Pleasing Self-Portraits
Self-portraits can seem difficult, especially for the beginning artist, but
they are a wonderful way of practicing sketching the human form. Any teacher
who has observed a student evolving from the basic stick figure drawings to the
composition of a recognizable face can attest to the pride in seeing their
reflection in a work of art. The following are examples of how self-portraiture
was integrated in a variety of different ways at Elbow Park School in Calgary.
Mathematical Mystery Picasso
Self-Portraits
By Ms. Montanero’s Grade 1 Class
Materials Required:
-
Dice
-
“Roll A Picasso Portrait”
handout
-
Sketch paper and pencil
-
Watercolor paper
-
Watercolor pencils
-
Brushes and water
-
Markers for outlining and
texture
1.
In class students have a
discussion about the famous artist Picasso and the types of art he created.
They observe several examples of his work.
2.
From there, students are
provided with a sheet of paper that contains a grid of different ways to draw
facial features. They are also provided with a die to roll.
3.
They need to keep track of the
facial features they are drawing on the grid along with the number they roll on
their die.
4.
A rough sketch is created as
students complete the die rolling activity.
5.
A good copy is developed,
emphasizing a large size for the head and any creative arrangement of the facial
features which they desire in the style of Picasso.
6.
The good copy is completed with
watercolor pencils and felt outlining. The benefit of watercolor pencils is that
younger students can choose to have solid colors or a blend of colors without
going overboard!
Each portrait is an “original” as the
number of combinations seems endless! For this project, the art work can be complimented
by an “I Am” poem to describe students through thoughts, feelings and dreams.
Colorful Oil Pastel Self-Portraits
By Grade 4
Materials Required:
-
Camera
-
Photo editing program – Available
Windows programs, Photobucket or PicMonkey
-
Printed photos of students
-
Sketch paper and pencils
-
Heavier paper with some tooth
to hold the layers of pastel
-
Oil pastels
This project was developed through a
year-long inquiry about what it means to be an agent of change. The
self-portraits were created to help enhance a stop-motion animation film, each being
several frames long. The effect was amazing, as multitudes of different faces
in all colors flashed across the screen.
1.
Take a couple of classes to
introduce the concept of facial balance and proportion. Go through
step-by-step, drawing a basic head shape, the grid lines vertically and
horizontally, and then adding each facial feature. For more information on this
process, see: http://www.craftsy.com/blog/2013/05/drawing-a-head/
2.
Have students practice this
process independently. The repetition will give them more confidence in their
drawing ability.
3.
Next, have them experiment with
pastel blending. The students will naturally be drawn to colors they connect
with. Emphasize blending the colors together, not with Kleenex or their
fingers! Oil pastels blend best by adding more pastel. Encourage the use of the
white pastel, as this will add to the dimension of their drawing and help show
a light source.
4.
Students at this point should
choose a key color they will use, and 2 to 4 other colors for blending.
5.
Photo time! Have a fun day
simply taking close-up pictures of each other. It is important to create a
comfortable environment for the students to give genuine expressions they are
going to use for their artwork. After many discussions about being agents of
change, their expression should reflect a sense of pride and taking action!
6.
Once students have selected
their preferred image, the photo is edited by changing the contrast. By making
the photo more high contrast (more black and white, less grey), students can
more easily see areas where the light hits their face.
7.
Have students do several
practice sketches of themselves. They might want to start by directly drawing
on their printout to get the general outline of their personal facial features.
They can then complete additional sketches freehand in their sketchbook.
8.
Lightly sketch onto the heavy
paper for the good copy.
9.
Coloring! Demonstrate for
students how to start in the darker shaded areas of the face – such as between
the eyes and around the chin – and work their way to the highlights – such as
their cheeks and forehead.
10. Students will need to be constantly blending different colors in
with their key color to get the layered effect, depth in their self-portrait
and unity of the entire face. Make sure to remember to lighten the face where
the light source hits it!
11. Complete the piece with a complimenting color for the background.
Keep it bright, but ensuring it does not take away from the self-portrait.
Painted Pop Art Self-Portraits:
Transformed
By Grade 6
These portraits were done at the
beginning of the year. The intention is, as the students grow as citizens
throughout the year, the artwork will change as well. Students will revisit
these self-portraits in June to enhance them with a variety of multi-media.
Materials Required:
-
Camera
-
Photo editing program –
Available Windows programs, Photobucket or PicMonkey
-
Printed photos of students
-
Sketch paper and pencils
-
Canvas board 8X10
-
Acrylic paint
-
Multimedia collage projects for
phase 2!
Phase #1
1.
If students need practice with
drawing the face, please use steps 1 and 2 from the above activity.
2.
Have students observe Andy
Warhol style paintings and his use of minimal lines and strong colors.
3.
Photo time! Encourage students
to bring out their personality in their photo. Are they outgoing? Shy?
Thoughtful? Just go with it!
4.
Once students have selected
their preferred image, the photo is edited by changing the contrast. Change the
photo to black and white and reduce the photo to the minimal lines by adjusting
the contrast. The photo should be almost all black and white. Increase the
saturation to bring back some texture.
5.
Students should practice
several sketches of their face before they begin their good copy, paying
attention to thin lines, thick line and texture.
6.
You may want to have them prime
the canvas board with white before beginning their piece.
7.
Ensure when the students draw
their image on the canvas that their body is grounded. This means the bottom of
their drawing meets the bottom of the canvas.
8.
The painting is completed with
black acrylic and fairly small brushes.
9.
Students were also given the
choice of adding a feature color on their piece for added effect, emphasis or
as a background color.
Phase #2
1.
Have students revisit their
art. Have them reflect on what they liked and disliked about their art. Do they
feel the same about the art? Different?
2.
Pose the question: If you could change your self-portrait, what
would you do?
3.
Pose the question: How could changes to your artwork reflect the
changes and growth in yourself throughout the year? This could be their
personality, their experiences, friendships, field trips, productions…something
memorable. Have students make a list of these thoughts.
4.
Show some examples of “collage
portraits” with a simple Google search. It will fuel the creativity!
5.
Explore different kinds of media
including pastel, magazines, tissue paper, 3D materials, photos, maps, etc.
Give them a class to practice doing some collaging: cutting out letters or
phrases, creating a Wordle, developing a pattern or searching in their
notebooks for doodles and sketches they made.
6.
Students need to create a plan
for their transformed piece, in which they sketch their original painting and
decide where the changes will be made. Will it be in the background? In their
clothing? On their face? The possibilities are endless.
7.
Complete the transformation!
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