February 22, 2018

by Beth Lemon

Lesson plan

Favorite Things Self-Portraits

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Contents

Grade

Preschool

Subject

Fine arts Drawing & Painting

Materials and preparation

Class set of 12 x18" white construction paper, plus two for demonstration
Class set of medium paint brushes
Class set of paper plates or plastic paint palettes
Class set of water cups
Tempera paint (Suggested colors: red, orange, yellow, green, blue, white brown and black)
Document camera

Prep:

Put a small amount of each color paint on the palettes.
Pass out all materials except paint on palettes.
Place your supplies near document camera.

Related books and/or media

The following self-portraits in history can be used to discuss color and favorite things:

Key terms

portrait
self-portrait

Learning Objectives

Students will:

Paint pictures expressing ideas about their neighborhood.
Discuss their work and the work of others with constructive feedback.

This art lesson corresponds to California Visual and Performing Arts Standards:

2.2 Demonstrate beginning skills in the use of materials (such as pencils, paints, crayons, clay) to create works of art.
2.4 Create a self-portrait.
2.5 Create a picture of a person.

Introduction

(5 minutes)

Tell students that today we will be making self-portraits.
Discuss portraits and self-portraits and why an artist might make one.

Explicit Instruction/Teacher modeling

(5 minutes)

Place your paper under document camera. Write your name on the back.
Using the document camera, demonstrate sketching out your face and body with a pencil.
Narrate as you draw.
Choose 3-5 favorite things you like to do and add them to your sketch.
Ask students to brainstorm their favorite things to embellish their portraits.
Ask students to share out their ideas.
Demonstrate the "swirl, tap" method of cleaning brushes between colors and tapping off excess water.

Guided Practice

(10 minutes)

Pass out paint with palettes.
Ask students to write their names on the back of their paper.
Instruct students to begin drawing, starting with their face.
When students have completed sketches, discuss different paintbrush sizes.
Demonstrate mixing skin color as students mix with you.
Demonstrate filling in your sketch with paint.

Independent working time

(20 minutes)

Instruct students to begin painting.
Walk around the room observing student progress.

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Differentiation

Support: Students may need support mixing skin color. If you think your students may have a problem with this, you can pre-mix a few skin tones on the palettes before passing them out.

Enrichment: Encourage students to add up to 10 favorite things.

Technology Integration

This lesson can be completed without the use of technology; however, technology such as a document camera can be useful in demonstrating the painting technique.

Assessment

(5 minutes)

Review student work as you walk around the room. Did students paint their self-portraits? Did they paint at least 3 favorite things?

Review and closing

(10 minutes)

Gallery Walk: Ask students to place their work on their desks and stand up. Instruct students to walk in one direction, slowly, around the room. Instruct students not to talk during this time.
Come back together as a class. Ask students: Discuss their own works of art, using appropriate art vocabulary (e.g., composition, color, shape).
Ask students to diiscuss how and why they made a specific work of art.

Lesson plan

Favorite Things Self-Portraits

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

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Lesson plan

Favorite Things Self-Portraits

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

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