Magnet Theme:

Lesson Title: “Selfie” Self-Portraits

Content Area: Art Teacher: Mrs. Corstange

Grade Level: 8 Time Required: 5-7 Days

Standards:List the state or national standards that you are using in this lesson.

ART.VA.I.6.5 Produce and exhibit a final product that demonstrates quality craftsmanship and technique at a developing level.

ART.VA.I.6.2 Develop the concept of proper use of art materials and using tools safely and responsibly.

ART.VA.I.6.4 Develop reflective thinking skills by observing, analyzing, and critically evaluating works of art for the purpose of improving technical quality.

ART.VA.II.6.7 Create preliminaries, possibilities, and drafts at a developing level.

ART.VA.III.6.1 Observe, describe, and analyze visual characteristics at a developing level.

Objective: Students will create a self-portrait. Materials needed: Paper, photos of students, colored pencils, sharpies, iphone template

Overview: What is the purpose of this lesson?

Students will create a self-portrait in a “selfie” style. Students will also focus on the process and the steps it takes to create a final project.

Essential Question: How does art impact our place in the world?

What will I differentiate?

Content Process Product

How will I differentiate?

For readiness Interest Learning Profile

Learning Environment Combination

As a result of this lesson, students will…

Understand (big ideas, principles, generalizations, rules, the “point” of the discipline or topic within the discipline)Understand what a self-portrait is.

Know (facts, vocabulary, how to’s, information that is memorizable)

Know what self-portraits are and how they are created.

Do (Skills) (thinking skills, skills of the discipline – skills you will assess)

Show their ability to create a self-portrait. I will also be looking for craftsmanship and the students’ ability to point out the elements and principles of design that they used in the project.

Instructional Groupings:(How will you have students work together? Whole group, small group, partners, quads, homogeneous, heterogeneous?)

Students will be together as a whole group for instruction, and work on their project as an individual.

Pre-Assessment: (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?

I will find out what the students already know through a class discussion about self-portraits.

Steps in the Lesson:Include ideas for whole-class instructions, differentiated activities, guided notes/practice, independent work, engagement strategies, etc…

Day 1: Students will view a powerpoint about the selfie self-portrait project. Students will take a photo of themselves for the project and print them.

Day 2-3: Students will draw an outline of a smart phone. Students will crop their photos and draw them onto their smart phone drawings. Students will design a background for their self-portrait and some “apps” to go onto the template with their self-portrait.

Day 4-6: Students will work on outlining their drawings with sharpies and coloring them with colored pencil.

Day 7: Students will finish coloring their self-portraits. Students will complete a self-evaluation when finished.

Formative Assessment Strategies:How will you inform yourself throughout the class period the status of the students’ understanding?

I will check for understanding while my students are working on the project by walking around and seeing their work. If a student doesn’t understand or isn’t sure what to do next, I will be able to work with that student one on one.

Closure Activity:This may be a chance to share, or explicit restatement of the goals of the lesson, a summarization opportunity, etc…

Students will be getting a chance to talk about their artwork on their I CAN self-assessment. This will give them a chance to reflect on their artwork as an artist.

Post-Assessment:How will you collect and use data to inform your next lesson?

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Additional Resources:Any websites or materials that you used?

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