dots and just like we made waves earlier this year, we are going to draw two waves for lips. Okay looks great. Now we can add finishing touches. What are we missing? HAIR right we need eyebrows, eyelashes, and hair on our heads! So lets work on that for the remaining of the time.
Okay now that you have drawn a portrait you will get a large final sheet of paper to start our hair-raising portraits. You can take your face map and make your own portrait. After we finish the face we will be doing something special with the hair. You will be creating squiggle lines and the repeat them three times. It is like taking your hyper dog for a walk- you never know where he is going to go. So, take your pen for a walk and then repeat your steps three times. I want your lines to look creative and wacky, but what I don’t want to see is scribbles. We are not going to make mistakes, only happy accidents. We are NOT coloring these in yet. So if you finish with your crazy hair do, tell me and I will let you know what your next step is.
Visual Aids: Large drawn step-by-step portrait and a finished project for student motivation.
Exemplars: Former student work and teacher’s example
Activity:
What will the students do?
Week 1: I will do a small portrait with the students for them to use as a guide.
Week 2: Students will start their hair-raising portraits.
Week 3: They will use glue to outline their portraits.
Class 4: Once the glue is dry they will use watercolors to fill in their hair design portraits.
Supplies: 18x12 paper, pen, fine tip marker, glue, watercolor, paintbrushes, water bins.
Vocabulary: Portraits, line, pattern, repetition, shapes and symmetry.
Closure: So what are some things you learned today? What feature on your face is halfway on your head? Your eyes, right. What are we going to do with our hair next class? Right we are going to make patterns by drawing a line and repeating it, but how many times are we going to repeat our lines? Right, three times. Okay everyone good class. Please quietly line up.
PA Academic Standards For The Arts And Humanities: 9.1.5.C-Know and use fundamental vocabulary within each of the arts forms. 9.2.5.L-Identify, explain and analyze common themes, forms, and techniques from works in the arts. 9.4.5.D- Explain choices regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Assessment Strategy: What assessment strategy tool will I use to evaluate the learning outcomes? I will use a rubric that will evaluate how well they followed the demonstration facial map as well as using four repeated line patters. I will also look at how well they understood the facial construction as well as use of materials and creativity. Did they use the elements of art? Did they use patterns and designs? I will be using my rubric to total 16 points, four for each category.
Correlated Activity? (What art activity will follow) Students will use the knowledge of the face to create papier-mâché masks, which they will decorate with pattern and design.
Interdisciplinary Domains: (for example) Art History: Making students aware of the facial structure and the correct proportions of a portrait. They will also become more aware of the art elements.
Reflections: I feel this lesson is successful, because it continues their knowledge of facial structure, which leads them to continue looking at their subjects instead of drawing from knowledge. It encourages them to concentrate and focus as well as fine-tuning their motor skills and creativity
Title: Hair Raising Portraits
Grade: 5th Grade
PA Academic Standards For The Arts And Humanities: 9.1.5.C-Know and use fundamental vocabulary within each of the arts forms. 9.2.5.L-Identify, explain and analyze common themes, forms, and techniques from works in the arts. 9.4.5.D- Explain choices regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Objectives:
Knowledge: Students learn about the different types of lines in art and repetition. They will also learn about portraiture and the breakup of the face.
Skill: Students learn how to combine abstract art within their own realistic art. They will also learn how to control their fine motor skills. They will also learn how to block off areas of their page with glue in order to successfully paint with watercolors. Repeat lines and use their imagination to create different types of lines.
Attitude: Students learn to be aware of the importance of a steady hand, as well as patience. They will also be aware of the larger picture and not just small portions, since it is a portrait.
Prepare ahead: Gather visuals, former student examples, information on portraiture and supplies.
Prior knowledge: Students have some knowledge of the elements of art, and how to draw using crayons. They also have knowledge of primary and secondary colors.
Motivation:
Questions leading the students to discovery:
Demonstration: I will be doing a small portrait demonstration with the class this morning and then this afternoon you will be creating your own. So I need you watching and following along. It will be important that you have all of the necessary parts of the portrait in the appropriate spots. Okay so you all have a small paper. I want you to draw a very large egg or oval on the circle filling up most of the page (we need to work large so we have room for our facial features). So once you have your oval I want you to find the middle of it and draw a line across if horizontally. Then I want you to look at the space below that line and find that centerline and draw it horizontally. Now I want you to look below that line and find the halfway point again (just like we did before). Okay now we have made the lines for the eyes, nose, and mouth. Now draw a vertical line in the center of the face from the top of the head to the bottom of the page. Okay now we have a nice map for our face! Where do you want to start first? Okay, lets start with the eyes. Now what shape are our eyes? We have round eyeballs right so lets draw two nice symmetrical circles, but just like with our clay heads we had to hold the eyeballs in with what? Right, we need eye lids. So lets draw in our eyelids to create the shape of our eyes. This time we are going to put upper and lower eyelids. Okay now we need to put in a nose between our eyes. So lets start by defining the base of our nose. Everyone feel his or her own nose. What shape does it feel like? It is sort of a bulb/ or circle. So lets draw a half circle on that line we drew before. Look up at my page to make sure your doing it correctly. Okay to now we need the sides of our nose. What does that side of your nose feel like? It starts our really thin at the top right, and then it gets larger towards the bottom. So lets draw two symmetrical curving lines. Okay now we need a mouth. So we have a top and a bottom lip right? So lets draw a half circle for the bottom lip, and now lets focus on the top lip. The top is a little more difficult. Feel your top lip. It has two bumps in it right? Okay, so lets draw two dots and just like we made waves earlier this year, we are going to draw two waves for lips. Okay looks great. Now we can add finishing touches. What are we missing? HAIR right we need eyebrows, eyelashes, and hair on our heads! So lets work on that for the remaining of the time.
Okay now that you have drawn a portrait you will get a large final sheet of paper to start our hair-raising portraits. You can take your face map and make your own portrait. After we finish the face we will be doing something special with the hair. You will be creating squiggle lines and the repeat them three times. It is like taking your hyper dog for a walk- you never know where he is going to go. So, take your pen for a walk and then repeat your steps three times. I want your lines to look creative and wacky, but what I don’t want to see is scribbles. We are not going to make mistakes, only happy accidents. We are NOT coloring these in yet. So if you finish with your crazy hair do, tell me and I will let you know what your next step is.
Visual Aids: Large drawn step-by-step portrait and a finished project for student motivation.
Exemplars: Former student work and teacher’s example
Activity:
What will the students do?
Week 1: I will do a small portrait with the students for them to use as a guide.
Week 2: Students will start their hair-raising portraits.
Week 3: They will use glue to outline their portraits.
Class 4: Once the glue is dry they will use watercolors to fill in their hair design portraits.
Supplies: 18x12 paper, pen, fine tip marker, glue, watercolor, paintbrushes, water bins.
Vocabulary: Portraits, line, pattern, repetition, shapes and symmetry.
Closure: So what are some things you learned today? What feature on your face is halfway on your head? Your eyes, right. What are we going to do with our hair next class? Right we are going to make patterns by drawing a line and repeating it, but how many times are we going to repeat our lines? Right, three times. Okay everyone good class. Please quietly line up.
PA Academic Standards For The Arts And Humanities: 9.1.5.C-Know and use fundamental vocabulary within each of the arts forms. 9.2.5.L-Identify, explain and analyze common themes, forms, and techniques from works in the arts. 9.4.5.D- Explain choices regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Assessment Strategy: What assessment strategy tool will I use to evaluate the learning outcomes? I will use a rubric that will evaluate how well they followed the demonstration facial map as well as using four repeated line patters. I will also look at how well they understood the facial construction as well as use of materials and creativity. Did they use the elements of art? Did they use patterns and designs? I will be using my rubric to total 16 points, four for each category.
Correlated Activity? (What art activity will follow) Students will use the knowledge of the face to create papier-mâché masks, which they will decorate with pattern and design.
Interdisciplinary Domains: (for example) Art History: Making students aware of the facial structure and the correct proportions of a portrait. They will also become more aware of the art elements.
Reflections: I feel this lesson is successful, because it continues their knowledge of facial structure, which leads them to continue looking at their subjects instead of drawing from knowledge. It encourages them to concentrate and focus as well as fine-tuning their motor skills and creativity